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Wordwall - Tvořte své lekce lépe a rychleji

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Náhodné kolo - Roztočte kolečko, abyste zjistili, která položka bude následovat

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Go through this amazing episode and do the tasks

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Listening Comprehension to assess students ability to understand the target grammar in an authentic context

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GTKY video is a funny commercial about learning English. It is a great video to make people laugh.

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The Ghost Hunter Who Doesn’t Believe in Ghosts

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The learners are going to improve their listening skills and enrich their vocabulary.

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Wordwall - Tvořte své lekce lépe a rychleji

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[UPPER-INTERMEDIATE] UNIT 1B - Do you believe in it?

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Kvíz - Řada otázek s možností výběru z více možností. Chcete-li pokračovat, klepněte na správnou odpověď.

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These micro-dictation exercises contain 7 different expressions with Get.

'Get' is one of the most common verbs in the English language. As well as having several basic meanings (and being used in grammatical structures like the passive) it is also used in a lots and lots of idioms and fixed expressions.

Learning some of these idioms and expressions is a very good way of improving your understanding of everyday conversation, while also making your own English more varied and natural.

This exercise contains 7 micro-dictations, each one containing a different idiom or expression with Get.

See how much you can understand, try to guess the meaning of the expression, and then check the definition. Good luck!

to get a shock = to be surprised by something negative or unpleasant.

e.g. I got a shock when I saw the gas bill - it was 5 times what I had been expecting.

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7 Expressions with Get | Idioms | MicroEnglish

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These micro-dictation exercises contain 7 different expressions with Get. 'Get' is one of the most common verbs in the English language. As well as having several basic meanings (and being used in grammatical structures like the passive) it is also used in a lots and lots of idioms and fixed expressions.

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Wordwall - Tvořte své lekce lépe a rychleji

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Spojte odpovídající - Táhněte a pusťte každé klíčové slovo vedle jeho definice.

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Listen A Minute: Free 9-Page lesson plan / worksheet on Spring - Handouts, online activities and mp3.

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Students must identify seasons of the year and types of weather using various question forms.

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Students must complete the challenges the topic above. This is a simple challenge where the questions aren’t related with the video, here the video is used only as background.

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Wordwall - Tvořte své lekce lépe a rychleji

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Kvíz - Řada otázek s možností výběru z více možností. Chcete-li pokračovat, klepněte na správnou odpověď.

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Wordwall - Tvořte své lekce lépe a rychleji

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Třídění skupin - Táhněte a pusťte každou položku do správné skupiny.

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Wordwall - Tvořte své lekce lépe a rychleji

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Najít shodu - Klepněte na odpovídající odpověď, abyste ji odstranili. Opakujte, dokud nezmizí všechny odpovědi.

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Let's do English ESL general vocabulary practice. How would you describe your personality?

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Our special contribution to teachers who start teaching online due to school closures: today we start hosting your video quizzes in other subjects or other languages until the epidemic is over, so feel welcome here! We are a community of teachers of English as a second language, so please only publish English language lessons with English instructions in our library.

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English File Intermediate - Personality adjectives Jeopardy Template

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People think about themselves and not about other people, People have common sense and are practical, People like telling other people what to do, People always want to win

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Speaker: It is important to choose someone who is compatible and has a similar work ethic. For that reason, I'd like to work with my old university classmate, and good friend, Fred. We took the same Business Administration course together in London, and we just clicked instantly.We always talked about someday running a business together, but it never happened. We had the idea to open a shared working space where people can come and work in peace and quiet. The space would be designed to provide an optimal working environment with super-fast Internet access. There would also be a conference room people could rent and a social area where people could meet like-minded people.I think Fred would make a great business partner. Firstly, we have known each other for over ten years so it is safe to say we know each other inside and out. He knows all my good and bad traits and vice versa. We worked together on many projects during our course, so we know each other's strengths and weaknesses when it comes to working. He is also one of the most conscientious people I know, and he has a great sense of humor which helps when I get stressed.

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An ideal working partner: ESL/EFL Lesson Plan and Worksheet

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In this lesson, students develop their listening and speaking skills in the context of describing a person they would like to work with. To engage with the topic, the students start by discussing a set of topic-related questions before completing a survey to see what type of worker they are.

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In this speaking activity, students work together to develop creative stories based on fun prompts, practising their speaking skills while collaborating and sharing ideas.

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INTERMEDIATE - FILE 5 - AUDIO  - STUDENT BOOK - NEW ENGLISH FILE

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Wordwall - Tvořte své lekce lépe a rychleji

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Spojte odpovídající - Táhněte a pusťte každé klíčové slovo vedle jeho definice.

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The students need to answer simple listening comprehension questions about what they heard and saw.

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Jobs & Professions - Which One For Men or Women or Both

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Working on gender sterotypes. Deconstructing gender roles normally attributed to certain jobs and professions.

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Men & Women Compare - What’s In Your Bag

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What things do they have in their bags? Answer the questions and find the objects on the screen.We look inside a bag of a woman and a man and see what objects can be found there.

