Gender Studies | 25 Teenagers Recommend Readings for Women’s History Month In honor of Women’s History Month, we asked our spring Student Council — 25 teenagers from all over the United States, as well as from China, South Korea, England and Canada — to search the Times and find the most interesting pieces they could on the broad topic of gender. Using both Times search and Times Machine, they unearthed everything from a 1911 report on the Triangle Shirtwaist factory fire and a 1972 Times review of “Free to Be … You and Me” to current articles, videos and essays on Hillary Clinton, campus rape debates, gender pronouns, abortion, Title IX, parenting, and the struggles of the transgender community. As your students skim the selections below, they might choose the two or three articles that interest them most, then answer some of these questions: What do these pieces have in common? What patterns do you notice?What do they say about the lives and roles of women and girls? Margaret Atkinson-Barnes, Sag Harbor, N.Y., on “Ana’s Story: Transgender in Cuba” (2014) Video
Adapting games – Drawful This is an adaptation of a fun and inventive game that was released just last year. While the original game is played on a computer, this adaptation for the classroom is played on paper. This is a perfect game for revising chunks of language. In this example my class are revising phrasal verbs. For the game you need a set of sentences (or phrases) that include the language you’re revising (guidance on how to choose your sentences will follow at the end). one of the sentences containing the target language.a sheet of paper ¼ the size of a sheet of A4.four small slips of paper (big enough to write a single sentence).a paperclip. Ask the students to write their sentence on one of the small slips of paper. Ask the students to attach their sentence to the back of the drawing (ensure your instructions are clear and demonstrate to make sure everyone follows). When students have finished their sentences they attach them to the back and pass the picture to the left. Like this: Like Loading...
NiCe Learning-aktiviteter och lekar för barn, ungdom, skola-läromedel och fritidslekar NiCe Learnings lekar och aktiviteter för skola och fritid, med kommunikation och interaktion i fokus. NiCe Förlags varumärke NiCe Learning passar både som fritidslekar och som lekar i skolan. Aktiviteterna kan användas i skolan, på barnkalas eller andra fester för barn och ungdomar. Många av Nice Learnings gruppaktiviteter och lekar kan användas i undervisning av moderna språk men också för svenskundervisning, dramaövningar och estetiska ämnen eller som ett kompletterande inslag som bryter mot den traditionella undervisningen i vilket ämne som helst där barn och ungdomar samlas inför lek och lärande.NiCe Learnings lekar och aktiviteter med kommunikation och interaktion i fokus ger deltagarna möjlighet, att på ett annorlunda och lekfullt sätt utveckla sin förmåga att läsa och förstå en text, kommunicera genom improvisation och i samspel med andra och därigenom få en tilltro till sin förmåga att på ett naturligt sätt använda språket med hjälp av uttryck och kroppspråk.
Lesson 29: A Long Time Ago Summary Anna and Marsha have a lot of work to do. An advertisement makes them remember their childhood dreams. Speaking In this video, learn to say the new words for this lesson. Pronunciation Use this video to learn about the noises English speakers make to show they are listening. Conversation Anna: Hello! Marsha: Hi, Anna! Anna: Thanks. Marsha: Um-hum, it is. Anna: I am tired. Marsha: Hmm, that’s too bad. Anna: How are you these days? Marsha: I'm really busy too, Anna. Anna: Marsha, look! Marsha: That’s an advertisement for Ford’s Theatre. Anna: They have shows where Abraham Lincoln died? Marsha: Yeah, it’s a working theater and a museum. Anna: I love Lincoln. Marsha: Um-hum. Anna: When I was a little girl … When I was a little girl … I was not like other children. Marsha: Um-hum, I can believe that. Anna's voice: I was tall, serious child. Anna: In fact, I wanted to be … don’t laugh … President of the United States. Marsha: (laughs) Anna: Stop! Marsha: I’m sorry. Anna: What? Anna: Really? Writing
GT - inget att vifta bort - Mia Smith Många lärare viftar bort digitala verktyg som automatöversättningsverktyg och digitala ordböcker, kanske av okunskap, kanske av rädsla. Men eleverna använder Google Translate oavsett vad vi säger, och att använda verktygen på rätt sätt är en språklig strategi på samma som som att använda en ordbok eller omformulera sina tankar med andra ord. Men hur fungerar det egentligen? Vad ska man tänka på för att inte falla i de fällor som faktiskt finns? Vill du lära dig mer om hur Google Translate fungerar? Nej, det här är inget reklaminlägg. Har du elever som är nyfikna på hur vi går vidare?
