CLASSROOM DYNAMICS By Benjamin Moore Language Insitute, Thammasat University

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "CLASSROOM DYNAMICS By Benjamin Moore Language Insitute, Thammasat University"

Transcription

1 CLASSROOM DYNAMICS By Benjamin Moore Language Insitute, Thammasat University Your classroom is a potential gold mine for the discovery of a diverse mix of different personalities, interests, insights and contributors. Being at a university, teachers are often faced with a broad range of abilities and experiences in English language learning. It is paramount that the group is developed into an effective working environment where the affective filter of individuals is reduced as much as possible, and anxiety is at a minimum. Sacrificing course content for the first session or two in which time is effectively used to develop the group might, quite possibly, pay large rewards in the future. In Thammasat, as we move away from traditional classroom based instruction with the teacher as the dominant figure towards more student-focused, tasked-based pedagogy, it is crucial to remind ourselves of the culture of learning are students have been used to and the kind of classroom experiences they have been through before stepping into your class, where you expect them to think critically about an article you ve just found in The Economist magazine. The best resource teachers have at their disposal to aid in this transition is the students themselves. Many of them will be familiar with task-based instruction, while others may just be more extroverted and more willing to take risks. By introducing activities which actively seek collaboration between students, which reduce anxiety and are more likely to encourage participation, the overall atmosphere and what is gained from the course can be greatly enhanced. FIRST CLASS It s sometimes difficult to know what exactly to do for the first class of a new course. Some people may feel that going through the course outline and book is enough, however, this is also the time to start opening up your new resource, the students. Remember that any activities should: be light and fun be engaging and encourage collaboration reduce anxiety enable students to begin to form relationships with their peers have very little to do with the course at this point A great activity to start a class is a mill-drill in which students are asked to find student s names. Traditionally known a s a find someone who activity, students are given short statements such as Find someone who has been scuba diving. They then walked around class asking students questions trying to find names for all their statements as quickly as possible. Mill drills can be kept simple for low levels or they can be encouraged to make the questions themselves if they are more advanced.

2 P a g e 2 Simple Mill Drill Find someone who...? NAME 1. Do you have a cat? _Bird 2. Can you drive a car? Tik Mill drill in which students need to formulate the question Find someone who...? NAME 1. has a cat Toon 2. is fan of Lady Gaga Roger 3. can say I love you in five different languages Benu 4. has been to Doi Inthanon Julie Some of you may think that the questions above are a little random. You do need to really consider what is going on in the world and what you students are showing interest in at this moment. Indeed, it is a teacher s responsiblity to know their students, and this goes well beyond their English level. For example, in the present climate an engaging question could be, find someone who has ever been planking! (an activity where people lie flat out on random objects a bit like a plank of wood). Another useful idea is to embed elements of the course secretly into the questions. For example, in an economics class, find someone who knows what the currency of India is called. This could also work with vocabulary items, e.g. find someone who knows what sustainability means. It is probably best at this stage of the course to not make the mill drill too much about the course. Now, hopefully your students have walked around the room talking to people they ve never spoken to before and shared some personal information. Remember they do have to walk around; it won t be very effective in they just ask one person. If all has gone well, this small amount of interaction has helped break the ice to an English class which, let s face it, can be very intimidating for certain people. Now, the next part is to go through the mill drill as a group. With everyone sitting down the teacher can now elicit the correct questions from the milldrill and then share the group s stories and experiences with students shouting out the names of the students they ve found. This can be an entertaining experience for all, and great for learning names and personalities. Hopefully all students have relaxed somewhat as a result of this process and are ready to begin studying with a reduced feeling of anxiety. Additionally, similar mill-drill activities can be used again later when you want students to practice fluency with a language point from the class.

3 P a g e 3 CLASSROOM INTRODUCTIONS If the course is to be going on for some time, then it is critical then you give students an opportunity to share themselves with the group. Making connections early on in class is sure to aid group collaborations later on. Therefore, I like students to introduce themselves, or rather a friend. How this works is that I split the class into two halves. So, if there are 24 students, there are two halves of 12. I then randomly assign a number to each student 1-12 two times. Next the students are paired-up together with the student that has the same number as themselves (if there is an odd number of students them may be one group of three). Another useful way to pair students is to use opposites - word pairs where the students are given a card and they have to locate the student who has the opposite card (e.g. loud quiet). This is also a useful technique for introducing new vocabulary items. This person is who they will interview and present to the class. Having to present someone else helps to reduce anxiety a little, as people generally find it easier talking about someone else. The students then have to present their new friend to the class. It is useful to give them some kind of outline of what to present, for example they could present: Name/Nickname Hometown Favourite band/film An interesting fact Future dream/dream job/why they want to study in this class If the students are of a lower level, to reduce the pressure of standing up in front of the class and taking in foreign language, give them a simple framework to fill-in. Her/His name is. She s/he s from. When she/he gets some free-time she/he likes to. An interesting fact about him/her is that. In the future she/he would love to. By interviewing and presenting someone they have just met, you have started off the class by demonstrating the importance of working together in order to complete tasks and promoting the importance of good working relationships in your classroom. Instantly, the two people have made a small connection with each other, even though they could well be very different kinds of people. To some students, just the idea of standing up in front of the class can cause them to go wobbly at the knees, and some teachers may feel that this activity could put students off. However, it is important to establish the philosophy that your class in about active participation, that everyone is equal and interesting and it will give them an experience of presenting something light before they get into academic style presentations demanded in your class.