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English Listening Exercises for B1 - Our environment - ESL Tasks

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This pages gives information on English Listening Exercises for B1 - Our environment - ESL Tasks

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Wordwall - Tvořte své lekce lépe a rychleji

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river - řeka, lake - jezero, ocean - oceán, desert - poušť, waterfalls - vodopády, mountain - hora, hill - kopec, volcano - sopka, forest - les, pond - rybník, jezírko, bush - keř, pebble - oblázek, valley - údolí, beach - pláž, rock - skála, stones - kameny, cliff - útes, island - ostrov, jungle - džungle, glacier - ledovec, grass - tráva, field - pole, cave - jeskyně, sand - písek,

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river - řeka, lake - jezero, ocean - oceán, desert - poušť, waterfalls - vodopády, mountain - hora, hill - kopec, volcano - sopka, forest - les.

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Wordwall - Tvořte své lekce lépe a rychleji

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Spojte odpovídající - Táhněte a pusťte každé klíčové slovo vedle jeho definice.

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Students have to listen to Julia Roberts talking about “Mother Nature” and they have to do different activities while listening to the video

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Listening and writing comprehension strategy skill. Complete the 20 questions, using a mix of gap fill, unscramble etc.

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The Olympic Games: ESL/EFL Lesson Plan and Worksheet

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In this lesson on the Olympics, students learn and practise vocabulary for describing the history, spirit and events of the Olympic Games.

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The modern Olympic Games began in the late-nineteenth century as a revival of the ancient Greek Olympics.

Now just over one hundred years old, the modern Olympic movement is the biggest and most important sports movement in the world.

In fact, many people believe the Olympic Games to be the most important cultural event of any kind in the world.

The modern Olympic Games were the brainchild of Frenchman Baron Pierre de Coubertin.

De Coubertin's dream for an international sports event and cultural movement became a reality in 1894 at the International Athletic Congress in Paris.

After the Games were constituted in 1894, the first Olympic Games was held in Athens, Greece, in 1896, in recognition of the ancient Greek Olympic Games.

The original purpose of the Olympic Games in de Coubertin's mind was to celebrate and strengthen the physical, mental, and cultural qualities of humanity.

The Games would blend sport with culture, tradition, and education.

The philosophy of Olympism is based on the joy of physical and mental effort and the respect for universal ethical principles.

De Coubertin envisioned creating a more noble and sympathetic humanity through the Olympic movement.

The sports events themselves de Coubertin modeled after the English public school sport system.

He saw in upper-class English boys' sport the qualities of camaraderie, nobility, and honesty.

Most importantly, however, was adherence to the rules of sport, in particular the rule that stated sport ought to be amateur in nature.

De Coubertin believed participants should never participate in sport for the purpose of making money.

To do so would contradict the underlying philosophy of sport.

Breaking the amateur rule in de Coubertin's time was as serious a violation as taking drugs to enhance performance is in today's world of sport.

Over time, the Olympics grew to be the largest international festival of any kind. Today, debates exist as to the degree to which the modern Games adhere to de Coubertin's original intent.

On the one hand, Olympic sport is truly international in nature, as de Coubertin would have wanted it.

On the other hand, it is doubtful that de Coubertin would have admired the existence of politics, commercialism, and drug use in sport.

The Olympics have become truly international, but perhaps at a price.

There is little question that the Olympic Games hold out the possibility for fulfilling de Coubertin's original goal of sport contributing to a better, more peaceful, and understanding world.

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Practice listening and speaking English for daily communication - The Olympic Games

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The modern Olympic Games began in the late-nineteenth century as a revival of the ancient Greek Olympics. Now just over one hundred years old, the modern Olympic movement is the biggest and most important sports movement in the world. In fact, many people believe the Olympic Games to be the most important cultural event of any kind in the world.

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Wordwall - Tvořte své lekce lépe a rychleji

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What comes to your mind when you hear "Winter Olympics in Italy"?, (sports, places, food, atmosphere, culture...), Would you like to watch the Winter Olympics live on TV? Why or why not?, Which winter sport do you find the most exciting to watch? What do you like about it?, Italy is famous for cities like Milan and mountain areas like Cortina. Which type of place do you think is better for the Olympics - a big city or nature? Why?, Do you think hosting the Olympic Games is good for a country? What are the advantages and disadvantages?, The Olympics bring together people from many countries. Do you think sport really helps people understand each other better? Why / why not?, Would you prefer to be an Olympic athlete, a coach, or a fan? Why?, How important do you think fair play is in sport? Can you think of a situation where it is difficult to be fair?, Some people say the Olympics are more about business than sport. Do you agree or disagree?, Do you think the Olympic Games should be more environmentally friendly? What could organisers do differently?, If you could choose one new sport to add to the Winter Olympics, what would it be and why?, How do you think social media changes the way people experience the Olympic Games today?, Would you like to travel to Italy during the Olympics, or would you avoid it? Why?, Do you think smaller countries have the same chances of success at the Olympics as big countries? Why / why not?, What do you think is more important at the Olympics: winning medals or taking part? Explain your opinion..

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Winter Olympic games 2026 - speaking B1+

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Deal out cards at random from a shuffled deck.. What comes to your mind when you hear "Winter Olympics in Italy"?, (sports, places, food, atmosphere, culture...).

