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Auld Lang Syne & Grammar. Board games with cards for kids learning English | Merry Christmas! 15 fun Present Perfect activities.


Taxonomy term. AimsTo develop and practise:vocabulary: words connected to teeth and teeth brushingstructure: ‘should’ and ‘shouldn’t’curricular work: types of teeth, looking after teethintegrated skills: listening, speaking, reading, writingAgePrimary (7-11 years)... Taxonomy term. Learning English | BBC World Service. Content Frame. Summary of distinctions SAY: Say usually takes a direct object. The direct object may be Say can also occur with a to- infinitive phrase that is similar to an imperative: My father always said to put your best foot forward My doctor ‘s answering service says to call back in an hour.

Say can be followed by the adverb so: Why should you stop seeing him? Because I said so! Say is never followed directly by an indirect object pronoun. Please tell me the story of your life. Tell does, however, occur without an indirect object and with a limited number of direct objects in expressions such as tell a lie, tell a story, tell the truth, tell secrets: She never tells the same story twice I’ve never been any good at telling lies. Tell may occur without an overt (visible) indirect object in a certain kind of context—if the context indicates that there is an audience—but only with wh-noun clauses or phrases: The speaker told why these facts hadn’t come to light before.

Where's your father?

Exams systems etc

The Best Scaffolded Writing Frames For Students | Larry Ferlazzo's Websites of the Day... I’ve written a lot about the value of scaffolded writing frames for students – English Language Learners and those who are proficient in English – to use when they are responding to prompts. As my colleague Lara Hoekstra says, “As long as we’re clear that these are some ways to write, not THE ways to write, they can be helpful.”

Some of the teachers at our school met today, and shared the different writing frames we use. They’ve given me permission to share them here, and I’m also including links to previous posts where I’ve shared different related ideas (you can lot of other resources at The Best Posts On Writing Instruction). Please share your own in the comments section: “Point, Quote, Connect” Helping Students Respond To Writing Prompts “They Say, I Say” Is A Great Writing Resource Exploratree Here Are Some Examples Of Using “Concept Attainment” In Writing Instruction “RACE” Looks Like A Useful Writing Strategy Nicole Simsonsen shared a strategy called T-BEAR: T- Topic Sentence A- Analysis.

Six Word Stories. In this post, I’d like to share a project we worked on earlier today. I’d like to point out that it was not a single lesson but a block of four 45-minute lessons, in which a group of ten teenagers (12-15 year-olds, 8 girls and 2 boys) worked on their Six Word Stories. Here’s what we did. Portraits (icebreaker): First, I asked students to make pairs (some of them didn’t know each other very well, which was to the good).

I gave each student a large piece of paper and I asked them to draw a portrait of their partner. When drawing, they faced each other and they were about 2 meters apart so that they couldn’t see each other’s pictures very clearly. When they finished, I asked them to walk over to their partners, show each other the portraits and talk about them for a few minutes. I pointed out that they were going to need the pictures later on. Guess the words (speaking): The goal of this stage was to give students an idea of what six-word quotes may look like. Life is….. Like this: Narrative Tenses: Where were you when…? Image credit: This is a lesson plan designed to help students practice past narrative tenses. The topic is remembering where you were when big events happened. Download the teacher’s notes and student handout below: Where were you when student handout Where were you when Teachers notes Lead-in Show image of MJ.

Dictogloss Procedure: Ask sts: How did Michael Jackson die? I was at a festival when I heard that Michael Jackson had died. Guided Questions: There are three different past tenses in the text, can you identify them? The Day the Towers Came Down. I was at school when I ______(hear) that terrorists __________(attack) the World Trade Centre. I was at school when I heard that terrorists had attacked the World Trade Centre. Show sts the pictures of important world events, have them choose one and write a short text about what they were doing when they heard about the news.Have sts read out their texts and share their own experiences in open class.

Like this: Like Loading... Regrets, I’ve had a few… Image credit: This a lesson plan for B2+ students to teach language of regret. It uses a clip from The Amazing Spiderman and texts about historic regrettable decisions. Download the teacher’s notes and student handout below: Regrets teachers notes Regrets student handout Lead-in Show students a picture of Spiderman and ask them: Why did Peter Parker decide to become Spiderman? So he became Spiderman because it was his responsibility to stop innocent people like Uncle Ben from getting hurt. What happened? Check students’ answers, they will probably try to express Peter’s regret at not saving Uncle Ben. Language of Regret Look at the example sentences, what are the formulas for each structure? Peter regrets not stopping the robber.He should have doneUncle Ben shouldn’t have tried to pick up the gun.If Peter had stopped the guy, he wouldn’t have killed Uncle Ben.If Uncle Ben hadn’t tried to pick up the gun, the guy wouldn’t have shot him.

Historical Regrets Possible Answers: Like this: Regrets, I’ve had a few… A few discussion activities for English language students. What discussion activities work in class? Tekhnologic, winner of the British Council’s Teaching English blog award for a post on setting discussion goals, shares a few ideas. A discussion can bring out your students’ interests and motivate them; it’s a chance for them to talk about the things they really care about.

Giving and justifying opinions in English can also bring students a sense of accomplishment, as they are using the language to express complex ideas. Discussion activities encourage critical thinking, and are therefore excellent preparation for speaking tests, such as IELTS or TOEFL, which partly examine the ability to express and justify opinions in English. Perhaps most importantly, discussion activities can be great fun for students. Preparing for discussion classes The first thing you need to be aware of is the language ability of your students and how much they know about the topic under discussion.

Be careful with topics that may lead to embarrassment or offense. ESL Speaking Activity: Red and Black Game. Here’s an ESL conversation activity that gets students thinking about the consequences of strategies and choices. It’s the Red and Black card game based on game theory. Teacher Notes – Game Overview The game shows students something about the way people think and act. The choice is basically between the benefits of cooperation versus private gain via competition. Total game time is about 20-30 minutes. 5 minutes to explain how to play5-10 minutes of student play10-15 minutes of debriefing Tools Required a deck of regular playing cardsindividual scoring sheet – just a piece of paper with the numbers 1-10 down one sidea whiteboard or projector to show the payoffs for each card combinationstudent explanation notes (Google slide show below) Activity Goals This isn’t an intensive language experience.

Game Description Objective Each player tries to get as many points as possible. Game Description Game Set Up Student Game Notes and Score Cards Get the pdf file here. Game Play Change partner after Game 1. Lección de inglés: The Gerund and Infinitive. El gerundio y el infinitivo son formas de los verbos que actúan como nombres. El gerundio se forma con “-ing” (walking, eating, etc.). Como hemos visto en la lección sobre los verbos, el infinitivo se forma con la preposición “to” (to walk, to eat, etc.). El gerundio y el infinitivo son formas de los verbos que actúan como nombres. El gerundio se forma con “-ing” (walking, eating, etc.). Como hemos visto en la lección sobre los verbos, el infinitivo se forma con la preposición “to” (to walk, to eat, etc.). 1. Ejemplos: 2. Objeto: Sujeto: Complemento: 3. Forget(olvidar), mean(significar), remember(recordar), stop(parar)… Gerundio: Infinitivo: 4.

Disappointed(decepcionado), glad(contento), happy(feliz),pleased(satisfecho), relieved(aliviado), sad(triste), surprised(sorprendido)… 5. About(sobre), against(contra), at(a), after(después de),before(antes), by(por), on(en), without(sin)… 6. 7. How to Teach Phrasal Verbs. Active Listening: Using Times Videos, Podcasts and Articles to Practice a Key Skill.