4 P a g e 4 NOUGHTS AND CROSSES Noughts and crosses, also known as tic-tak-toe (X,O) is a useful game to present language elements and encourage students to use new language elements. Divide the class into two groups and present the table on the board. Students have to successfully use the elements in the box in a sentence to win the square. For example: (i) past simple X, O. (ii) Question word X,O love play buy How? What? Can? eat watch be drink give have When? Which? Do? Where? Is/Are? Who? Students have to use the words in the boxes to win an X or O in that square. For instance, Which country would you like to visit? When do you go to bed at the weekends? These grids can be combined with other language elements, for example, frequency adverbs I rarely eat popcorn, I sometimes drink coffee. Once the game has been demonstrated it is useful to present students with their own grids, so that they can play the game in pairs or small groups to increase individual student s participation.

5 P a g e 5 PRONUNCIATION Consciousness raising exercise Many teachers make pronunciation teaching an integral part of their pedagogy, while others feel that it is something which is absorbed naturally when the language is presented. Although I do think that pronunciation teaching is important, I personally don t tend to teach full-on pronunciation classes, but instead address pronunciation concerns when they arise, or those particular problem areas which are common to all of my learners in general. In Thai students, these include sounds such as the /S/, /Z/, and /IZ/, which make up the endings of many present simple third person verbs, the distinction between /L/ and /R/ in English and past simple /ed/ endings. Therefore, for example, when teaching the past simple or ed adjectives I find it useful to provide exercises which provide the opportunity for students to notice a difference in the sounds. The following such activity is based on a popular fairy tale, which nearly everyone knows, and provides a useful way of understanding the difference in past simple sounds. 1. First of all, the following passage is presented, and whilst reading, the students are encouraged to fill in the gaps to engage themselves with the story. GOLDILOCKS Once upon a time there was a little girl. She had long golden hair and her mother called her goldilocks. She went one day deep into the forest to look for mushrooms. She saw a house, and she felt hungry so she walked up to the door and knocked. She heard no answer, so she opened the door and stepped in. There were three bowls of porridge on the table; a big one, a medium one and a small one. She tasted the big one but it was too hot. She tasted the medium one but it was too cold. She tasted the small one and it tasted just right, so she ate it all up. Then Goldilocks felt sleepy, so she climbed the stairs and crept into the bedroom. There were beds. A bed, a medium-sized bed and a bed. She tried the big bed but hard. She tried the medium bed but soft, then she tried the small bed and it felt just right, so she fell asleep. Then the three bears came back into their house. Daddy bear noticed his bowl. Somebody s been eating my porridge he said. Somebody s been eating my porridge said Mummy bear. Then the baby bear cried Somebody s been eating my porridge and they ve eaten it all up! So the three bears wasted no time. They crept slowly upstairs. Daddy bear noticed his bed. Somebody s sleeping he said. Somebody s been said Mummy bear. Then baby bear cried s, s still! After the students have finished, the whole passage is read by the teacher and the answers for the gaps are elicited from the students.

6 P a g e 6 3. Now, it s time to focus on the sounds of ed endings. Students are asked to identify all of the past verbs and to arrange them into the following table based on the whether they are regular or irregular. regular t regular d regular id irregular called was/were 4. By this point, the student s consciousness, with regard to the sound of the three ed past simple endings, will have been raised. The teacher can then drill these words and sounds with the students. They are then in a position to begin using the past simple in conversations and to be able to tell their own stories effectively. 5. If the teacher wanted to they could point out that we find the /t/ sound after words ending in voiceless consonants (e.g. walked); we hear the /d/ sound after voiced consonants (e.g. played); and we hear /Id/ if it follows the consonants /t/ or /d/ (e.g. started).

Building Bridges with Transitions A Writing Activity a four-part writing activity designed for intermediate level (4.0-8.