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Wordwall - Tvořte své lekce lépe a rychleji

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Obrázkový kvíz - Obrázek se odkrývá pomalu. Vklouzněte, když budete umět odpovědět na otázku.

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Watch the video about Winter Olympic games and practise easy vocabulary about sports

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Hello, everybody, and welcome back to Cooking Today. I'm your host, Jack Murphy, and today we're going to make some crepes that will knock your socks off. Seriously, guys, you're going to love these crepes. All right, first thing. You've got to get your ingredients together. You need some flour, some milk, and an egg. Just put them on your kitchen table like I'm doing here. Oh, yeah, and you'll need some sugar, too, because that's what makes the crepe sweet.

Now you're ready to measure your ingredients. You want one cup of flour and one cup of milk. And, of course, you want the whole egg. You can't cut an egg, anyway - ha! That's a little kitchen joke for you guys. As for the sugar, you need just a pinch. That means a very, very small amount. Too much sugar will make your crepe taste awful.

Once you've measured all your ingredients, pour them together in a big bowl. You see how I did that? Pour it nice and slow. Then stir it all together with a fork. Yeah, that's it. Mix it up. Stir it until you get a nice, smooth liquid. That liquid is called the batter.

Okay, so you've mixed the ingredients together. Now you're ready for the frying pan. Put the pan on the stove, heat it up, and put some butter on it. You don't need a lot of butter. Just put a little bit in the pan, so the crepe won't stick to it. All right, now we're ready. All you do is pour the batter on the pan. When the bottom gets a little brown, flip it over. Yeah, just like that. Then you just put some strawberry jelly on there, and you're ready to eat!

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Hello, everybody, and welcome back to Cooking Today. I'm your host, Jack Murphy, and today we're going to make some crepes that will knock your socks off. Seriously, guys, you're going to love these crepes. All right, first thing. You've got to get your ingredients together.

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Join a solo game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Are you an expert in the kitchen? In this free English listening lesson from Oxford Online English, you can hear a dialogue from a cooking class, and learn useful English vocabulary to talk about food and cooking. This is a lesson for intermediate and upper intermediate learners.

Listen to the dialogue at normal speed here:

https://www.oxfordonlineenglish.com/wp-content/uploads/2021/07/Cooking-class-full.mp3

or listen to a slower version here:

https://www.oxfordonlineenglish.com/wp-content/uploads/2021/07/Cooking-class-25pc-slower.mp3

Woman: First of all, break two eggs into the bowl.
Man: Okay, do we need the ¹ and the ²?
Woman: Yes, we don't waste anything in here! Add someg ³.
Man: Salt, pepper, anything else?
Woman: You can add some ⁴ as well, just for flavour.
Man: Right, and then add in the ⁵?
Woman: That's right. Add in the mince, a little bit of ⁶, and mix it all up with your hands.
Man: Like this?
Woman: That's right. It needs to get ⁷ sticky.
Man: Is this okay?
Woman: Yeah, that's perfect. Now, start rolling the meat into little balls.
Man: This big?
Woman: That's a bit too big. Make them about the size of a ping-pong ball.
Man: Okay, what next?
Woman: We'll fry them in a little oil. Turn them every few minutes so they don't burn.
Man: Shall I start on the sauce?
Woman: Sure. Just fry some onion and garlic, add the tomatoes, and then ⁸ it all together. It's really simple.
Man: Do I need to chop the onion up finely ⁹, or what?
Woman: You're going to blend it, so it doesn't make any difference. Just chop it roughly.
Man: Mmm, I'm getting quite hungry! It smells good.
Woman: Well, it'll be ready in ten minutes, then we can eat!

The answers to some of the exercises below can be found in these notes. If you would like to challenge yourself, you are recommended to try the exercises first and return to this section later if you need to.
1. The yolk = the yellow part of the egg
2. The white = the white part of the egg
3. Seasoning = spices and other things which add flavour to a dish
4. Herbs = plants which have a strong flavour, used as seasoning
5. Mince = meat which has been cut into very small pieces, usually using a machine
6. Flour = a white powder, made from wheat, which is used to make bread
7. Nice and + adjective is a conversational phrase. The meaning is similar to quite = more than a little bit
8. Blend = use a special machine to mix all the food together using a sharp blade which spins around
9. Chop something finely = cut into very small pieces

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The Cooking Class - Listening Lesson (B1-B2)

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Are you an expert in the kitchen? In this lesson, you can hear a dialogue from a cooking class, and learn useful vocabulary to talk about food and cooking.

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Listening Practice | In the Kitchen • 7ESL Courses

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In The Kitchen - James Corden Joins Chef Gordon Ramsay

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Deep listening comprehension activity aimed at A2 level students on the subject of food.

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Wordwall - Tvořte své lekce lépe a rychleji

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Hláskujte slovo - Přetažením nebo zadáním písmen na správné pozice napište odpověď.

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Wordwall - Tvořte své lekce lépe a rychleji

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Křížovka - Použijte nápovědy k vyřešení křížovky. Klepněte na slovo a zadejte odpověď.

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A Visit To A Fortune Teller - Simple Future

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Students must watch the video and then guess the correct word for each gap from the video.

