Film reviews Introduction: In this lesson learners will revise some film review vocabulary through pair-work discussions. They they will write their own film review after analysing a model. Then they will read each other’s reviews and have a class vote about which film looks most interesting. Topic: Films Aims: To encourage students to join in a discussion To develop students’ writing skills To train learners to spend time planning before they write. Age group: Teenagers and young adults Level: A2 - B2 Time: 60 minutes + Materials: Teacher's notes Film review worksheet The plan and worksheet are downloadable in pdf format - right click on the attachment and save it on your computer. Copyright - please read All the materials on these pages are free for you to download and copy for educational use only. Introduction: In this lesson learners will revise some film review vocabulary through pair-work discussions. Topic: Films Aims: Age group: Teenagers and young adults Level: A2 - B2 Time: 60 minutes + Materials:
Course planning Pre-service teacher training courses typically focus on the detailed planning of a 40 minute or 60 minute lesson and don’t focus attention on how to go about planning a much longer scheme of work. This is also an important area to consider though, because most teachers are involved in teaching courses, which may typically last anywhere between 30 and 120 hours. The aim of this article is to share some of the conclusions of a recent project I was part of, with the hope that it might enable other teachers to plan a little faster too! Why do we plan our lessons? I think that most teachers plan lessons in order to feel more confident in the class itself. The aim of planning is also to map out learning activities in a coherent, logical way, in order to help students understand, learn and practice concepts and skills which will develop their abilities in English. Why, What and How? At the start of a course, we need to sit down and think about ‘What’ we intend to cover in the course, and ‘Why’.
BusyTeacher.org Mobile Writing a lesson plan will ensure that you are prepared for your class and will make it run more smoothly. It is important to break the material up into several sections and choose activities suitable for each. Knowing approximately how much time an activity will take is important, but after the first lesson you may need to adjust things accordingly. It is best to be flexible seeing as different classes will respond to material differently. If at any point students struggle, you will have to dedicate more time to instruction or drilling before moving on to practice activities. For the purposes of this example let’s assume that an English class is forty-five minutes long. Does your own lesson plan look like this? 1Warm up A warm up activity can be used in a number of ways. The idea behind a lesson plan is that another teacher could pick it up and successfully teach your class without further instructions. Not all lessons will be conducted the same.
Get to know the neighbours Introduction Students are led through a series of activities to create profiles for imaginary characters who live in the same neighbourhood. The lesson then brings these characters together at a neighbourhood party, where students can practice asking and answering simple questions about work, family, hobbies and so on. As well as developing spoken fluency, there are opportunities to expand vocabulary (personality adjectives) and some useful questions for making small talk. Aims: To develop a set of adjectives to describe personality To raise awareness of what kind of questions are socially acceptable To teach a set of useful ‘small talk’ questions To encourage students to be creative and imaginative To build spoken fluency Age/level: Adults and teenagers with minimum CEF level A2 Time: 50 - 60 minutes Materials: Teachers notes and student worksheets can be downloaded below in PDF format. Face-to-face materials developed by Rachael Roberts Online teaching materials developed by Danish Abdullah
What I Wish I’d Known as a New Teacher It’s been two decades since my first year in the classroom. I reflect on that time and wish I’d known a few things about myself, about teaching, and about my students. Some of what I wish I’d known could have been shared with me—some I just had to live and learn. So I offer this reflection both for new teachers as well as for those who support them. 1. 2. 3. 4. 5. 6. As a new teacher, you need a lot of feedback and support. The first year (like a first love) has so many highs and lows, and I still get both dreamy-eyed and panicky when I remember the 1995–96 school year. English Worksheets Teach language 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?
Present simple | Exercises | Pdf Online exercises PDF grammar rules PDF exercises You can download the following printable worksheets in pdf with present simple exercises for elementary students for free and print them easily. Do, does in yes | no questions Do, does in yes | no questions 1 Complete the dialogue between Sue and Ann, teenage friends.Do, does in yes | no questions 2 Find mistakes and correct them.Key with answers A Don't, doesn't in negative sentences Don't, doesn't in negative sentences 1 Correct the wrong information in the general knowledge quiz.Don't, doesn't in negative sentences 2 Fill the gaps in negative sentences.Key with answers B The third person singular The 3rd person -s, -es, -ies endings 1 Complete the story about little Samuel in the 3rd person singular.The 3rd person -s, -es, -ies endings 2 Choose and write correct verbs in the third person singular to fill the gaps.Key with answers C Wh questions Do | does in wh questions Liz is taking an exam. Present simple versus present continuous top
Course planning Pre-service teacher training courses typically focus on the detailed planning of a 40 minute or 60 minute lesson and don’t focus attention on how to go about planning a much longer scheme of work. This is also an important area to consider though, because most teachers are involved in teaching courses, which may typically last anywhere between 30 and 120 hours. The aim of this article is to share some of the conclusions of a recent project I was part of, with the hope that it might enable other teachers to plan a little faster too! Why do we plan our lessons? I think that most teachers plan lessons in order to feel more confident in the class itself. The aim of planning is also to map out learning activities in a coherent, logical way, in order to help students understand, learn and practice concepts and skills which will develop their abilities in English. Why, What and How? At the start of a course, we need to sit down and think about ‘What’ we intend to cover in the course, and ‘Why’.
Analysing Language Checking understanding generally follows the isolation of new language which has been presented in context, analysed and fully explained. It is this analysis and explanation stage which is the focus here. A framework for analysis Form and phonology Function and meaning Register and appropriacy Post analysis A framework for analysis The teacher may present language inductively through a text, a situation, through a task, or simply asks learners to 'notice' lexis. Alternatively a deductive approach may be used whereby the learners are given the rules and asked to apply them in using the language. In either case the learners need to fully understand the language before they begin to practise it in guided activities, or produce it together with other 'known' language. Form - the arrangement of the language, any rules which govern it, and any special difficulties which it presents. You can use this form when preparing your lessons to ensure that you thoroughly analyse the language items.