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Cambridge Movers Speaking Exam -  Find the Differences

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HOW TO TELL A STORY - CAMBRIDGE MOVERS EXAM (Speaking Part 2)

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One of the most important parts of logical reasoning is the non-verbal analogy or picture analogy. In the picture analogy, you compare two similar figures and find the relationship between them. Analogical reasoning is fundamental to human thoughts. It plays a significant role in problem solving, as well as decision making, explanation, conceptualization and communication. Reasoning requires logical and intellectual skills as well as practice. Check our free printable picture analogy worksheets which are specifically designed to help develop and enhance logical reasoning in your child at kindergarten level.

Tips for Parents/Teachers: Ask the children to look at the first two pictures/figures and try to understand how they are similar or related to each other. Same way they need to find out which picture can appear at the fourth place so the relationship between third and fourth figure is same as between the first and second pictures.

Choose correct option to complete the analogy

Observe the first two figures. Try to understand how they are related. Find the figure in the given options that is related to the third figure in the same way as the first two figures are related. Mark/Circle the answer that completes the analogy.

Understand Object Relationships

Observe the first two pictures. Try to understand how they are related. Find the picture in the given options that is related to the third picture in the same way as the first two pictures are related. Mark/Circle the answer that completes the analogy.

Draw figure to complete the analogy

Observe the first two figures. Try to understand how they are related. Draw the fourth figure in the provided space that is related to the third figure in the same way as the first two figures are related.

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Check Our Free Printable Picture Analogy Worksheets For Kindergarten Children To Build Non-Verbal Logical Reasoning.

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Especially helpful are exercises that are focussed on a theme or topic as these provide word retention practice so you can be confident to read, write, speak and listen successfully.

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A1 Movers Exercises | Cambridge English: YLE Movers | ESLeschool

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Practice English for free with A1 Movers exercises, formerly known as Cambridge English YLE Movers. Targeted at a beginner evel of English

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by Claudia Pesce 80,962 views

So boring in fact, that we don't enjoy them, and students often feel they are not really doing anything productive.
So, here are some tips that will turn your dull review lessons into razor-sharp learning opportunities!

How to Give Your ESL Class a Review Lesson They'll Love: 8 Top Tips

1. Don't Go through a List

Of course, students need to review the vocabulary and grammar they've learned, whether you're reviewing for a unit test or the final exam. Naturally, you'll have a list of these items. But there's no need to dump the list on your poor, unsuspecting students. Long lists of vocabulary words may scare them, even discourage them.

Instead, organize what you need to review into sets of easily digestible knowledge. Group the vocabulary into smaller lists. Practice grammar and expressions they should review. But don't spend your review lesson checking off items from a single, seemingly never-ending list.

2. Don't Blast Them with all the Grammar They Have to Study

Another scary thing for students is to suddenly realize they have several the past, present and future. Now this is something that is a lot easier for students to relate to! In your review lesson, you should review the grammar they need to know to talk about their past experiences, their present endeavors or future plans. More importantly, it will help them understand that they did not learn all of these tenses because they had to know them. They will know the purpose behind knowing these tenses.

3. Play Games!

Nothing eases the tension from an upcoming test better than a few relaxing games. But make sure that you play games that will help students review essential grammar or vocabulary. Here are some great examples, plucked right from our BusyTeacher website:

4. Give It Some Variety

And while students love to review through games, you can't base an entire review lesson on games. Or worksheets. Or a video. Or speaking tasks. Depending on your students' level, there are any number of review tasks to choose from. How about reviewing key vocabulary with your young learners through a crafts project? Or reviewing expressions through a short play they have to act out? The point is a review lesson should not only be a time to complete piles and piles of worksheets.

5. Surprise them!

Who says review lessons have to be serious and boring, just because an all-important test looms on the horizon? Tell your students that they will participate in a Quiz Game Show. Design a game where students can answer questions for points. A Jeopardy type of game works great for review lessons because you can choose the topics you want them to practice.

6. Take Questions from Students

This is really a great review activity, but especially if you have a group of adult learners who have been committed and attentive throughout the course. The day before the review lesson, ask them to look through their course material, and write down anything that they don't remember, missed, or are unclear on. Take turns answering their questions and clarifying - chances are several students will have the same questions, so this will be a very productive time for all.

7. Have a Student Teach

The key aspect of a review lesson is that it is a re-view. They are viewing something they have already viewed in the past. So while some students may not remember certain points, or may even be a little confused, there are those who understand things quite clearly. Ask a student to clarify a point or answer a question from a classmate.

8. Introduce Something New

Let's say most of us are already using fun games to review. Some may already be your students' favorites, but there are others they've probably grown tired of playing. Why insist on playing a game they've already played all year long? For the review lesson, try to introduce at least one game or activity they have never played before. That should keep them on their toes!

The essential way to give your students review lessons that they'll love is to think outside the box.

