Idioms – as clear as mud? Miranda Steel is a freelance ELT lexicographer and editor. She has worked as a Senior Editor for dictionaries for learners at OUP and has also worked for COBUILD. In this post, she looks at some of the weird and wonderful idioms in the English language. Idioms are commonly used in spoken and written English. They add colour and interest to what we are saying. Native English speakers are usually confident that their readers or listeners will recognize the idiom, so well-known phrases rarely need to be given in full. Some idioms can be shortened in other ways such as long story short (to cut a long story short). “Anyway, long story short, it turns out Drake isn’t really his father.” Sometimes only a fragment of the original idiom remains. Another common way of changing an idiom is to reverse its meaning. Many idioms are very versatile and can be changed in a variety of ways. “Why use a stick when a carrot will work better?” “Their approach is all stick and no carrot.” Like this:
Tagxedo - Tag Cloud with Styles 11 Quotes that Inspire Writers Workshop Lessons and Activities How do you learn to write? By reading the works of great writers! Here are 11 quotes about the writing process and the writing lessons and projects they can inspire by WeAreTeachers lesson-ideas blogger Erin Bittman. Writing About Cause and Effect"At first, I see pictures of a story in my mind. Lesson: Magic Journey Take a walk around the school. 100 Whimsical Words by Mark Nichol The English language can be maddening to native speakers and learners alike, but is also delightfully rich, especially for those who seek to convey a lighthearted tone in their writing. Here are 100 words it’s difficult to employ without smiling.
ACHUKA Children's Books UK 11 Vocabulary and Test Review Games and Activities to Keep Your Students Thinking from Sadlier School WeAreTeachers is pleased to welcome guest teacher blogger Sarah Ressler. Sarah is a high school English teacher and writes the Vocab Girl blog at Sadlier School. Find Sarah's blog, as well as free language arts lesson plans, classroom activities and games, at Sadlier’s PubHub. How do you make those vocab words stick—not just for the quiz tomorrow but for the long term? Oranges to Oranges: Quick, define "chimerical"! Bingo Vocabulary Game: Admit it, everyone secretly loves bingo. The Vocab Gal (aka Ms.
Word Up: The Must Dos of Vocabulary Instruction A while ago, I wrote a post called Doing It Differently: Tips for Teaching Vocabulary which spells out (get it?) the process and rationale for selecting certain vocabulary words and also describes six steps for teaching new words. Here, I'm going to add to that earlier musing on this topic by offering up some must dos that took me a few years down the teaching road to figure out. Must Do #1: Be Very Selective As for vocabulary lists, less is better. Long lists of words just don't stick. When you choose, choose high frequency words. And once those big-bang-for-your-buck words are chosen, you will want to really own those as a whole class -- including you, the teacher. Must Do #2 Use the Words Every Day Pull those words out of isolation in that novel or textbook and use them every day and every way you can. And challenge students to take those words out of the room. Must Do #3: Prominently Display the Words Must Do #4 Revisit Past Words Must Do #5 Assess Application
Shirley Hughes Shirley Hughes, OBE (born 16 July 1927) is an English author and illustrator. She has written more than fifty books, which have sold more than 11.5 million copies, and has illustrated more than two hundred. As of 2007 she lives in London. Hughes won the 1977 and 2003 Kate Greenaway Medals for British children's book illustration and her 1977 winner, Dogger, was named in 2007 the public favourite winning work of the first fifty years. Early life Shirley Hughes was born in West Kirby, then in the county of Cheshire (now in Merseyside). After art school she moved to Notting Hill, London, and married John Vulliamy, an architect and etcher. Career At Oxford Hughes was encouraged to work in the picture book format and to make lithographic illustrations. In WorldCat participating libraries, eight of her ten most widely held works are Alfie books (1981 to 2002). The others are Dogger (rank second) and Out and about (1988). Awards See also
Shakespearean Musical Chair My AP students enter my class having read Romeo and Juliet in ninth grade… and that’s it. No Othello in 10th. No Julius Caesar. No Hamlet. I knew I had to develop a way to reduce their inhibitions, build their close-reading skills, front load information about the play, and make it fun and inviting at the same time. Before the lesson I pull the 30 best quotes from Act I and print them in 20pt font.I cut the quotes into strips. In Class I tell the students that they will gain knowledge about the characters, setting, and conflict of the play, and they won’t even open their books to do it.I then place a quote on each student’s desk as well as a graphic organizer and tell them that we are going to play a game of musical chairs, yet it is not competitive. Closure We do this for 20 minutes, then return to rows to make sense of it all. What is effective about this approach is twofold. I assign Act I for homework over the next few days. Application The graphic organizer must not be overlooked.
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