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The Barnum Effect - Why People Believe in Astrology & Psychics

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Listening practice with facts about the Barnum effect to work with teenagers after doing horoscope predictions with the future tense

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Wordwall - Tvořte své lekce lépe a rychleji

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Spojte odpovídající - Táhněte a pusťte každé klíčové slovo vedle jeho definice.

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Wordwall - Tvořte své lekce lépe a rychleji

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How do people meet people to date these days? Is it mainly with dating apps?, What is your ideal type? Be as specific as possible..

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House M.D. Season 6. Episode 14 - Speed Dating

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Answer questions to make sure you got the main idea of what’s going on and fill in some gaps.

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1,417 Christmas intermediate English ESL video lessons

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A selection of English ESL christmas intermediate video quizzes

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Let's do English ESL general vocabulary practice. 10 multiple choice tasks for upper-intermediate to proficient students mostly to practice advanced actio...

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Let's do English ESL deep listening: focus on meaning. Filling the gaps.Using words to complete the gaps. Listening comprehension. Learning about traditions.

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Wordwall - Tvořte své lekce lépe a rychleji

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Santa Claus, reindeer, sleigh, stocking, present, Christmas tree, snowman, gingerbread, chimney, Christmas lights, bell, star, carol, mistletoe, candle, Fried carp, potato salad, roast turkey, Christmas market, Christmas sweets, cut the apple,

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Santa Claus, reindeer, sleigh, stocking, present, Christmas tree, snowman, gingerbread, chimney, Christmas lights, bell, star, carol, mistletoe, candle.

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Wordwall - Tvořte své lekce lépe a rychleji

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Kvíz - Řada otázek s možností výběru z více možností. Chcete-li pokračovat, klepněte na správnou odpověď.

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Wordwall - Tvořte své lekce lépe a rychleji

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Spojte odpovídající - Táhněte a pusťte každé klíčové slovo vedle jeho definice.

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Wordwall - Tvořte své lekce lépe a rychleji

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Flash karty - Otestujte se pomocí karet s výzvami na přední straně a odpověďmi na zadní straně.

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About the audio

In this audio recording, students listen to a woman living in the UK, talking about all the reasons why she doesn't like winter. The recording can be used as a starting point for a range of speaking or writing activities in the online or face-to-face classroom.

Guidance and tips

Below are some general guidelines and ideas for using the audio in the 'Rants and Raves' series:

Before you listen

It's important to give students some context before they listen so that they have an idea of what they can expect to hear. This is particularly important with lower levels.

Draw a simple picture with stick people on the board, e.g., of people standing in a queue at the bus stop (or whatever is appropriate for your chosen audio). Students describe the situation in pairs and then make a list of where and when they might see this situation. Feed in vocabulary as necessary.

Play a game of class hangman with some key vocabulary (the main content words) from the audio. At the end of the game tell the students that the words are all from a short listening that they will hear in a moment. Students work in pairs to predict what they are about to hear.

Draw a mind map on the board with the main theme of the audio (e.g. weather, seasons, shopping, airport, work) written in the centre in a circle. Draw lines radiating out from this circle and encourage students to suggest words that are related to the topic. Add the words to the mind map.

Tell the class a short personal anecdote (real or invented) about an incident related to the audio. Invite questions from the students.

While listening

Students will benefit from listening to the audio more than once. Each time they listen, they will understand more of its content. We need to provide different tasks to give the students a reason to listen each time.

Play a few seconds of the audio. Can students say how the speaker (or speakers) is feeling? Is the speaker happy, angry, impatient, nervous, relaxed? Play a little more for students to confirm or change their answer.

If students predicted the content of the audio before listening to it (see 'Before you listen' above), they could now say whether their predictions were correct or not.

Write up 2 or 3 true/false statements based on the audio on the board. For example, 1) The speaker likes winter. 2) The speaker enjoys travelling in winter. Students listen to the audio once then decide if the statements are true or false. Students can compare answers in pairs before you play the audio again for them to check their answers.

For higher levels you could ask students to listen for language used for specific functions, such as complaining, showing enthusiasm, or explaining. In small groups they can compare what they have heard and then make a class list of expressions on the board.

After listening

You can use the audio as a springboard for other language work such as speaking practice, writing or pronunciation focus.

Let students give a personal response to the audio. Have they ever been in a similar situation? Do they agree with the speaker? You could write a question like this on the board, students discuss it in pairs, then ask for opinions from some of the students to round up the activity.

Student could have a debate in small groups based the main topic of the audio, e.g., reality TV is great versus reality TV is rubbish. Divide each group into halves and give each half a few minutes to prepare what they want to say and make notes if they want to. Set a time limit of two or three minutes for the debate. Ask each group to feedback to the class summarizing their debate. Change the groups around so that they are now with different classmates and repeat the debate. Move around and listen in to the groups, and make notes of common errors for class correction at the end of the debate.

Ask students to write a dialogue based on the listening. They could write a dialogue similar to the one they heard or a conversation based on one of the monologues. Ask them to try to include vocabulary and expressions that they have just heard. With lower levels you could build up a dialogue on the board as a class, feeding in ideas and vocabulary if necessary. Also for lower levels you could drill the dialogue line by line then let students practise in pairs.

