Ever tried to play games with kids in English?It can be a fun treat!But what about when the child doesn’t even know how to say hello?In this case, trying to play games or sing songs can be just plain frustrating.It can’t be denied—teaching English to children is nothing like teaching adults! 5 Creative Ways to Teach Children Through Fun Activities1. Art ProjectsArt is a fantastic way to get your young students excited and interested in a variety of lessons to reinforce different vocabulary.The art project that goes with this lesson should either come at the end of the class or at the beginning of the following class after a brief review of the vocabulary. Students can draw pictures independently, but you should walk around the room and encourage them to talk to you about their work.2. Active GamesYou’ve probably already witnessed the awesome power of kinesthetic learning in the classroom, and active games can be a great way to get beginners up and moving. One of the best for beginners is Simon Says, or a variant thereof.Simon Says can be a very useful way to reinforce new vocabulary while also upping the energy. That’s why it’s a great choice either at the beginning or in the middle of a class.3. Singing SongsSongs are a fantastic mnemonic device for new vocabulary, and the Internet is a wealth of different song ideas. The best time to use a song is once the vocabulary has already been introduced. Some songs are simpler, ideal for using the same day or the same week that the vocabulary is introduced.4. LabelingLabeling can be a great way to remember new vocabulary. We already discussed a bit how labeling can be used during an art project, but you can also use labeling in a classroom or with photographs.If you’re trying to teach the names of different things in the classroom, tasking your students with creating labels for them can be a great way to get them up and moving—and speaking! Once the labels are created, be sure to laminate them. You can use them with all sorts of games, from treasure hunts to interactive matching or memory games.5. Educative PlayParticularly when your students are very young, educative play is a useful technique for teaching them without ever letting on! Students can be encouraged to play with one another in a variety of ways, either with board games or in a playroom or space, depending on the way your school is laid out. The idea with educative play is for teachers and assistants to participate in the play in English, asking questions that students can answer.
Since the first version of this book came out in 2005, the field of computer-assisted language learning (CALL) has grown and changed. This update is the result of some of those changes. Our intent is to place pedagogical goals before technologies, as the literature advises but is not always followed in classrooms. In revising this book, as in the original, we assume that good teachers teach well because they bear in mind certain principles about how they can best help learners to learn language. Placing these principles at the center of attention makes it much easier for teachers to concentrate on the question of what constitutes effective computer-enhanced pedagogy and why.
This book takes as its organizing principles both the system of conditions that are known to support effective language learning and the goals that a variety of standards in the field have set out for us and our students.
Examples throughout the book underscore the need to consider theory in every aspect of the teaching and learning process. Some of the points in this book we have made in other places; other we discovered during the revision process. All told, this text provides a brief picture of what CALL classrooms can be like today. Of course, that could change tomorrow.
“Companion Guide to English for Office Administration” is a simple digital guide or handbook in pdf format, enriched with interactive links, which is liable to be included in a learning management system such as Moodle or Google Classroom.This e-handbook is addressed to Office Administration students taking their first year of Vocational Education and Training. The content is distributed into 5 units which focus on topics and situations related to the professional field of administrative assistants, secretaries, etc. Each of these units includes a number of communicative tasks closely connected to Business Administration and Management.
This Open Educational Resource (OER) web-book aims to empower English teachers from across the globe to design their own, authentic, corpus-based lessons by showcasing a range of ideas for creating corpus-informed teaching materials using online resources.
Pre-service trainee teachers from Osnabrück University (Germany) contributed the chapters as part of three English Pedagogy Masters of Education seminars taught by Elen Le Foll.
The introductory chapter “About the project” outlines the rationale and development of the project and discusses how various challenges were overcome. The remaining Lesson Ideas chapters are organised according to the school type for which they were developed.
Part I is dedicated to corpus-informed lesson ideas for primary schools.
Part II showcases corpus-informed lesson ideas for secondary schools.
Part III explores the use of corpora in Content and Language Integrated Learning (CLIL) and bilingual secondary education.
Part IV presents corpus-informed lesson ideas for English for Specific Purposes (ESP) and vocational education.
For teachers and teacher trainees entirely new to corpora, we recommend selecting one or two chapters of interest and following the step-by-step instructions in order to recreate the corpus-informed materials proposed by the chapter authors. As you work your way through these, you will find that the various ideas and methods outlined in all the chapters can easily be transferred to an infinite range of different language foci, topics, and educational contexts.
In addition, most of the chapters include worksheets that can be downloaded as individual PDFs in just one click. Thus, this book also provides a low-threshold introduction to working with corpus-informed materials for teachers with no previous knowledge of corpora. It is hoped that the experience of using these “oven-ready” corpus-informed materials, which require little to no preparation time, will encourage teachers to subsequently invest time in working through a selection of the book’s chapters in order to, in due course, be able to pick their own ingredients and create entirely new and delicious corpus-informed dishes!
Each chapter, or recipe, has a different focus which may be lexical, grammatical, or phraseological, and focuses on a different set of language and/or interdisciplinary skills. The chapters are all similarly structured. The chapter contributors begin by describing their lesson’s learning objectives and outlining the rationale for their choice of topic, corpus, and corpus tool. They then guide the reader through all the necessary steps to create their proposed corpus-informed materials with clear, tutorial-like and illustrated step-by-step instructions. In many instances, the authors also provide instructions for their lesson tasks, as well as (possible) solutions. At the end of each chapter, you will also find additional options and ideas to expand or adapt the proposed lesson to the taste buds of your students.