Building Bridges with Transitions A Writing Activity a four-part writing activity designed for intermediate level (4.0-8. Activity #17 (Part 1 of 6) Building Bridges with Transitions A Writing Activity a four-part writing activity designed for intermediate level (4.0-8.9) learners Introduction: Transitions are words or phrases

More information

Grammar Challenge So & such Practice

Grammar Challenge So & such Practice So & such Practice BBC Learning English so & such Exercise 1: Match the beginnings of the sentences to the correct endings. 1. The weather was so. a. I only answered 3 questions. 2. It was such a cold

More information

Fry Instant Word List

Fry Instant Word List First 100 Instant Words the had out than of by many first and words then water a but them been to not these called in what so who is all some oil you were her sit that we would now it when make find he

More information

Fry Instant Words High Frequency Words

Fry Instant Words High Frequency Words Fry Instant Words High Frequency Words The Fry list of 600 words are the most frequently used words for reading and writing. The words are listed in rank order. First Hundred Group 1 Group 2 Group 3 Group

More information

The Story Of The Three Bears

The Story Of The Three Bears presents The Story Of The Three Bears From "English Fairy Tales" by Flora Annie Steel Illustrations by Arthur Rackham - 1 - nce upon a time there were three Bears, who lived together in a house of their

More information

IN A SMALL PART OF THE CITY WEST OF

IN A SMALL PART OF THE CITY WEST OF p T h e L a s t L e a f IN A SMALL PART OF THE CITY WEST OF Washington Square, the streets have gone wild. They turn in different directions. They are broken into small pieces called places. One street

More information

Year 3 Grammar Guide. For Children and Parents MARCHWOOD JUNIOR SCHOOL

Year 3 Grammar Guide. For Children and Parents MARCHWOOD JUNIOR SCHOOL MARCHWOOD JUNIOR SCHOOL Year 3 Grammar Guide For Children and Parents A guide to the key grammar skills and understanding that your child will be learning this year with examples and practice questions

More information

S OAPY MOVED RESTLESSLY ON HIS SEAT

S OAPY MOVED RESTLESSLY ON HIS SEAT T h e C o p a n d t h e A n t h e m p The Cop and the Anthem S OAPY MOVED RESTLESSLY ON HIS SEAT in Madison Square. There are certain signs to show that winter is coming. Birds begin to fly south. Women

More information

Superstars Building Fry List Fluency

Superstars Building Fry List Fluency Sight Word Superstars Building Fry List Fluency By Jennifer Bates http://finallyinfirst.blogspot.com/ How I use this program I developed this program because I noticed many of my students were still trying

More information

California Treasures High-Frequency Words Scope and Sequence K-3

California Treasures High-Frequency Words Scope and Sequence K-3 California Treasures High-Frequency Words Scope and Sequence K-3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English

More information

ONE DOLLAR AND EIGHTY-SEVEN CENTS.

ONE DOLLAR AND EIGHTY-SEVEN CENTS. T h e G i f t o f t h e M a g i p T h e G i f t o f t h e M a g i ONE DOLLAR AND EIGHTY-SEVEN CENTS. That was all. She had put it aside, one cent and then another and then another, in her careful buying

More information

Popcorn ELT Readers Teacher s Notes

Popcorn ELT Readers Teacher s Notes The Penguins of Madagascar 2012 Viacom International Inc. Madagascar DWA L.L.C. All Rights Reserved. Welcome to the Popcorn ELT Readers series, a graded readers series for low-level learners of English.

More information

PUSD High Frequency Word List

PUSD High Frequency Word List PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.

More information

Fry Phrases Set 1. TeacherHelpForParents.com help for all areas of your child s education

Fry Phrases Set 1. TeacherHelpForParents.com help for all areas of your child s education Set 1 The people Write it down By the water Who will make it? You and I What will they do? He called me. We had their dog. What did they say? When would you go? No way A number of people One or two How

More information

A Party for Teddy. A Party for Teddy. The cover

A Party for Teddy. A Party for Teddy. The cover A Party for Teddy The story The two stories in this book are about Teddy. The children read about Teddy in Little Explorers A. Shopping The first story is about Teddy and Mum going to the shop. Mum has

More information

Worksheet English is GREAT. Task 1 What is the common link between all these words?

Worksheet English is GREAT. Task 1 What is the common link between all these words? Task 1 What is the common link between all these words? Look at this poster. Why does the poster mention, Home to the language and business of technology? English is one of the world s global languages.

More information

Young Learners English

Young Learners English University of Cambridge ESOL Examinations Young Learners English Movers Information for Candidates Information for candidates YLE Movers Dear Parent Thank you for encouraging your child to learn English

More information

How to become a successful language learner

How to become a successful language learner How to become a successful language learner By Alison Fenner English and German Co-ordinator, Institution Wide Language Programme Introduction Your success in learning a language depends on you! You may

More information

Lesson 6. Adverbs. carefully slowly. quickly

Lesson 6. Adverbs. carefully slowly. quickly Lesson 6 Adverbs quickly carefully slowly ! Adverbs describe how, when, or where someone does something. There are different types of adverbs. adverbs of manner adverbs of frequency adverbs of time adverbs

More information

GESE Initial steps. Guide for teachers, Grades 1 3. GESE Grade 1 Introduction

GESE Initial steps. Guide for teachers, Grades 1 3. GESE Grade 1 Introduction GESE Initial steps Guide for teachers, Grades 1 3 GESE Grade 1 Introduction cover photos: left and right Martin Dalton, middle Speak! Learning Centre Contents Contents What is Trinity College London?...3

More information

Fry Instant Phrases. Give them to me. Then we will go.

Fry Instant Phrases. Give them to me. Then we will go. Fry Instant Phrases The words in these phrases come from Dr. Edward Fry s Instant Word List (High Frequency Words). According to Fry, the first 300 words in the list represent about 67% of all the words

More information

Top 2 grammar techniques, and ways to improve

Top 2 grammar techniques, and ways to improve Top 2 grammar techniques, and ways to improve Grammar is the most fundamental concept in languages. Thus, in order to learn a second language successfully, grammar is the most important concepts to be

More information

Lesson plan Shopping is GREAT

Lesson plan Shopping is GREAT Topic: Shopping in London Objectives: To give a short presentation about different types of shops To discuss different people s shopping habits To use idioms which contain the word shop To write a collaborative

More information

AUDITION WEEK. Domain and goal. Activities. Shows awareness of sound when directed by parent Environmental sounds Voice

AUDITION WEEK. Domain and goal. Activities. Shows awareness of sound when directed by parent Environmental sounds Voice AUDITION WEEK 1 Shows awareness of sound when directed by parent Environmental sounds Voice The first step in bringing your child to spoken language through audition is to teach him that there is sound.

More information

Prospecting Scripts. 2 keys to success in Real Estate

Prospecting Scripts. 2 keys to success in Real Estate Prospecting Scripts 2 keys to success in Real Estate 1. TALK TO PEOPLE 2. ASK THE RIGHT QUESTIONS 1. Door-knocking or cold calling properties around a new listing (inviting them to a property preview)

More information

MASTER Wh Questions: Week 1 of 1. Unit Overview:

MASTER Wh Questions: Week 1 of 1. Unit Overview: The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. MASTER Wh Questions: Week 1 of 1 Unit Overview:

More information

Preliminary English Test

Preliminary English Test Preliminary English Test Placement Test Time allowed: 2 hours QUESTION PAPER DO NOT write on this paper Instructions: Please answer all questions DO NOT USE a dictionary Write all answers on the separate

More information

When You Hear a Smoke Alarm, Get Out and Stay Out

When You Hear a Smoke Alarm, Get Out and Stay Out LARN NOT TO BURN PRSCHOOL PRORAM When You Hear a Smoke Alarm, et Out and Stay Out Objectives The child will identify the sound of a smoke alarm. The child will demonstrate what to do (get out and stay

More information

S. No. WHAT KIDS WANTS THEIR PARENTS TO KNOW. 1 Encourage me when I do a good job ! " #$ % & "

S. No. WHAT KIDS WANTS THEIR PARENTS TO KNOW. 1 Encourage me when I do a good job !  #$ % & 1 Encourage me when I do a good job 2 Let me teach you some things. Don't always be the teacher! " #$ % & " '()&% 3 Don't show too much affection in public ( # &% 4 Let me take some risks; you did when

More information

Jessica's English Sentences Dolch K-3 Sentences 1-218 Vocabulary and Grammar By Jessica E. Riggs

Jessica's English Sentences Dolch K-3 Sentences 1-218 Vocabulary and Grammar By Jessica E. Riggs Jessica's English Sentences Dolch K-3 Sentences 1-218 Vocabulary and Grammar By Jessica E. Riggs Students should master at least ten of the sentences per day, ideally, and be able to write them at once

More information

Young Learners English

Young Learners English University of Cambridge ESOL Examinations Young Learners English Flyers Information for Candidates Information for candidates YLE Flyers Dear Parent Thank you for encouraging your child to learn English

More information

Someone at the door Electricity meter reading Teacher s pack. English in my home Someone at the door. Unit 1a Electricity meter reading

Someone at the door Electricity meter reading Teacher s pack. English in my home Someone at the door. Unit 1a Electricity meter reading English in my home Someone at the door Unit 1a Electricity meter reading 1 Contents Unit 1a Electricity meter reading teacher s notes Electricity meter reading learner resources Electricity meter reading

More information

Activity Pack We re Going on a Bear Hunt

Activity Pack We re Going on a Bear Hunt World-class theatre for children Activity Pack We re Going on a Bear Hunt We re all going on a Bear Hunt Read the song in Appendix A Beat out the rhythm together. Can you come up with another rhythm? Can

More information

Contens. TBL Methodology - What is Task Based Learning? 3. The structural framework of TBL 5. TBL activities - examples 7.

Contens. TBL Methodology - What is Task Based Learning? 3. The structural framework of TBL 5. TBL activities - examples 7. Task Based Learning This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any

More information

ANGLAIS NOTE. Durée : 60 minutes. Nom :... Prénom :... Type de maturité (cochez SVP) : Consigne : Points obtenus :.../ 80

ANGLAIS NOTE. Durée : 60 minutes. Nom :... Prénom :... Type de maturité (cochez SVP) : Consigne : Points obtenus :.../ 80 2013 Artistique (MPA) Commerciale (MPC) Sciences naturelles (MPSN) Santé-social (MP-S2) Technique (MPT) Durée : 60 minutes Nom :... Prénom :... Type de maturité (cochez SVP) : MPA MPC MPSN MP-S2 MPT Consigne