You could focus on the intonation used in the audios. The monologues in particular provide a good model for the up and down intonation of spoken English. Play short sections for students to listen and repeat.

The rants, raves and situations can be used with students of all levels from elementary to advanced. The tasks we give our students should be appropriate for their level. For lower levels the listening tasks need to be very simple and achievable.

Downloads

You can download the audio file, transcript and guidance on using the Rants and Raves audio series at the bottom of the page.

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About the audioIn this audio recording, students listen to a woman living in the UK, talking about all the reasons why she doesn't like winter.

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In the video, the speaker discusses different adjectives that describe emotions. They explain words like anxious, ashamed, bored, confused, cross, delighted, disappointed, embarrassed, envious, excited, frightened, proud, relieved, shocked, suspicious, and upset. The speaker emphasizes the importance of using these words in daily life to improve one’s vocabulary.

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Akeelah & the Bee - The School Bee - Feelings & Emotions

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Let's do English ESL general vocabulary practice. learners discuss the feelings and emotions based on first video watching. Then, a second watching to answer t...

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Let's do English ESL general vocabulary practice. Students will answer a multiple-choice exercise where they have to identify the feelings and emotions depicted...

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Practice Listening English Exercises for B1 - Emotion

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Feelings and emotions

In this pre-advanced vocabulary lesson, you will learn many adjectives we can use to describe the way we feel, from happy to sad and everything in between. Check the following pictures and read the definitions and examples to understand what each term means and in which situations it could be used.

Positive and negative emotions

Positive emotions

When you feel 1 joyful, you're happy, perhaps because you've heard some good news.

When you're 2 excited, you're happy because you' re looking forward to something that is going to happen in the future.

If you're 3 content, you're not extremely happy, but you feel quite satisfied.

When you're 4 grateful, you feel thankful for something you have or that someone has done.

When you're 5 proud, you feel respect for yourself, often because of something you or someone close to you has achieved.

If you're 6 confident, you believe in yourself and are not worried about failure.

When you're 7 hopeful, you have hope and believe that it is possible for something good to happen.

If you're 8 relieved, you feel pleased because you have avoided a difficult or unpleasant situation.

Negative emotions

When you're 9 offended, you feel angry or hurt by something someone has said or done to you.

If you're 10 anxious, you feel worried or uneasy about something.

When you're 11 frustrated, you feel annoyed because something is not working or happening the way you want it to.

If you're 12 disappointed, you're unhappy because something was not as good as you thought it would be.

Feeling 13 guilty means that you feel bad for something you did wrong.

When you're 14 nervous, you feel worried about a stressful situation that is going to arise in the future.

If you're 15 upset, it means you're sad because of something that has happened.

When you're 16 depressed, you feel unhappy and have little hope.

Neutral and intense emotions

Neutral emotions

When you're 1 calm, you feel relaxed, and are not worried about anything.

If you are 2 indifferent, you have no feelings about or interest in something.

If you're 3 bored, it means you're uninterested in what is happening around you.

When you're 4 curious, you want to know more about something.

If you're 5 tired, you don't have a lot of energy and may want to sleep.

When you're 6 relaxed, you feel free because nothing is worrying you.

7 Puzzled means you're confused about something that is happening or has happened.

8 Neutral means you have no strong preferences or opinions about something.

If you're 9 reserved, you keep your feelings to yourself.

When you're 10 satisfied, you're pleased because you got what you desired.

Intense emotions

When you're 11 ecstatic, you feel incredibly happy, usually because something good has happened.

If you're 12 furious, you are extremely angry about something.

When you're 13 terrified, you're very scared, so something is really frightening you.

When you're 14 exhilarated, something makes you feel thrilled and excited.

15 Devastated means extremely sad, so if you're feeling this way, something very upsetting has happened.

If you're feeling 16 overwhelmed, something has affected you deeply, causing you to feel very emotional.

When you're 17 desperate, you've lost all hope, and are feeling very down.

If you're 18 hysterical, you're in a state of uncontrolled excitement, anger, or panic.

When you're 19 stunned, you're too shocked to express any emotion, usually because of bad news.

If you're 20 bewildered, you're extremely confused, and are unable to understand a situation.

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Feelings and emotions - B2 English Vocabulary - Test-English

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Learn how to talk about Feelings and emotions with this great vocabulary lesson that includes exercises, definitions, examples, and pictures!

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The Grinch - Trailer 2 - Emotions and Feelings

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Complete the tasks about different feelings and emotions.

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SpeakOut Intermediate - Unit 6 - Understanding Emotions

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Video task which improves your understanding people’s emotions and feelings

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Wordwall - Tvořte své lekce lépe a rychleji

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Dokončete větu - Doplňovací aktivita, při které přetahujete slova do prázdných míst v textu.

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Wordwall - Tvořte své lekce lépe a rychleji

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Spojte odpovídající - Táhněte a pusťte každé klíčové slovo vedle jeho definice.

