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Grammarly – räddaren i nöden för engelskläraren

Grammarly – räddaren i nöden för engelskläraren
Alla elever i klass 8 ska skriva inlägg på engelska om övernaturliga fenomen på vår blogg. En skog av händer. Hur stavar man…? En kollega (tack, Lotta!) Man kan använda appen på webben eller i sociala medier, som exempelvis på Facebook och på Google sites. Så här kan det se ut: Några användningssätt för Grammarly När eleverna skriver uppsatser använder du Grammarly för en snabbrättning och ger sedan ytterligare feed back muntligt på innehåll och kvalitet. Elever får i grupper en text som ska bedömas och kommenteras. Pedagogiska verktyg som tar hand om rättning och påpekande är bra. Mina elever i åttan som skulle skriva blogginlägg var måna om att deras texter skulle vara rättsstavade och riktiga innan de publicerades så att alla kunde se dem. Grammarly är gratis i basversionen och kan läggas till i Chrome via Google webstore. Att diskutera Vilka kompensatoriska hjälpmedel använder vi i undervisningen? Related:  Grammar

order of adjectives Sometimes we use more than one adjective in front of a noun: He was a nice intelligent young man. She had a small round black wooden box. Opinion adjectives: Some adjectives give a general opinion. Some adjectives give a specific opinion. Food: tasty; deliciousFurniture, buildings: comfortable; uncomfortablePeople, animals: clever; intelligent; friendly We usually put a general opinion in front of a specific opinion: Nice tasty soup. Usually we put an adjective that gives an opinion in front of an adjective that is descriptive: a nice red dress; a silly old man; those horrible yellow curtains We often have two adjectives in front of a noun: a handsome young man; a big black car; that horrible big dog Sometimes we have three adjectives, but this is unusual: a nice handsome young man; a big black American car; that horrible big fierce dog It is very unusual to have more than three adjectives. Adjectives usually come in this order: We use some adjectives only after a link verb: We say: Task 1 Task 2

Pronunciation game ‘-ed’ This is a game designed for students to identify and practise the pronunciation of ‘-ed’ in the past simple/past participle forms of regular verbs. It comes with three sets of cards at three levels of difficulty, so it can be played with students of any level from elementary to advanced. You can download the cards by clicking here. Edit: Click here for a .pdf version (for anyone who doesn’t have powerpoint) Click here for an altered version where the number of syllables is shown under each word. Sorry for the self promotion, but this post is being considered for the British Council blog of the month contest. Sorting The first version of the game is very simple and intended to introduce students to the three ways to pronounce ‘-ed’ (this stage is necessary at lower levels). When you print the cards make sure you print on both sides of the page because the cards are double sided. For elementary and pre-intermediate students use level 1 cards. The rules Story telling Additional activities

Say and tell: How to talk about talking (1) | About Words - Cambridge Dictionaries Online blog by Liz Walter​ Most of us spend a lot of time talking – in fact a recent study showed that the average Brit spends 6 months of their life talking about weather alone! It’s no wonder therefore that we often need to describe that activity. Unfortunately, simple verbs such as speak, say, talk and tell cause a lot of problems for learners of English. We often use say to report what someone else has said, using a that-clause. She said (that) she was thirsty. He says (that) he’s a friend of yours. For more detailed information about reported speech, look at my previous post on the subject: . It’s important to remember that when we use the verb say, we do not use the person being spoken to as an indirect object: He said he was a teacher. He said me he was a teacher. If you want to talk about the person being spoken to, you need to use the preposition to: What did he say to you? Like this: Like Loading...

Strategier – en viktig grund att stå på Jag har funderat mycket på vad som utmärker min undervisning, och kommit fram till ordet strategier. Det finns tydligare i kursplanerna nu är tidigare, och jag nämner ordet på var enda lektion i språk jag har. Nyligen skapade jag en bild för att förtydliga förmågorna i språk, och strategierna ligger som en grund för allt det andra. För att göra eleverna medvetna om hur strategierna fungerar och vilka de faktiskt redan använder förtydligare jag hela tiden. ”Nu ska vi göra Simon says. Vilken strategi kan man ta till om man är osäker på vad jag sade? Just det, titta på vad en kompis gör.” eller ”När vi läser texten har vi styckeordlistan som stöd, att använda den är en strategi, kommer ni ihåg det?” Vi övar också strategier genom att t.ex. spela word game, en favorit bland de allra flesta elever jag haft. De digitala strategierna är något jag brukar ta med i mina föreläsningar, bland annat finns det några i underlagen från engelsklärarkvällen i Göteborg och SETT2015.