More information

Reading aloud to a child

Reading aloud to a child Reading aloud to a child Festivals and celebrations: introduction Me and my culture: festivals and celebrations Contents Festivals and celebrations: teachers notes Festivals and celebrations: classroom

More information

Psychic Lotto Formula 3-Step Formula Secret Template To Lottery Secrets Module 3

Psychic Lotto Formula 3-Step Formula Secret Template To Lottery Secrets Module 3 Page 1 Table of Content The Psychic Lotto Formula Jackpot to Success System... 4 Part 1 Channeling the Power of Your Mind to Success... 6 Part 2 Visualization... 12 Part 3 Integrating Luck and Making it

More information

THERE IS ONE DAY THAT IS OURS. THERE IS ONE

THERE IS ONE DAY THAT IS OURS. THERE IS ONE p T w o T h a n k s g i v i n g D a y G e n t l e m e n THERE IS ONE DAY THAT IS OURS. THERE IS ONE day when all Americans go back to the old home and eat a big dinner. Bless the day. The President gives

More information

Here are the top ten Christmas activities 2009

Here are the top ten Christmas activities 2009 Christmas activity file Here are the top ten Christmas activities 2009 1 Christmas trees A game to be played in pairs or threes. Time: approx 10-15 minutes. This game is for students from the A1:2 to B1

More information

Young Learners English

Young Learners English University of Cambridge ESOL Examinations Young Learners English Starters Information for Candidates Information for candidates YLE Starters Dear Parent Thank you for encouraging your child to learn English

More information

Integrated Skills in English ISE II

Integrated Skills in English ISE II Integrated Skills in English ISE II Reading & Writing exam Sample paper 2 Your full name: (BLOCK CAPITALS) Candidate number: Centre: Time allowed: 2 hours Instructions to candidates 1. Write your name,

More information

Linked sounds Listening for spelling of names and phone numbers. Writing a list of names and phone numbers Work book pg 1-6

Linked sounds Listening for spelling of names and phone numbers. Writing a list of names and phone numbers Work book pg 1-6 TOPICS: Alphabet; greetings, names and titles of address; numbers and phone numbers PG 2-7 introduce themselves friends, say hello goodbye; ask for names and phone numbers Possessive adjectives my, your,

More information

Warm Market Scripts Ideas.

Warm Market Scripts Ideas. WarmMarket ScriptIdeas Warm Market Scripts Ideas. Schedule a time to talk with them soon after they get the information. Follow-up is the key to success. See some ideas. Speak to your upline support and

More information

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1 Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class

More information

Lesson Plan Template + ++ +++++

Lesson Plan Template + ++ +++++ Lesson Plan Template + ++ +++++ Title : Goldilocks and the Three Bears: A Fairy Tale Author : Linda New Levine Proficiency level X Beginning X Intermediate X Advanced Grade level K-2 Skills _X Reading

More information

MIGRAINE ADVICE FOR 7 TO 12 YEAR OLDS

MIGRAINE ADVICE FOR 7 TO 12 YEAR OLDS MIGRAINE ADVICE FOR 7 TO 12 YEAR OLDS You are not alone seven out of every ten children in your school will probably have had a headache at some time What is your headache like? If you are reading this

More information

Week 62: Sleeping Beauty

Week 62: Sleeping Beauty Week 62: Sleeping Beauty Once upon a time, many years ago, a King and Queen lived in a country far away. They were very sad because they could not have any children. They had everything else their heart

More information

Sentence Fragments and Run-on Sentences. Fragments Although he wanted to go to the meeting. Whoever goes to the meeting.

Sentence Fragments and Run-on Sentences. Fragments Although he wanted to go to the meeting. Whoever goes to the meeting. Sentence Fragments and Run-on Sentences A sentence is a group of words that names something and makes a statement about what is named. A sentence fragment is an incomplete sentence because it lacks a subject,

More information

7 Secrets To Websites That Sell. By Alex Nelson

7 Secrets To Websites That Sell. By Alex Nelson 7 Secrets To Websites That Sell By Alex Nelson Website Secret #1 Create a Direct Response Website Did you know there are two different types of websites? It s true. There are branding websites and there

More information

Warmups and Energizers

Warmups and Energizers Warmups and Energizers Warmups or energizers are activities the trainer uses throughout the course to encourage participant involvement and interaction. These activities may be used at the beginning of

More information

By Gertrude Chandler Warner. A Book Unit.

By Gertrude Chandler Warner. A Book Unit. The Boxcar Children By Gertrude Chandler Warner A Book Unit www.bookunitsbyteachers.com Scroll down for free lesson plans for the book, The Boxcar Children. Here, you will find a sample lesson, a chapter

More information

Chapter I - Passive Voice

Chapter I - Passive Voice Chapter I - Passive Voice When do we use the passive? We use the passive when it is more important to know what happens to the subject. Who or what causes the action is less important (and often unknown).