2 Kinds of People Native English-speaking teachers: always the right choice? There are perceptions that native speakers of English make better English language teachers. Marek Kiczkowiak Opens in a new tab or window., winner of the British Council’s Teaching English blog award, argues that those perceptions need to change. Have you looked for an English teaching job recently? Up to 70 per cent of all jobs advertised on tefl.com – the biggest job search engine for English teachers – are for NESTs (yes, I have counted). If you start questioning these practices, you are likely to hear one or all of the following excuses: 1. While it is beyond the scope of this short article to fully debunk all the above, I would like to briefly outline here why these arguments are flawed. 1: The first argument gets repeated like a mantra and has become so deeply ingrained that few attempt to question its validity. 2: On the second point, I believe it's a myth Opens in a new tab or window. that only NESTs can provide a good language model.
Household stuff: Great tools for teaching... grammar! Part 3 Hi everyone! Welcome back to my series about using household stuff for teaching English as a foreign language! Today's item is DRINKING STRAWS €1 (100 pcs) PURPOSE: I used drinking straws to check my students' comprehension of COUNTABLE and UNCOUNTABLE "FOOD & DRINKS" NOUNS. WHAT I DID BEFORE CLASS: - I printed out this template and I wrote down a food noun in each glass, then I cut each glass out. - I stuck two sheets of paper on the desk: WHAT I DID IN CLASS: After teaching a bunch of COUNTABLE and UNCOUNTABLE "FOOD & DRINKS" NOUNS I told my students they were going to play a game and I showed them the drinking straws. WHAT MY STUDENTS DID: All students stood up around the table and I told them the rules of the game. Students took turns to blow into their drinking straw in order to make the "paper" glasses move towards/onto the right sheet. They got one point for each right word and lost one point for each wrong one. Until the next item ;-)
Comments Marjan Meijer-Trip Well, what a concept. Maria Montessori did this already a century ago. 61 · Dec 12, 2015 Antoinette Erickson My children used a similar method at Montessori school! 46 · Dec 11, 2015 Jim Spencer More Common Core BS. Dumbing down education, to place idiots in jobs they're not at all qualified for, is going to be the demise of this wonderful country we live in! 29 · Dec 15, 2015 Patricia Coombs 19 · Dec 13, 2015 Sandy Gonsowski I taught primary grades for thirty 39 years. 15 · Dec 15, 2015 Diane Marston So many teachable moments during an ordinary day: Shopping or saving in a piggy bank with dollars and coins = simple math and fractions. 12 · Dec 15, 2015 Jennifer Glennon Hanchar Lol. 8 · Dec 14, 2015 Melissa A Gregg-Hughes I explained fractions to my four year old and he started asking me to cut his sandwich into sixteenth's. 8 · Dec 22, 2015 Grace Smokay Sandy Chrisptothe - thoughts? 5 · Dec 15, 2015 Connor Smith
STAAR Reading Test Passages Grade 2, 3, 4, 5, 6, 7 and 8 STAAR Reading Test Passages | Free Printable STAAR Reading Passages PDF Grade 2, 3, 4, 5, 6, 7 and 8 STAAR Critical Thinking READING TEST Passages | Inference, Main Idea, Authors Purpose, Sequencing, Summary, Character Traits, Fiction and Non-Fiction (nonfiction) | STAAR ONE PAGE Printable CRITICAL THINKING Reading PASSAGES ALIGNED TO the TEXAS STAAR Assessments and the COMMON CORE ELA Standards from Depaul University More Resources 2nd-3rd Grade Reading Leveled Vocabulary Tier 1, 2, and 3 The Reading Passages are aligned to CCSS and TEKS reading standards because they share the same goal of college and career readiness! 2015 Grades 3–8 STAAR Assessments The links below open PDF versions of 2015 STAAR released tests for grades 3 through 8. GRADE 3 STAAR READING PASSAGESThe Ants and the Grasshopper STAAR Grade Level Nonfiction Reading Passages 2nd-3rd Grade Reading Level Block Clubs infer and support the main idea of a passage