Middle school is a conflict-ridden stage, particularly for our emerging bilingual students, who are normally known as ELLs. Not only do they have to overcome numerous problems of linguistic and cultural adaptation, but they also have to face challenges such as family or economic instability and moves, often cross-border. Indeed, it is not uncommon to meet Hispanic students: Mexicans, Puerto Ricans, Salvadorans, etc. who travel to their countries of origin, or to the countries of origin of their parents for seasons, sometimes even to stay and live there, despite having been born in the United States and having lived here all their schooling until that moment. It is also quite common to see students who migrate with their families to the United States when they are already 11 or 12 years old and who, as we mentioned, not only have to learn the language, but adapt to a new life, culture and traditions.In this lesson plan we propose to use these personal experiences to introduce basic conversational vocabulary. It is designed for both dual immersion programs and English development classes.
Book 1. Beginning grammar book in a 5-level series for ESL students. This is the first of the two books for beginners.
Book 2. High beginning grammar book in a 5-level series for ESL students. This is the second of the two books for beginners.
Book 4. High intermediate grammar book in a 5-level series for ESL students. This is the second of the two books for intermediate students.
Book 3. Low intermediate grammar book in a 5-level series for ESL students. This is the first of the two books for intermediate students.
Engage students in the analysis of the persuasive written language of advertisements. Students will have to recognize some language techniques used in advertising, match the techniques to some printed ads and create slogans, using such techniques. Subject: English Language, Reading Foundational Skills, Writing Foundational Skills Level: secondary education Material Type: Classroom Activity Provider:Terezinha Marcondes Diniz Biazi - State University of Campinas -UNICAMP/BRAZILMidwest State University –UNICENTRO/BRAZIL
- Arts and Humanities
- Educational Technology
- English Language Arts
- Higher Education
- Language Education (ESL)
- Language, Grammar and Vocabulary
- Reading Foundation Skills
- Reading Informational Text
- Material Type:
- Lesson Plan
- Terezinha Marcondes Diniz Biazi
- Date Added:
Name of Student Teacher: Edna Trujillo, Stefany Osorio, Karen Lesmes, Karen Rivera and Jenifer BarraganSchool / Institution: Institución educativa promoción socialDate: September 20, 2018. Clase / Grado: Third Grade Time and length of class: 2 hoursAchievement: The topic ‘’Parts of the human body’’ will be teach in real context while Ss are interacting at the same time. Students will be able to identify body parts and named them in a real life situation. National Standard: -Listening: Reconozco cuando me hablan en inglés y reacciono de manera verbal y no verbal-Speaking: Participo activamente en juegos de palabras y rondas. Refuerzo con gestos lo que digo para hacerme entender. Uso gestos y movimientos corporales para hacerme entender mejor.- Writing: Escribo el nombre de lugares y elementos que reconozco en una ilustración.Lesson objectives (at the end of the class Ss will be able to):• Ss will identify where some specific parts of the human body belong to.• Ss will have the ability to use parts of their bodies.Skills Focus: Listening, Speaking, and Writing.Resources and materials: Video beam, computer Language Focus: Parts of the human body.Foreseeable Problems:-Lack of students’ interest.-Ss become dependent on the teacher.-Ss using their native language in class.Planned Solutions:-The ST is going to use gestures and sounds to catch students’ attention.-The ST is going to give the Ss positive encouragement to answer even if they are not correct.-The ST gives them some questions that might help them if they want to ask something. Colombian ICT framework for teachersIdentifico las características, usos y oportunidades que ofrecen herramientas tecnológicas y medios audiovisuales, en los procesos educativos.Combino una amplia variedad de herramientas tecnológicas para mejorar la planeación e implementación de mis prácticas educativas.Incentivo en mis estudiantes el aprendizaje autónomo y el aprendizaje colaborativo apoyados por TIC.Identifico mis necesidades de desarrollo profesional para la innovación educativa con TIC.Utilizo redes profesionales y plataformas especializadas en el desarrollo de mis investigaciones.
PARTS OF A PLANTLesson overviewName of student teacher: Kely Forero Cano, Shirley Cabrera Cometa, Sheila Vanesa Montilla Mosquera, Sharon Ivonne Uriza Cachaya.School / Institution: Institución Educativa Olivero Lara Borrero Date: May 16, 2019. Clase / Grado: Fourth Grade Time and length of class: 2 hoursAchievement: The topic ‘’Parts of a plant’’ will be taught in real context while Ss are interacting at the same time. Students will be able to identify plant parts and named them in a real-life situation.
In this on-line lesson provided by 'CELE' international students can improve their social listening skills. This lesson is part of a module developing students' listening skills in academic, social and everyday situations.
This lesson helps students understand how humour is used in conversation and how speakers cooperate and share knowledge in conversation. Students can improve their listening skills through tasks focusing on understanding the main points, listening for detail, and practising predicting strategies. Students can work on tasks to improve their listening skills to identify weak sounds in English (difficult to hear) such as prepositions, contractions and articles. In addition, students can look up definitions of words, explore how words are used in context (including what words frequently go before or after a word), and obtain information about whether a word is commonly used in an academic context.
The listening module provides rich opportunities for students to improve their listening skills at their own pace, when they want to work, at their own level, and in any order they would like.
Students will debate whether they think making English our national language will solve problems that arise from a language divide in our country or whether it will create new problems.
Teflpedia is a wiki covering Teaching English as a foreign language (TEFL) and related fields, broadly-defined.
It contains an extensive glossary of language teaching methodology, and information about English, particularly grammar, etc.