More information

Teacher s Pack h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8

Teacher s Pack hp://esol.bri.shcouncil.org/teaching5english5work/cleaners8 Cleaners: accident reports! Teacher s Pack h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8 Cleaning: accident reports teachers notes GGCleaning: accident reports Contents Accident reports:

More information

A Note to Parents. 1. As you study the list, vary the order of the words.

A Note to Parents. 1. As you study the list, vary the order of the words. A Note to Parents This Wordbook contains all the sight words we will be studying throughout the year plus some additional enrichment words. Your child should spend some time each week studying this Wordbook

More information

Something Better Than Punishment

Something Better Than Punishment Alabama Cooperative Extension System, Alabama A&M and Auburn Universities HE-687 PRINCIPL E S OF Something Better Than Punishment When we think of discipline, we may think of threats and punishment. They

More information

Last name: State/ Province: Home telephone number:

Last name: State/ Province: Home telephone number: 60 Ages & Stages Questionnaires 57 months 0 days through 66 months 0 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this

More information

The Academic Language of Tests

The Academic Language of Tests Teaching Your Secondary English Language Learners The Academic Language of Tests Focusing on English Language Arts Contents I. Introduction...1 II. Teaching the Language of the Reading-Objective Questions...3

More information

Phonics. High Frequency Words P.008. Objective The student will read high frequency words.

Phonics. High Frequency Words P.008. Objective The student will read high frequency words. P.008 Jumping Words Objective The student will read high frequency words. Materials High frequency words (P.HFW.005 - P.HFW.064) Choose target words. Checkerboard and checkers (Activity Master P.008.AM1a

More information

English lesson plans for Grade 3

English lesson plans for Grade 3 English lesson plans for Grade 3 Lessons in this section 3.1 Vocabulary and speaking: How do you say in English? 76 3.2 Reading: We re going to take a holiday 80 3.3 Listening and writing: holiday plans

More information

Sun, Cloud, Stone. Sun, Cloud, Stone. The cover

Sun, Cloud, Stone. Sun, Cloud, Stone. The cover Sun, Cloud, Stone The story Sam is a stone cutter. It is hot and tiring work. One day, his boss, Jim, tries to make Sam work faster. Sam looks at the sun and sees how strong it is. He wishes that he could

More information

Acting the Part By Kelly Hashway

Acting the Part By Kelly Hashway Hadley rushed off the bus and raced to the senior center, glancing back several times to make sure no one saw her. She loved spending her afternoons with her great uncle and the other seniors, but she

More information

ESOL Customer Service Training: Unit 1 1: 1 Student Book. Unit 1: Talking With Your Customer

ESOL Customer Service Training: Unit 1 1: 1 Student Book. Unit 1: Talking With Your Customer ESOL Customer Service Training: Unit 1 1: 1 Unit 1: Talking With Your Customer ESOL Customer Service Training: Unit 1 1: 2 What are your goals? Note to Instructor: If you have permission, use Stand Out

More information

My Sheep Hear My Voice

My Sheep Hear My Voice My Sheep Hear My Voice John 10: 27 Items Needed! Bible with marked scripture! Crayons/Markers/Pencils! Items for Sheep Craft (see lesson, craft is optional)! Copies of color block worksheet! Copies of

More information

Female Child s date of birth: Last name: State/ Province: Home telephone number:

Female Child s date of birth: Last name: State/ Province: Home telephone number: 60 Ages & Stages Questionnaires 57 months 0 days through 66 months 0 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this

More information

Potty Training. When are children ready to potty train?

Potty Training. When are children ready to potty train? Potty Training It can be messy! There will be accidents! Potty training is an important milestone for your child, but learning to gain control of the bowel and bladder can be a complicated process and

More information

CHAPTER 2 THEORITICAL FRAMEWORK. related literature when using Bingo games as a strategy in teaching vocabulary.

CHAPTER 2 THEORITICAL FRAMEWORK. related literature when using Bingo games as a strategy in teaching vocabulary. CHAPTER 2 THEORITICAL FRAMEWORK This chapter will discuss theoretical points: review of previous research and review of related literature when using Bingo games as a strategy in teaching vocabulary. 2.1

More information

Getting together. Present simple 1. New Year in Vietnam. Reading: Everybody s birthday. Word focus: Special occasions

Getting together. Present simple 1. New Year in Vietnam. Reading: Everybody s birthday. Word focus: Special occasions 2 A Present simple 1 B Present simple: questions C Communication strategies Showing interest D Interaction Are you a people person? Getting together Present simple 1 Word focus: Special occasions 1 Work

More information

Chapter Four: How to Collaborate and Write With Others

Chapter Four: How to Collaborate and Write With Others Chapter Four: How to Collaborate and Write With Others Why Collaborate on Writing? Considering (and Balancing) the Two Extremes of Collaboration Peer Review as Collaboration * A sample recipe for how peer

More information

Anglia ESOL International Examinations. Pre-Intermediate Level (A2+) Paper FF114

Anglia ESOL International Examinations. Pre-Intermediate Level (A2+) Paper FF114 Please stick your candidate label here W R Anglia ESOL International Examinations Pre-Intermediate Level (A2+) CANDIDATE INSTRUCTIONS: W1 [20] Paper FF114 Time allowed TWO hours. Stick your candidate label

