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I consider myself an experienced teacher. But I burst into tears when it comes to pose lesson aims. Basically the problem is I can ´t produce them in English. I used to be tought to do it in my native language(Russian). I have to search loads of English plans to find English interpritation. Can you help me? Maybe someone has a list of aims in English or you know any sites with it? I ´ll be very appreciated. Help a busy Mum of three little daughters who has to work at nights.))) Thank you very much!
Is it possible to say ´I phoned her ten minutes ago but I got her voicemail. She must have her phone switched off´. Or ´Her phone must be switched off´ is the only correct way to express that?
I always feel uncomfortable when a student in my class asks: “What is the correct way to say XYZ?”. The question makes it appear that the student believes that there is only ONE WAY to express a thought. Consequently, there can be only ONE answer. There is no room for: “It depends on … …”, or, “In my opinion … …”, or, “What I usually say is … …”
When I am asked a question in this form, I sometimes reply: “What is the correct way to kiss a baby?” The answer is, of course, “There are dozens of ways of kissing a baby!”
Let me make it clear that if the question relates to a generally accepted fixed grammatical/pronunciation/punctuation/etc. rule, then often, there IS only ONE answer. But, in my opinion, not in this case.
Here are some of my suggestions: “I phoned her ten minutes ago but I got her voicemail.
1.She must have her phone switched off”. (Passive voice: Present, ‘This is the situation’.)
2.She must have switched off her phone”. (Active voice: Past, ‘That is what she has done’.)
3.Her phone must be switched off. (Passive voice: Present, ‘This is the situation’.)
4.She may have her phone switched off”. (Passive voice: Present, ‘This is a possible situation’.)
5.She may have switched off her phone”. (Active voice: Past, ‘That is what she has done … it’s possible’.)
6.Her phone may be switched off. (Passive voice: Present, ‘This is a possible situation’.)
7.She might have her phone switched off”. (Passive voice: Present, ‘This is a less probable situation’.)
8.She might have switched off her phone”. (Active voice: Past, ‘That is what she has done … but it’s less probable’.)
9.Her phone might be switched off. (Passive voice: Present, ‘This is a less probable situation’.)
10.She could have switched off her phone”. (Active voice: Past, ‘That could be what she has done!’.)
11.Her phone could be switched off. (Passive voice: Present, ‘That could be what has happened’.)
There are probably several other possibilities. If this were a genuine situation, I would say: “She has probably switched off her phone”.
I hope that I haven’t confused matters by offering my opinion.
So, I decided it was time to do a lesson on gerunds, because one of rmy students was having a lot of trouble with them when speaking. I gathered some worksheets and materials, refreshed some of my knowledge, and headed into the classroom--disaster!
It ´s been a very long time since I was not able to find a way to simplify a subject so my students could grasp it, but every attempt I made with the gerunds seemed to head off into a spiralling state of unclarity. I even stopped mid-sentence on a few attempts (realizing what questions my next example would bring up and make them even more confused).
I finally just told them that there are so many "special rules" for gerund use that it is better to just try and train our "it just sounds right" feeling through drill. When then proceded to work through about 70 sentences and I explained as we went. (Thanks to whoever ´s worksheet I used)
My question to you:
Do any of you have any special success stories or strategies for making gerunds "simple"? It ´s been a long time since I felt that way in the calssroom and want to prevent a repeat.
edit: I used nionia1986´s worksheet: http://www.eslprintables.com/grammar_worksheets/verbs/gerunds_and_infinitives/GERUND_versus_INFINITIVE_58361/#thetop
The students are adult Germans with a pretty good (B2) command of English, but one of them (it´s a small group of 6) has troubles with gerunds. I based my lesson on the premise that gerunds basically convert a verb into a noun and focused a bit on an activity (to swim) vs a thing (swimming).
One problem, which I think is is inherent in gerunds anyway, is determining when to say "I like swimming" vs "I like to swim."--the nuance is a bit difficult to expalin without causing more damage than good.
They are getting better, we spent the last hour going through the worksheet and I would explain where both could work or why one is better/correct, etc.
I have the advantage that there is no testing in my courses, the students are there just to improve their (primarily spoken) skills so I told them not to get hung-up on the rules, we would just "program" their instinct.
If a person uploaded here to get stars, maybe they were doing it for the wrong reasons. I could not care less whether or not a person likes my work or not. I do my worksheets for my students. Not for points or stars. If you like them, fine. If you don ´t, that ´s fine too.
All about dinosaurs
Label the pictures to describe the dinosaurs! Name their body parts, say what they can do and what they eat!
Level: elementary Age: 8-12 Downloads: 0
Why - because, shall we
Practising of "why" questions, making plans and suggestions, near future
Level: intermediate Age: 10-100 Downloads: 0
lesson 24 in the Tunisian 1st from book. the worksheet includes 3 main parts.First, ss are asked to label pictures. The second part is that of the reading comprehension. The last part includes a speaking and a writing activity. I hope you find it useful. Any comment is most welcome.
Level: intermediate Age: 14-17 Downloads: 9
this worksheet is targeted for 9th grade pupils . it has a various grammar exercises and a reading comprehension . the source of exercises is "Excel with english " . hope you like it .
Level: intermediate Age: 14-15 Downloads: 6
Englishman In New York by Sting - Find the mistakes + Discussion Questions
Students really enjoy this song, and it also leads to great discussion. Students must find eleven mistakes in the song (one is repeated) as they listen. There are some discussion questions as well, so it can be easily printed double-sided, or add your own! Hope you enjoy.
Level: intermediate Age: 14-100 Downloads: 1