Online Exercises Affect vs. effect exercise Quiz-summary 0 of 10 questions completed Questions: Information Fill in the blank with either affect or effect. You have already completed the quiz before. You must sign in or sign up to start the quiz. You have to finish following quiz, to start this quiz: Results 0 of 10 questions answered correctly Your time: Time has elapsed You have reached 0 of 0 points, (0) Articles exercise 0 of 20 questions completed Complete the following sentences using appropriate articles. 0 of 20 questions answered correctly Passive voice exercise Complete the following sentences using appropriate passive verb forms. Tense exercise Complete the following sentences using appropriate verb forms. Spelling exercise

Teach them English BBC Learning English - Course: intermediate / Unit 25 / Session 2 / Activity 3 Regular + Irregular verbs | Exercises | Worksheets | Pdf list Regular + irregular verbs exercises Regular verbs: past simple and past participle 1. The regular past simple tense in the English language is usually formed by -ed ending (work - worked, stay - stayed). It is the same for all persons, singular and plural: I started, you started, he started, we played, they played. The spelling rules a) We add -d (not -ed) to the word that ends in -e. b) If it ends in a consonant and -y, we change -y into -i. c) If the regular verb has only one syllable and ends in a single vowel and a consonant, we double the consonant to keep the same pronunciation. The same rule applies to expressions with more syllables if the stress falls on the last syllable: ad'mit - admitted, pre'fer - preferred.But: 'enter - entered (the stress is not on the last syllable). 2. Regular verbs list (pdf) As you see below, there are a lot of cases in the English language when you must change the spelling if you add the -ed ending: Regular forms with different spelling Our tips top

Irregular verbs in context - Teacher story Teaching irregular verbs in context is not only useful, but rewarding too. A short story attracts the attention of students and can be used in many communicative activities. Unfortunately, there are not many short stories which can be easily used for teaching the past tense. Advert: Luckily, my friend Lynne Blackburn sent me a nice short story to use here. Irregular verbs in context – the story Here is the story. Once, you think the students have had enough of guessing, play the following video. Irregular verbs in context – the worksheet After watching the video, it is time to start using the worksheet. Past simple story – worksheet Ask the students to translate the words in exercise one. Then ask the students to read the story again and answer the comprehension questions. In the third exercise students should complete the text with the correct verbs in the past tense. The fourth exercise is called Grammar Up. In the sixth exercise students should match the opposites.

All Things Grammar - Home CFL- Engelska Repetitionskurs Verbet är det viktigaste ordet i en mening. Det är själva händelsen, det man gör, som är verbet. (work, call, sing, jump). Formen av verbet som talar om när händelsen äger rum kallas för tempusformerna (tense). De tre vanligaste tempus är: Presens (Present tense) Det som sker nu eller vanligtvis. När du använder han/hon/den/det i en mening i nutid måste du alltid lägga till ett -s på verbet. - he plays, she plays, it plays. Imperfekt (Past tense) Uttrycker en händelse som ägde rum och avslutades någon gång i det förflutna. Perfekt (Perfect tense) Uttrycker en händelse som ägde rum vid någon obestämd tidpunkt i det förflutna eller när en händelse upprepas flera gånger i det förflutna. Perfektformen kan man känna igen på att man alltid måste ha Har (Has eller have) före verbet. Futurum (The Future Tense) På engelska finns det flera sätt att tala om framtiden, men WILL och GOING TO är de två vanligaste sätten. Använd will ('ll) när du beslutar att göra någonting precis vid det tillfället du talar.

English Grammar lessons When we want to talk about future facts or things we believe to be true about the future, we use 'will'. The President will serve for four years. The boss won't be very happy. I'm sure you'll like her. I'm certain he'll do a good job. If we are not so certain about the future, we use 'will' with expressions such as 'probably', 'possibly', 'I think', 'I hope'. I hope you'll visit me in my home one day. If you are making a future prediction based on evidence in the present situation, use 'going to'. Not a cloud in the sky. At the moment of making a decision, use 'will'. I'll call Jenny to let her know. Return to List of Grammar Lessons

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