More information

CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION. Sue O Connell with Louise Hashemi

CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION. Sue O Connell with Louise Hashemi CAMBRIDGE FIRST CERTIFICATE SKILLS Series Editor: Sue O Connell CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION Sue O Connell with Louise Hashemi PUBLISHED BY THE PRESS SYNDICATE OF THE

More information

Powerful English Speaking

Powerful English Speaking Powerful English Speaking Table of Contents I. Introduction II. The Effortless English System Overview III. Body IV. Mind V. Method VI. Next Step VII. Doʼs & Donʼts VIII. Lessons Introduction What is English

More information

Adverbs of Manner My mom speaks English poorly. He plays volley ball well. You eat food so slowly.

Adverbs of Manner My mom speaks English poorly. He plays volley ball well. You eat food so slowly. Adverbs of Manner My mom speaks English poorly. He plays volley ball well. You eat food so slowly. Why do we use adverbs? [FUNCTION] To describe a verb They are studying quietly. ( quietly describes the

More information

Activity Pack The Jolly Postman

Activity Pack The Jolly Postman World-class theatre for children Activity Pack The Jolly Postman Warm up game This exercise needs a clear space! The centre of the room is called home. When the group hear the word home all pupils must

More information

Moses. July 11-12, 2015. God has a plan for us. Exodus 2-4; Jeremiah 29:11

Moses. July 11-12, 2015. God has a plan for us. Exodus 2-4; Jeremiah 29:11 rd 3 5 July 11-12, 2015 Moses Exodus 2-4; Jeremiah 29:11 God has a plan for us. th Connect Time (20 minutes): Five minutes after the service begins, split kids into groups and begin their activity. Remember

More information

Life With Hope I m Not An Addict I M NOT AN ADDICT 147

Life With Hope I m Not An Addict I M NOT AN ADDICT 147 I M NOT AN ADDICT How could I be an addict? My life is great. I live in a very good area of Los Angeles, drive a nice sports car, have a good job, pay all my bills, and have a wonderful family. This is

More information

Connectedness and the Emotional Bank Account

Connectedness and the Emotional Bank Account Connectedness and the Emotional Bank Account Directions This is a self-guided activity that can be completed by parents, teens or both. It contains five parts and should take about 45 minutes to complete.

More information

B2 Level Exam Sample Test

B2 Level Exam Sample Test B2 Level Exam Sample Test Background Information This exam is very similar to the NEW BY51 exam, but tests English at level B2 (Cambridge FCE). It is a General English exam and is speaking only, though

More information

Buy The Complete Version of This Book at Booklocker.com:

Buy The Complete Version of This Book at Booklocker.com: Practical, comprehensible ESL workshops centered on the adult ELL learner. The ESL Teachers Workshop Modules Buy The Complete Version of This Book at Booklocker.com: http://www.booklocker.com/p/books/4783.html?s=pdf

More information

THE WASHING MACHINE. Written by. Lorena Padilla

THE WASHING MACHINE. Written by. Lorena Padilla THE WASHING MACHINE Written by Lorena Padilla lorepadilla78@gmail.com INT. DINING ROOM - DAY A very messy dining room. There are empty beer bottles and ashtrays with cigarettes on the table. (12) cleans

More information

Understand your anxious feelings. Light-headed/feel faint. Red face/feel hot. Jelly legs

Understand your anxious feelings. Light-headed/feel faint. Red face/feel hot. Jelly legs A CLINICIAN S GUIDE TO THINK GOOD FEEL GOOD THINK GOOD FEEL GOOD Beating Anxiety There are times when we all feel worried, anxious, uptight or stressed. Often there is a reason. Doing something new or

More information

VESL Workshop ESL Games. A game is an activity with rules, a goal and an element of fun (Hadfield, 1990)

VESL Workshop ESL Games. A game is an activity with rules, a goal and an element of fun (Hadfield, 1990) VESL Workshop ESL Games Workshop Notes A) Definition of Games A game is an activity with rules, a goal and an element of fun (Hadfield, 1990) B) The Value of Games (Steinberg, 1991) Games are not only

More information

Integrated Skills in English ISE I

Integrated Skills in English ISE I Integrated Skills in English ISE I Reading & Writing exam Sample paper 1 Your full name: (BLOCK CAPITALS) Candidate number: Centre: Time allowed: 2 hours Instructions to candidates 1. Write your name,

More information

Sentences: Types, and Common Mistakes

Sentences: Types, and Common Mistakes Sentences: Types, and Common Mistakes Sentences are classified as simple, compound, complex, and compound-complex. This designation is based on the clauses used to create the sentence. Clauses: Every clause

More information

Songwords & activity sheets for WEE WILLIE WINKIE (SSCD005)

Songwords & activity sheets for WEE WILLIE WINKIE (SSCD005) Songwords & activity sheets for WEE WILLIE WINKIE (SSCD005) 2 TRACK LISTING PAGE TITLE 3 Lullaby Theme 4 Wee Willie Winkie 5 My Sleepy Time Joe 6 Brahm s Lullaby 7 Golden Slumbers 8 Lavender s Blue 9 Sleep

More information

Welcome to Marketeach! Here is the sample lesson plan that you requested be sent to you. The next page is a summary of the entire set of lesson plans.