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Wordwall - Tvořte své lekce lépe a rychleji

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Mixed Tenses (Pr/Past/F Simple, Pr/Past Cont, Pr/Past Perfect)

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1) I always ___ my mum in the kitchen. 2) Hellen ___ her room every day. 3) How often ___ to the cinema? 4) James ___ his arm last week.

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Wordwall - Tvořte své lekce lépe a rychleji

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Spojte odpovídající - Táhněte a pusťte každé klíčové slovo vedle jeho definice.

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Wordwall - Tvořte své lekce lépe a rychleji

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Náhodné kolo - Roztočte kolečko, abyste zjistili, která položka bude následovat

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Wordwall - Tvořte své lekce lépe a rychleji

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bought - I ___ a new car last week., am going to - I ___ a new car next week. , had bought - I ___ a new car before I went to Paris., will buy - I won a lottery, I think I ___ a new car. , have bought - I ___ never ____ a car in my life., am buying - "Sorry, I can't talk to you, I ___ a car right now., was buying - "Yesterday when you called me I ____ a car." , will be buying - Tomorrow at three o'clock in the afternoon I ___ a car." , have been buying. - "Sorry I am late for the date, I ___ a car. Let's go for a ride, it's the blue one right there.",

Výsledková tabule/Žebříček

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bought - I ___ a new car last week., am going to - I ___ a new car next week. , had bought - I ___ a new car before I went to Paris..

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Listen to the speakers describing their favourite things and do the exercises to practise and improve your listening skills.

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Transcript

Last weekend, my friend and I ate dinner at this great new Italian restaurant downtown. The problem was, when the bill came, my friend didn't have enough money to pay for her meal. She asked me if she could borrow some money. That's when I realized that my wallet was missing! I guess I left it at home. So I called my mother on my cell phone and asked her to bring my wallet to the restaurant. While we were waiting for my mother, the waiter asked us to pay the bill. I didn't want him to know we didn't have enough money, so I ordered more food. Finally, my mother arrived with my wallet and we paid the bill. After all that food, the bill was really high!

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Transcript Last weekend, my friend and I ate dinner at this great new Italian restaurant downtown. The problem was, when the bill came, my friend didn't have enough money to pay for her meal. She asked me if she could borrow some money. That's when I realized that my wallet was missing!

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Harry Potter - The Flying Ford - Mixed Tenses

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Unjumble the words to create correct sentences using mixed tenses.

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Wordwall - Tvořte své lekce lépe a rychleji

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bought - I ___ a new car last week., am going to - I ___ a new car next week. , had bought - I ___ a new car before I went to Paris., will buy - I won a lottery, I think I ___ a new car. , have bought - I ___ never ____ a car in my life., am buying - "Sorry, I can't talk to you, I ___ a car right now., was buying - "Yesterday when you called me I ____ a car." , will be buying - Tomorrow at three o'clock in the afternoon I ___ a car." , have been buying. - "Sorry I am late for the date, I ___ a car. Let's go for a ride, it's the blue one right there.",

Výsledková tabule/Žebříček

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bought - I ___ a new car last week., am going to - I ___ a new car next week. , had bought - I ___ a new car before I went to Paris..

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Wordwall - Tvořte své lekce lépe a rychleji

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1) Last week my friend and I ____ to the cinema. a) went b) had gone c) have gone 2) When you called me, I ___ a bath. a) had b) had had c) was having 3) I ____ the dishes when Peter left home. a) do b) have done c) was doing 4) Listen! She ____ music. a) plays b) played c) is playing 5) We always _____ dinner at 6 pm. a) ate b) eat c) are eating 6) We ___ here for twenty years. a) live b) lived c) have lived 7) She was watching a movie when her parents ___ home. a) came b) come c) have come 8) "What are you doing?" "I ___ my homework." a) do b) did c) am doing 9) She ___ to France many times. a) has been b) had been c) was 10) "What's that noise?" "He ____ the lawn." a) was mowing b) mowed c) is mowing 11) When she arrived at the party, her friends ____. a) danced b) have danced c) were dancing 12) I have ________ that movie. a) already saw b) seen already c) already seen 13) The food is great, I ___ it. a) am loving b) love c) have love 14) They ___ the match and now they are the champions. a) won b) have won c) will win 15) It ___________ for three months! All the grass has dried! a) doesn't rain b) hasn't rained c) didn't rain 16) He worked for many years in America before he retired. He ____________ from Europe in 1884. a) had emigrated b) emigrated c) has emigrated

Výsledková tabule/Žebříček

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1) Last week my friend and I ____ to the cinema. 2) When you called me, I ___ a bath. 3) I ____ the dishes when Peter left home. 4) Listen! She ____ music.

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Wordwall - Tvořte své lekce lépe a rychleji

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to be under the weather, to turn over a new leaf, to drive somebody nuts, to be shaking like a leaf, to save for a rainy day, to get wind of something, the autumn years, to be nuts abou something/somebody,

Výsledková tabule/Žebříček

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to be under the weather, to turn over a new leaf, to drive somebody nuts, to be shaking like a leaf, to save for a rainy day, to get wind of something.

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Falling for Autumn - Let’s Visit Switzerland

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The learners are going to improve their listening skills.

