the website where English Language teachers exchange resources:
worksheets, lesson plans, activities, etc.
Our collection is growing every day with the help of many teachers. If
you want to download you have to send your own contributions.
922545 registered users and we have
647772 printables, 76256
powerpoints and 13317 online exercises.
A bit of help would make a great difference to my next Teacher Training. At the last training one of my colleagues came up with the question which made me a bit confused. I promised to give it a thought and come back to her with my ideas which at the moment I really run out of.
How can we (English Teachers) avoid saying such phrases as "look at the exercise ......", "open the book to the page.....", "exercise.......", "task..." and all the similar phrases which are often repeated during the lesson? Demonstration would help to avoid them, but what else? I have never thought of it as a big problem to say those phrases, but my colleagues mentioned this point as a problematic one.
Would you be so kind to share your ideas on the question? I ´ll really appreciate it.
Does your colleague mean the discovery approach rather than the textbook approach? Or implicit v explicit?
For example, I choose not to use a textbook at present and I ask students to to talk in their table groups (of 4-6) about what they already know about ______ (greetings for example) Then, I ask for suggestions of ______ (greeting another person, for example) and write the suggestions on the board, as they say them (mistakes and all). Then, we analyse the grammar and correct the mistakes. There are usually a few students who know the correct grammar, so it is actually the peers mostly correcting them, and not the teacher. Them they practice each of the options listed and choose 2 or 3 that they really like, feel comfortable with. What ´s great about this is that it is student centred, it´s highly participative, and they usually come up with more examples than what is given in a textbook.
This approach can be used to substitute some parts of the text book maybe, making it more meaningful to the students, tailoring it their own situation. The relevant section in the text book can then be used for revision, homework or for the students that were absent for that lesson.
I always do a chain activity. I start with a sentence,e.g. :" I love him." The next pupil goes on. He/she uses the object in my sentence as a subject in his sentence. So he/she says: "He loves us." The next one: "We love them.", etc. If your teenagers don ´t like the verb love, you can use hate.
From a female perspective, I´d love to but I can ´t is different to I´d like to but I can´t, and the appropriate form is chosen depending on the context.
I use the former mainly with my mum and close female friends and for events that I am really, really keen to go to but can´t, such as concerts. I ´d love to go and see Bruce Springsteen with you, but I can´t
Can anybody help me please with these sentences and tenses?
Put each verb in brackets into suitable tense and form:
If you __________(not watch) the television, would you turn it off?
I can ´t believe you _________(be) so unreasonable! What ´s wrong?
By nine that evening, most of the guests ______________(already/leave) the party.
When she ________(get) there, Paul ______________(already/wait) for her.
Swedish police ____________(just announce) that five paintings by Picasso ______________(steal) from Stockholm ´s modern Museum. The paintings ____________(value) by experts at about 30 milion dollars. Police believe that they _________(take) early on Saturday evening, but for some reason the museum ´s burglar alarm _____________(not go off) and the theft ________________(not discover) unti Monday morning. No cules ____________(find) so far at the scene of the crime.
Totally agree that no context is provided, and therefore both answers would be grammatically correct. However, the hypothetical is not at all natural, in my humble opinion, whereas the given example is natural.
´Ice to know´ Iphones vs Cold Weather- ´PET´ Exam- PARTS 3&5- CAMBRIDGE EXAM
This is a ´multiple choice exercise´ and a ´true and false exercise´ that I prepared based on an article that I found on ´The Sun´ webpage. It talks about a techical issue that Iphones are having when they´re exposed to cold weather .This worsheet provides great practice for those students sitting for the ´PET´ Cambridge exam. Hope you find it usef...
Level: intermediate Age: 12-100 Downloads: 45