Welcome to Marketeach! Here is the sample lesson plan that you requested be sent to you. The next page is a summary of the entire set of lesson plans. Dear Educator, Welcome to! Here is the sample lesson plan that you requested be sent to you. The next page is a summary of the entire set of lesson plans. We at created this program to allow teachers to

More information

Noun. Verb. Adjective. Adverb. The name of something, e.g. Northampton, table, cat, John. An action or doing word, e.g. run, pull, shout, argue.

Noun. Verb. Adjective. Adverb. The name of something, e.g. Northampton, table, cat, John. An action or doing word, e.g. run, pull, shout, argue. Noun Verb The name of something, e.g. Northampton, table, cat, John. An action or doing word, e.g. run, pull, shout, argue. Adjective A describing word, e.g. lovely, kind, purple, English. Adverb A word

More information

physically hungry at the same time. This document contains a lesson plan for the miracle of the

physically hungry at the same time. This document contains a lesson plan for the miracle of the Christian Educators, Loaves & Fishes would like to offer you a way to feed the spiritually hungry and the physically hungry at the same time. This document contains a lesson plan for the miracle of the

More information

I m in the Principal s Seat, Now What??? Five Things You Can Do Tomorrow To Create an Exemplary School

I m in the Principal s Seat, Now What??? Five Things You Can Do Tomorrow To Create an Exemplary School I m in the Principal s Seat, Now What??? Five Things You Can Do Tomorrow To Create an Exemplary School VISIBILITY If you listen to nothing else, you need to internalize the importance of the leader s VISIBILITY.

More information

Guided Voicemail Scripting Toolkit. A guide to conducting well-run Guided Voicemail campaigns

Guided Voicemail Scripting Toolkit. A guide to conducting well-run Guided Voicemail campaigns Guided Voicemail Scripting Toolkit A guide to conducting well-run Guided Voicemail campaigns Guided Voicemail - Scripting Toolkit P a g e 2 Virtual Causeway 22 King Street South 5 th Floor Waterloo, ON

More information

Fry High Frequency Words and Dolch 220 Comparison List

Fry High Frequency Words and Dolch 220 Comparison List Fry High Frequency Words and Dolch 220 Comparison List The Dolch List has not been revised for decades, while the Fry list is more current. The Fry list also is more comprehensive in that it includes 1,000

More information

Paper 1: extended task

Paper 1: extended task Paper 1: extended task Level 6 Your grammar, punctuation and vocabulary will be tested in a piece of extended writing. The focus for the task should be on the range of sentence structures and punctuation

More information

1 Time. 5 Answer the questions about yourself. Lesson 1: Time in your life. Listening 1

1 Time. 5 Answer the questions about yourself. Lesson 1: Time in your life. Listening 1 Time Listening Lesson : Time in your life. Listen to the information about Linda and Huseyin. Are the sentences true or false? True False Linda likes the early morning. She usually checks her emails when

More information

In this introductory lesson to Alice s Adventures in Wonderland, students will use all four skills. They will work individually and with partners.

In this introductory lesson to Alice s Adventures in Wonderland, students will use all four skills. They will work individually and with partners. In this introductory lesson to, students will use all four skills. They will work individually and with partners. Activity 1: 5 7 minutes (including discussion) Activity 2: 5 minutes Activity 3: 5 7 minutes

More information

Home TKP. High frequency words must be known automatically not by breaking the words into sounds but known at sight.

Home TKP. High frequency words must be known automatically not by breaking the words into sounds but known at sight. Home Reading @ TKP This year we have made some changes to your child s home reading programme, especially for those children in Years 1-4. In the past your child has generally brought home the book they

More information

Making Friends at College

Making Friends at College Unit 1 1 Making Friends at College Study Buddies Passage 02 One of the most challenging aspects of college life is finding the right balance between social and academic activities. Everyone wants to have

More information

Retelling. In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense?

Retelling. In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense? Retelling Gr 1-3 In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense? Retelling Gr 1-3 Page 1 Grade: Prior Knowledge: What prior knowledge

More information

Oral Language. Section II

Oral Language. Section II Section II Oral Language Rationale The development of literacy begins through the use of spoken language. Oral language provides a means to observe children as they learn to construct conceptual meanings

More information

TKT Module 1: Describing language: Grammar Teacher s Notes

TKT Module 1: Describing language: Grammar Teacher s Notes TKT Module 1: Describing language: Grammar Teacher s Notes Description Participants will discover what is covered by the TKT Module 1 Part 1 syllabus area relating concepts and terminology for describing

More information