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Wordwall - Tvořte své lekce lépe a rychleji

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Anagram - Přetáhněte písmena do správných pozic, abyste rozluštili slovo nebo frázi.

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Wordwall - Tvořte své lekce lépe a rychleji

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Kvíz - Řada otázek s možností výběru z více možností. Chcete-li pokračovat, klepněte na správnou odpověď.

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Practice Listening English Exercises for B1 - Extreme weather

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English Vocabulary Exercises for B1 with Answers.

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https://en.islcollective.com/english-esl-video-lessons/vocabulary-practice/general-vocabulary-practice/environment/how-natural-disasters-affect-us/82296

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Dream Holidays - Where To Go On Your Dream Holiday

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The students are going to improve thier listening skills and revise Present and Past Simple Tenses.

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Watch the video and answer questions on basic theme of past simple&holidays topics

Based on preview of "holiday" film students should revise past simple&holidays topics

The above lesson is a great teaching resource for: Intermediate (B1), Pre-intermediate (A2)

Quality not yet verified by the community.

This resource does not contain any images, words or ideas that would upset a reasonable person in any culture.

This resource is licensed by VDavydova under the iSLCollective Copyright License.

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Watch the video and answer questions on basic theme of past simple&holidays topics Based on preview of "holiday" film students should revise past simple&holidays topics The above lesson is a great teaching resource for: Intermediate (B1), Pre-intermediate (A2) Quality not yet verified by the community.

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The best and worst holidays - Preview Worksheet

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Family expecting their 17th child - B1 English listening test - Test-English

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Listening comprehension test for intermediate students (CEFR B1). Watch a video about family and choose the correct answers.

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Grammar Practice With TV Shows - Prepositions Of Place: In/At/On

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Watch the scenes and complete the exercises about prepositions (in, on, at)

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Wordwall - Tvořte své lekce lépe a rychleji

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Třídění skupin - Táhněte a pusťte každou položku do správné skupiny.

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Look at these examples to see how we use these prepositions.

Please put the book on the shelf.
They live in Helsinki.
You should keep milk in the fridge.
Mette is studying at the library.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

We can use the prepositions in, on and at to say where things are. They go before nouns.

We use in to talk about a place that is inside a bigger space, such as a box, a house, a city or a country.

We also use in with other physical locations such as:

We use on to talk about location on a surface.

We also use on for some types of public transport.

We also use on for lines (including rivers, borders, streets, etc.) and islands.

We use at in many common phrases, especially when we are talking about a place for a specific activity.

We also use at for addresses or exact positions.

Do this exercise to test your grammar again.

Language level

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Prepositions of place - 'in', 'on', 'at'

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Do you know how to use in, on and at to talk about location? Test what you know with interactive exercises and read the explanation to help you.

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Wordwall - Tvořte své lekce lépe a rychleji

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Spojte odpovídající - Táhněte a pusťte každé klíčové slovo vedle jeho definice.

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Harry Potter - Boggarts - Understanding Fears

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Let's do English ESL general vocabulary practice. Discuss about fears with students. A Lesson about understanding fear

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Fears - After An Accident Man Becomes Fearful

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Students will watch a video and then will answer some questions

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When I was a kid, I got stuck in an elevator when the electricity went out, and since then, I've always been afraid of elevators. I was all alone, and there was no way to get out of the elevator. I hated that feeling. Now I almost never use elevators. I take the stairs instead. If I have to take an elevator - for example, if I'm in a really tall building - I make sure there's someone else in the elevator with me. The only problem is, sometimes I have to wait a long time until another person comes along.

I don't like swimming in the ocean because the waves are so dangerous. They always knock me over. I also hate the way that seaweed touches me when I swim in the ocean. I always think it's some animal that's going to bite me - you know, like a shark or a jellyfish. That's why I only swim in the swimming pool. The only problem is that the pool in my neighborhood is always crowded.

Birds are the only animals I'm really afraid of. But not all birds. Just seagulls, like at the beach. I don't mind most little birds because they leave you alone. But seagulls? That's a different story. I'm sure it's because of the time a bunch of seagulls chased me when I was a kid. They didn't hurt me, but I've been really scared of them ever since. That's a real problem, because a lot of my friends enjoy going to the beach, but I stay home to avoid the birds.

I don't know why, but I'm really afraid of heights. I work in a tall building, and I can't even stand to look out my office window. Right away, I get this feeling like I'm suddenly going to fall. I'm really afraid. Of course, airplanes are the worst. I'm really nervous when I have to fly. The biggest problem is that there are some fun things I can't do with my kids. The other weekend, I took them to an amusement park. They were excited about going on the roller coasters, but I was too afraid to take them. My kids were really disappointed. I felt terrible about letting them down.

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Practice Listening English Exercises for A2 - Fears

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When I was a kid, I got stuck in an elevator when the electricity went out, and since then, I've always been afraid of elevators. I was all alone, and there was no way to get out of the elevator. I hated that feeling. Now I almost never use elevators.

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VR allows you to put on a headset and escape into a completely different world. In this programme, we'll be hearing about some of the ways VR is helping people overcome phobias and even tackling serious problems like domestic violence. Rob and Sam discuss the topic and teach you related vocabulary along the way.