Think of all the times you had boring review lessons, whether as a teacher or a student yourself. Ask yourself: what would you have done differently?
And if you have some ideas of your own, please do share them below!
P.S. If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English.

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8 Top Tips for Giving Your ESL Class a Review Lesson They'll Love

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by Claudia Pesce 80,962 views So boring in fact, that we don't enjoy them, and students often feel they are not really doing anything productive. So, here are some tips that will turn your dull review lessons into razor-sharp learning opportunities!

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General English Archives - Language Advisor

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General English Archives - Language Advisor

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General English: Basic English topics to teach an practise English ESL Conversation and Listening Comprehension to improve speaking skills.

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1. All Languages

2. English flashcards

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Animals - English flash cards

134 picture cards are available

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1300+ FREE English Vocabulary Flashcards | PDF

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Download FREE printable English flashcards in single or bilingual variants. Get printables for print at home or to get started right away!

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Free primary and secondary school teaching resources - BBC Teach

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Thousands of free curriculum-mapped videos for your classroom, arranged by subject and age-group; Live Lessons presented by top BBC talent; educational campaigns including Super Movers and Bring the Noise.

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Developing a list of 100 adverbs may be difficult since the adverb is one of the very most absolutely, positively, completely, totally and truly confused parts of speech in the English language. You see, adverbs are often confused with adjectives. It's a relatively simple mistake to make, as both adjectives and adverbs describe things.

This article will give you a list of 100 adverbs plus a brief summary of the difference between adverbs and adjectives.

What Is an Adverb?

An adverb adds to a verb; it tells us how, how often, when, or where something was done. In other words, an adverb describes, modifies or provides more information about a verb in a sentence. So, if you said "I am going to quickly run to the store," the adverb in that sentence (quickly) would be modifying the verb "run."

Adverbs can be confused with adjectives, which also modify things. However, adjectives modify nouns and pronouns. If you said "I have a nice dog," then "dog" is the noun which is being modified by the adjective "nice".

On the other hand, if you said, "My dog quickly ate his dinner," the adverb "quickly" would modify the verb "ate."

In addition to verbs, adverbs also modify adjectives, other adverbs and word groups. So, when you say "I have the most beautiful dog," then "dog" is the noun, "beautiful" is the adjective describing the noun, and "most" is the adverb describing "beautiful."

Identifying Adverbs

You may have noticed a trend among adverbs; many, though not all, end in the letters "ly."

Knowing this can help you to quickly identify adverbs in sentences. However, remember that there are always exceptions, and some frequency adverbs, such as "always", "often", "sometimes", "seldom", and "never", do not follow this rule. Similarly, some words that end in "ly", such as "family" and "monopoly," are not adverbs.

Still, keeping an eye out for the "ly" ending can be a good tip to help you get started with successfully and correctly identifying adverbs.

List of Common Adverbs

Now that you understand what an adverb is and how to identify them in a sentence this printable list of 100 adverbs can help you with reading comprehension and creating your own sentences with adverbs.

View & Download PDF

Some adverbs you may recognize from the downloadable PDF include:

As you can see, many adverbs can be formed simply by adding "ly" to the end of what was once an adjective. "Anxious" becomes "anxiously," for example, and "poor" becomes "poorly."

More Useful Word Lists

Now that you have a better handle on the world of adverbs, why not expand your vocabulary with even more word lists too? This list of descriptive adjectives is a great place to start, including simple adjectives, compound adjectives and proper adjectives. Then, to tie your writing together, study this list of transition words as well.

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Developing a list of 100 adverbs may be difficult since the adverb is one of the very most absolutely, positively, completely, totally and truly confused parts of speech in the English language. You see, adverbs are often confused with adjectives. It's a relatively simple mistake to make, as both adjectives and adverbs describe things.

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What is an Adverb?

An adverb is a word that is used to change, modify or qualify several types of words including an adjective, a verb, a clause, another adverb, or any other type of word or phrase, with the exception of determiners and adjectives, that directly modify nouns. A good way to understand adverbs is to think about them as the words that provide context. Specifically, adverbs provide a description of how, where, when, in what manner and to what extent something is done or happens. Normally, we can spot an adverb by the fact that it often ends in - ly, but there are lots of adverbs that don't end in this way. Moreover, adverbs can be used in many combinations with each other.

Traditionally considered a single part of speech, adverbs perform a wide variety of functions, making it difficult to treat them as a single, unified category. However, spotting an adverb, especially one that ends in -ly is easy. Adverbs normally help paint a fuller picture by describing how something happens, such as

When? She always arrives early.

How? He drives carefully.

Where? They go everywhere together.

In what way? She eats slowly.

To what extent? It is terribly hot.

This function of providing more information about how something is done is called the adverbial function, and it may be accomplished by using adverbial clauses and adverbial phrases as well as by adverbs that stand alone. There are many rules for using adverbs, and these rules often depend upon which type of adverb you are using. