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Grammar reference

Grammar reference
Related:  English teaching resourcesgrammarLearning and learners

LearnEnglish Teens - British Council How to help learners of English understand prepositions Why are words like 'on', 'at', 'for' and 'about' so tricky for learners of English and how can teachers help? Adam Simpson, winner of the British Council’s Teaching English blog award, explains. Prepositions and their importance in English Prepositions are tricky little beasts. The relative shortness of the words (most are six letters or under) and their often misplaced role in the overall scheme of things (why should prepositions be less important than nouns, adjectives or verbs?) mean that we should treat them carefully and perhaps give them more time in the classroom than is usually the case. What exactly are prepositions and how are they used in English? In a list of English prepositions you will find very common words such as 'in', 'up', 'behind', 'from', and 'with'. While prepositions are limited in number, they are important because they act as vital markers to the structure of a sentence; they mark special relationships between persons, objects, and locations. Use visual stimuli

11 Free Websites to Practice English at Home At The New York Public Library's Adult Learning Centers, where adults work on basic English and literacy skills, we're often asked for recommendations of websites for adults to practice English at home. Below you'll find eleven sites, some with a focus on listening, some on vocabulary, others on grammar, and some with a range of activities. Happy learning! Easy World of An attractive, user-friendly website including grammar, pronunciation, reading and listening practice and an interactive picture dictionary. Many This website includes matching quizzes, word games, word puzzles, proverbs, slang expressions, anagrams, a random-sentence generator and other computer-assisted language learning activities. Dave's ESL A forum for both ESL teachers and students around the world. BBC Learning An array of wonderful activities for practice, some relating to current events.

Who needs resources? What type of lessons would this include The following types of lessons would use minimal or no resources, and the students would have to produce most of it using their creative minds and using the teacher as a go-between. The only problem is whether or not you can maximise their potential. • Role plays – you can set the topic and area, but they write and perform them. Why use minimal or no resources in class? Students tend to get tired of the same book, day after day, class after class. Advice for these types of lessons Lessons where you don’t have the course book to fall back on will tend to be more exhausting as students need more support, and you will almost certainly be asked a lot of vocabulary questions, so your quick translating skills will be called upon. • Have a system – if you are doing story writing or role plays in class, then students will want to express themselves and will ask you a lot of ‘How do you say…?’

nglish Profile for understanding at what levels students... Nuffield Primary History Directors: Jon Nichol, John Fines, Jacqui Dean and Ray Verrier The Nuffield Primary History principle is that everything published has been taught by teachers or the team. Lessons take the form of a narrative based on work with children. Many lessons were produced by teachers on professional development courses. Resources include notes on teaching approaches exemplified by over a hundred lessons and short lessons. Pupils study a few well-chosen authentic materials in depth. Questions challenge pupils to tackle real issues and important questions – to speculate, debate, and make connections. Gunpowder plot – year 2 discussion about how to deal with King James. Teaching Primary History published by a commercial publisher was very influential, especially in initial teacher training. However the project was better served by non-commercial publishing through the Nuffield Primary History website, with over 150,000 unique visitors a year most of them from Britain.

Three ways to help English language learners 'notice' grammar We'am Hamdan, who teaches English at the British Council in the Occupied Palestinian Territories, describes practical ways to build 'noticing' in your next grammar lesson. What is 'noticing' grammar and what is its role in the English classroom? When I was learning English, my teachers spent a lot of time in class focusing on the form of the target language, but with no context. As a consequence, my natural and varied use of English suffered. Later, I experienced ‘natural’ English through movies, music and novels. In his 'noticing' hypothesis, Richard Schmidt says that paying close attention to both the form and meaning of language items will contribute to one's learning. So, how can teachers help learners develop language proficiency using the noticing hypothesis? Help learners notice gaps in their language knowledge 'Noticing the gap’ happens when learners focus on the gaps in their own linguistic knowledge. I checked learners’ general understanding of the text, then I re-read it.

English Corpora: billions of words of data: Online Word Collocation Source