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.

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

In this unit students will become more knowledgeable about historical events as well as infer/identify elements of a fable narration. Within the text, they will take three reading check quizzes via Google Forms. Students will partake in an Escape Room for a final assessment of the book. At the end of this unit, after reading the book, students will create their own ideal society.

The words we choose to communicate with can be quite tricky. In fact, great writers are considered artists because of their language skills. In this seminar, you will learn how to enhance an argument by choosing your words carefully and “playing” with the language. Rhetorical devices (a fancy term for “persuasive words”) will be a significant aspect of your artful language.StandardsCC.1.2.9-10.H: Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.CC.1.4.9-10.C: Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.CC.1.4.9-10.G: Write arguments to support claims in an analysis of substantive topics.

A researcher often reports his or her findings in the form of academic writing. To do so, the researcher must use a particular writing style, being as clear as possible. Unlike other types of writing where adjectives and descriptive phrases are encouraged, research writing emphasizes simple sentences striving always for clarity. In this seminar, you will learn about clear, concise writing and how to choose precise words to say only what needs to be said. StandardsCC.1.4.9-10.KWrite with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.CC.1.4.9-10.XWrite routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.CC.1.4.9-10.RDemonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

Beginners French.
Numbers 1-10.
To translate french numbers into english.
The resource can be customised to use with any other language other than english.

The short story "The Cask of Amontillado," by Edgar Allan Poe is an effective venue for teaching English I literary terms. The following lesson plan is designed to engage the reader in a deeper than superficial reading of the text. It is also designed to elicit discussion and written critical-thinking responses. This lesson assumes that the literary terms have already been introduced. However, if they have not, the teacher may use this lesson to introduce these terms in the context of the literature.

This unit provides Common-Core aligned lessons based for Math 3, English 10, and Biology (NGSS Standards). The subjects are linked by a text on climate change, and they hit the standards of argumentation for English, comparing functions in Math 3, and human effects on environment in Biology.

This OER textbook has been developed to support English Composition courses at rural Arizona community colleges. It includes content to help students develop and assemble academic essays.

Composing expository and argumentative essays for specific audiences. Emphasis on the processes of writing, reading and critical thinking. Introduction to research and documentation.

Composing expository and argumentative essays for specific audiences. Emphasis on the processes of writing, reading and critical thinking. Introduction to research and documentation.Course Content:Essay contentOrganization and structurePurpose and audienceLanguageGrammar and punctuationResearchLearning Outcomes: Write thesis statements. (1)Select content and details. (1)Use organizational strategies. (2)Apply reasoned development strategies reflecting knowledge about a topic. (2)Use persuasive reasoning. (3)Select and apply voice. (3)Apply sentence structure strategies. (4)Incorporate purposeful, varied and appropriate vocabulary. (4)Apply conventions of standard written English. (5)Locate and evaluate information. (6)Analyze and interpret information. (6)Integrate and document information. (6)Required Assessment:A minimum of 4,500 words of student writing with 2,700 of this formal writing, reviewed by the instructor.Required Assessment:A minimum of 4,500 words of student writing with 2,700 of this formal writing, reviewed by the instructor

Composing expository and argumentative essays for specific audiences. Emphasis on the processes of writing, reading and critical thinking. Introduction to research and documentation.Course Content:Essay contentOrganization and structurePurpose and audienceLanguageGrammar and punctuationResearchLearning Outcomes: Write thesis statements. (1)Select content and details. (1)Use organizational strategies. (2)Apply reasoned development strategies reflecting knowledge about a topic. (2)Use persuasive reasoning. (3)Select and apply voice. (3)Apply sentence structure strategies. (4)Incorporate purposeful, varied and appropriate vocabulary. (4)Apply conventions of standard written English. (5)Locate and evaluate information. (6)Analyze and interpret information. (6)Integrate and document information. (6)Required Assessment:A minimum of 4,500 words of student writing with 2,700 of this formal writing, reviewed by the instructor.Required Assessment:A minimum of 4,500 words of student writing with 2,700 of this formal writing, reviewed by the instructor

This course is the second part of the year-long sequence of college composition.  This class is part of your general education and is required for transfer.  You will continue to learn to write essays this semester, but our focus will shift from persuasive writing to analytical writing and research.  We will use literary texts primarily as the basis for that analysis.  I also focus on texts that are related to health occupations in this course.

Extensive critical reading and writing about texts. Emphasis on fluency in critical writing. Includes research skills and writing a critical, documented essay.

Study of important works concerning theories of invention, arrangement, style, and delivery. Includes development of the written voice to enhance all aspects of communication to carry out work and persuasion. Also includes the application of rhetorical theories to a variety of material, print, and digital forms of communication.

Course InformationCourse Description: ENG 220. Introduction to Language and Culture (3).  Introduction to the study of language with a particular focus on American Englishes, including the history of American English. Focus is on cultural influence on language across the US and how the use of language is associated with power. Study of the basic building blocks of language. Study of variations of language across cultures and contexts, including contemporary and historical spoken, written, and digital registers and genres of American English. Examination of the effects of technology, culture, and context on language. Textbook & Course MaterialsRequired TextOur text for this course is the FREE, OER text More Than Words. You may access this text by clicking the Textbook tab in the course navigation. You may order a printed version of the text Links to an external site., but please keep in mind that you will need the digital version to access digital interactive content, such as videos.All other materials will be provided for you free of charge within the course via  open links to internet sources and sources available via the YC Library.

This course is designed to give you a broad overview of the field of literary studies.  We will read texts from different time periods, different parts of the world, and different genres.  We will learn the tools to put in our toolbox to help us analyze literature like a professional.

Survey of women in literature from ancient Greece to present with emphasis on images of female protagonists as portrayed by male and female authors.