This week's question

One of the phobias VR can help with is the fear of heights - but what is the proper name for this psychological disorder?

a) alektorophobia

b) arachnophobia

c) acrophobia

Listen to the programme to find out the answer.

Vocabulary

phobia
strong and irrational fear of something; a type of anxiety disorder

simulation
pretend copy of something that looks real but is not real

habitual
the usual, typical way something works

drop your defences
relax and trust people by lowering the psychological barriers you have built up to protect yourself

first-person
from the perspective of someone who actually experiences an event in person

novel
completely new and original; not like anything that has been experienced before

Transcript
Note: This is not a word-for-word transcript.
Rob
Hello. This is 6 Minute English from BBC Learning English. I'm Rob.

Sam
And I'm Sam. Here at 6 Minute English, we love to chat about new technology. One of our favourite topics is VR or virtual reality, and the ways it's shaping life in the future.

Sam
People who use VR often describe the experience as intense. Putting on the headset makes you feel you're really there, in whatever new world you've chosen. And it's this intensity that inventors, scientists and therapists are using to help people overcome their problems.

We'll hear more soon, but first I have a question for you, Sam. One of the phobias VR can help with is the fear of heights - but what is the proper name for this psychological disorder? Is the fear of heights called:
a) alektorophobia?
b) arachnophobia? or
c) acrophobia?

Sam
I'll say a) alektorophobia.

Rob
OK, Sam. We'll find out the answer at the end of the programme.

Sam
Now, if like me, you're not very good with heights, you'll be happy to know that a company called Oxford VR has designed a system to help with precisely that problem. In the safety of your own home, you put on a headset and are guided through a series of tasks moving you higher and higher off the ground. You start by taking an elevator to the top floor of tall building and move on harder challenges, like climbing a rope.

Rob
Daniel Freeman is a professor of clinical psychology at Oxford University. Listen as he explains how the VR experience works to BBC World Service programme, People Fixing the World.

Daniel Freeman
Even though you're consciously aware it's a simulation, it doesn't stop all your habitual reactions to heights happening, and that's really important, and that's why it's got such a potential to be therapeutic. The art of successful therapy, and what you can do really, really well in VR, is enable someone to drop those defences,and in VR a person is more able to drop them because they know there's no real height there.

But although it's simulated, the experience is real enough to trick your mind into acting in its habitual way - the way it usually, typically works. Although your brain knows you have both feet on the ground, VR is so realistic that to complete the tasks you have to drop your defences, a phrase meaning to relax and trust people by lowering the psychological barriers you have built to protect yourself.

Sam
Oxford VR's 'Fear of Heights' experience uses VR to put people into another world, but the next project we'll hear about takes things even further - putting people into someone else's body.

Rob
In Barcelona, a VR simulation is being used in prisons to make men convicted of domestic violence aware of what it feels like to be in the position of their victims. The project, called 'virtual embodiment', is led by neuroscientist, Mavi Sanchez-Vives, of Barcelona's Institute for Biomedical Research.

Mavi Sanchez-Vives
In a virtual world we can be someone different and have a first-person embodied perspective from the point-of-view, for example, of a different person, different gender, different age. One can go through different situations and have the experience from this totally novel perspective.

The experience VR creates of seeing things from someone else's point-of-view can be therapeutic, even for serious problems. And speaking of problems, what was the answer to your question, Rob?

Rob
I asked Sam whether the correct name for the fear of heights was alektorophobia, arachnophobia, or acrophobia?

Sam
I guessed it was alektorophobia.

Rob
Well, once again, our six minutes are really - and virtually - over! Goodbye for now!

Sam
Bye!

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BBC Learning English - 6 Minute English / Can VR treat fears and phobias?

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Hear how tech is helping people change their behaviour for the better

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Listening comprehension. Open question. Multiple choice. Unscramble sentences. Match. Correct the wring word.

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Complete a series of activities related to reported speech for adult learners of English.

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Wordwall - Tvořte své lekce lépe a rychleji

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ARACHNOPHOBIA - the fear of spiders, ACROPHOBIA - the fear of heights, NYCTOPHOBIA - the fear of dark, HOMICHLOPHOBIA - the fear of fog, PHASMOPHOBIA - the fear of ghosts, CYNOPHOBIA - the fear of dogs, ENTOMOPHOBIA - the fear of insects, CLAUSTROPHOBIA - the fear of confined spaces, ASTRAPOPHOBIA - the fear of lightning, BELONEPHOBIA - the fear of needles, BATRACHOPHOBIA - the fear of reptiles, BLENNOPHOBIA - the fear of slime, ERGOPHOBIA - the fear of work, PARASKAVEDEKATRIAPHOBIA - the fear of Friday the 13th,

Výsledková tabule/Žebříček

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ARACHNOPHOBIA - the fear of spiders, ACROPHOBIA - the fear of heights, NYCTOPHOBIA - the fear of dark, HOMICHLOPHOBIA - the fear of fog.

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Listen to the extracts from different radio programmes talking about fear and phobias, and do the exercises to practise and improve your listening skills.

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Do the exercises to improve your vocabulary for air travel.

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Listen to the dialogue at the airport and fill in the gaps with the words missing