In a Heartbeat This ESL lesson plan is designed around a short film titled In a Heartbeat and the theme of love. Students learn and practice expressions using the word “heart”, watch a short film trailer, predict and write a story, watch and discuss a short film, and watch and discuss a video in which elderly people give their reactions to the short film. Language level: Intermediate (B1) – Upper Intermediate (B2) Learner type: Teens and adults Time: 90 minutes Activity: Practicing expressions using the word “heart”, watching a short film trailer, predicting and writing a story, watching and discussing a short film, and watch and discussing a reaction video Topic: Love Language: Vocabulary related to love Watch the film. Check out the lesson plan Remember that Individual Membership and Institutional Membership of Film English Club allow unlimited access to all 500+ Film English Club lesson plans, viewing guides and other teaching material. Subscribe We hope you enjoy this ESL lesson.
How to write a personal statement for a UK university Kathryn Abell of Edukonexion shares some tips ahead of her talk at the British Education Fair in Madrid taking place on 19-20 October 2015. When applying to a UK university, the discovery that school grades alone are not enough to gain entry onto the programme of your choice can come as an unwelcome surprise. This is especially true for international students, many of whom see the words 'personal statement' for the first time when starting their university application. But far from being a barrier, the personal statement is, in fact, one of the stepping stones to achieving your goal of studying at a UK university. A personal statement can help you stand out If you have selected your study programme well – that is to say, you have chosen something that you are truly excited about that matches your academic profile – then the personal statement is simply a way to communicate to admissions tutors why you are interested in the programme and what you can bring to it.
Träna de fyra färdigheterna i engelska med hjälp av skönlitteratur På engelska 6 bestämde klassen och jag att vi skulle inleda med att använda skönlitteratur för att träna de fyra färdigheterna. Här kommer början på ett upplägg där jag också passar på att använda klassiker från den anglo-saxiska litteraturen eftersom ämnesplanens centrala innehåll nämner "[t]eman, motiv, form och innehåll i [...] skönlitteratur; författarskap och litterära epoker". Under de här första lektionerna tränade vi: lässtrategier (skapa förförståelse)textsamtal kring skönlitteraturarbete med ordkunskapLektion 1 Jag inleder med att fråga eleverna vad som krävs för en god horror story och skriver upp deras förslag på tavlan. Därefter skriver jag upp ett antal ord från Edgar Allans Poes novell "A Tell Tale Heart" på tavlan (mad, haunted, evil eye, caution, cunningly, midnight, mortal terror, shrieked, corpse, dismembered, police, heart) och ber eleverna fundera över vad som kanske kommer att hända i novellen. Dessa två övningar syftar till att aktivera elevernas förförståelse.
Se le catacombe hanno le cuccette… Ve ne potrei raccontare a migliaia: dalle colonne rastrellate verso l’alto, al tabacchino di Bernini nella Basilica di San Pietro. Sono gli strafalcioni, i lapsus, i refusi dei miei studenti. Divertenti da impazzire, sconfortanti da morire… Lo so, lo so. Ho una vera fissazione con il linguaggio. Ecco, quando uno studente sostiene che nelle catacombe i morti venivano seppelliti nelle cuccette lungo i muri, le possibili reazioni sono tre: infuriarti perché a 16 anni non si può sconoscere il termine ‘loculo’, soprattutto perché l’hai spiegato a lezione e perché è un termine d’uso comune, non specifico della storia dell’arte;scoppiare a ridere e apprezzare la creatività dello studente e l’ardito accostamento (ma quando dovrai prendere un treno notturno d’ora in poi avrai qualche tentennamento prima di infilarti nella cuccetta!) Generalmente ho tutt’e tre le reazioni. I primi due anni di storia dell’arte, in effetti, sono un vero strazio dal punto di vista del lessico.
ENGLISH 6 – Patricia Diaz Hem » LÄNKSAMLINGAR » ENGELSKA » ENGLISH 6 This is basically the level of the national exams in English 6 and what they look like: 1. Exercise matching: ”What’s the topic?” Click here for the sound file to ”What’s the topic?” Key to ”What’s the topic”. 2. Click here for the sound file to ”What’s the topic 2?” Key to ”What’s the topic 2?” 3. Click here for the sound file to ”News Items 1” Key to ”News Items 1” 4. Click here for the sound file to ”News Items 2” Key to ”News Items 2” 5. Click here for the sound file to ”Bad Lad” Key to ”Bad Lad” 1. Key to ”Book Review” 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. An example of a speaking exercise – ”Stress” Student cards Assessment directions (Gy2011) An example of a writing exercise – ”Temptations” Assessment directions (Gy2011) Assessed student texts information – E text, C text and A text. Some useful video clips: Refresh your memory about the SUBJECT VERB AGREEMENT. Now let’s move on to FORMAL WRITING And now, let’s dig into some ESSAY STRUCTURE Dela det här:
The Challenge of Teaching English to Dyslexic Students by Julia Shewry This week we are excited to bring you a post by BELTA member Julia Shewry, an EFL teacher in Wallonia. Julia shares with us her experience of working with dyslexic learners learning a foreign language. This is a topic you may find surprisingly relevant to your teaching context given the proportion of dyslexic learners in the school population as a whole – read on to find out more! Julia Shewry After studies in law/history at Cambridge, followed by a PGCE (secondary teaching qualification), I spent more than twenty years working in IT in various international companies before taking a career break to teach English in a very small Belgian school. How do we support our dyslexic language learners in our classrooms? I work in a school where there are a significant proportion of students with learning difficulties, which may include dyslexia. To develop specific dyslexia-friendly teaching techniques, I followed a distance-learning course from Dyslexia Action (UK). Back to the MOOC.
The world water crisis | LearnEnglish Teens - British Council Our bodies are as much as 60% water. All living things contain it and, like us, depend upon it for survival. Although 70% of the Earth is covered with water, a staggering number of the world’s poor lack even the most basic sanitation and access to clean water. 97% of the water on Earth is salt water. 2% is frozen in glaciers and ice caps. Only 1% is fresh water. 'Hmm, well, no bottled water, I guess. Every day, women around the world walk mile after mile to collect water for bathing, cooking, cleaning and for their families to drink. 'You can only go three days without water.' Countless hours spent searching or waiting in line. Every twenty seconds a child dies from a water-related illness like diarrhoea.
10 useful websites for ELT | elt planning A self-development task during my diploma last year asked me to list all the websites I found useful in my ELT practice. The document I created spanned about 6 pages – it could easily have been longer. I’m sure there’s a lot of common ground between us teachers, experienced or not. A majority of the sites I use were either found through a Google Search or passed on from colleagues. Nevertheless, I think it’s worth listing a few of my favourite sites as some serve rather specific purposes. I hope you find at least one new website in the list below. ‘I want to find words that collocate with my target vocabulary’ I recommend… Just The Word This is a recent find for me (thanks Julian). Just-the-word is a great tool for teachers, but is straightforward enough for learners to use too. If you’re looking for something more technical, I’ve been checking out lextutor.ca recently. ‘Do I need affect or effect, historic or historical, if or whether…?’ I recommend… Grammar Girl I recommend… Ted Power
A Single Life This ELT lesson plan is designed around a short film by Job, Joris & Marieke and the theme of stages of life. In the lesson students practise vocabulary related to the stages of life, discuss stages of life, watch a short film, and speak and write about it. Support Film English Film English remains free and takes many hours a month to research and write, and hundreds of dollars to sustain. Language level: Intermediate (B1) – Upper Intermediate (B2) Learner type: Teens and adults Time: 60 minutes Activity: Watching a short film, speaking and writing Topic: Stages of life Language: Vocabulary related to childhood, adolescence, adulthood and old age. Materials: Short film Downloadable materials: a single life lesson instructions Step 1 Ask your students the following question: “What are the different stages of life?” Put your students into pairs and give them 1 minute to come up with as many stages of life as they can. Step 2 Elicit or explain the following stages of life: Step 3 Step 4 Step 5 Step 6 Step 7
Reflective teaching: Exploring our own classroom practice By collecting information about what goes on in our classroom, and by analysing and evaluating this information, we identify and explore our own practices and underlying beliefs. This may then lead to changes and improvements in our teaching. Reflective teaching is therefore a means of professional development which begins in our classroom. Why it is importantBeginning the process of reflection Teacher diary Peer observation Recording lessons Student feedback What to do next Think Talk Read Ask Conclusion Why it is important Many teachers already think about their teaching and talk to colleagues about it too. However, without more time spent focussing on or discussing what has happened, we may tend to jump to conclusions about why things are happening. Beginning the process of reflection You may begin a process of reflection in response to a particular problem that has arisen with one or your classes, or simply as a way of finding out more about your teaching. What are you doing?
Trump seen as a child by staff, says Fire and Fury author Michael Wolff Media playback is unsupported on your device The author of a controversial book on Donald Trump says that all his White House aides see him as a "child" who needs "immediate gratification". Michael Wolff said his book was based on about 200 interviews, and rejected Mr Trump's claims that it was "phony". But Secretary of State Rex Tillerson has dismissed suggestions made by Wolff that the president's mental health is failing. The book has now gone on sale early despite Mr Trump's attempts to stop it. Mr Trump's lawyers had tried to block publication of Fire and Fury: Inside the Trump White House, alleging it contained many falsehoods and saying they were considering pursuing libel charges. The president has said it is "full of lies" and was being pushed by the media and others to hurt him. On Friday, he refused to answer questions about the book as he departed for Camp David from the White House. What did Wolff say about his research? What is in the book? Will it actually hurt Trump?
Ripetizioni gratis: nasce in Toscana il 1° social network per gli studenti Ricomincia la scuola e torna il dramma della fisica, della matematica, del greco antico? Ogni anno decine di migliaia di studenti sono costretti a far investire alle famiglie consistenti somme di denaro in ripetizioni scolastiche, torna lo spettro dei debiti formativi, dei voti bassi, delle vacanze accorciate per studiare (o almeno dello spauracchio, che poi si passino davvero sui libri è da vedere…), ma intanto i soldi per le lezioni sono stati spesi, e i libri sono sempre più cari, e far tornare i conti è ogni mese più dura. Ma da quest'anno c'è un social network che promette di risolvere il problema (o almeno di alleviarne il peso), si tratta di Teach4Learn: la piattaforma ideata da un gruppo di ragazzi toscani dove chiunque può iscriversi gratuitamente mettendo a disposizione le proprie conoscenze in cambio di una o più ore di lezione. Sul sito si contano già 8932 utenti, 536 discipline e 76 guide.
Lesson Plan: A Picture-Based Activity to Enlarge Students’ Vocabulary on Trav... I’m really happy to introduce a guest writer to you. Maria Jose Díaz is a friend and fellow teacher from EOI Avilés and, in this blog post, she will be sharing with us an excellent communicative activity for C1 students based on pictures. María Jose also runs a blog Ingles en Aviles, which is really worth a visit. Once again I have to cover the topic of travelling with my C1 students. After racking my brains for a while I came up with this idea to help students talk about travelling from a different point of view. Aim: activating new vocabulary through class discussion and providing students with new ideas to talk about travelling. Level: C1 Materials: pictures of prehistoric people, explorers, missionaries, pilgrims, refugees and holidaymakers. Instructions: 1. 2. 3. 4. 5. 6.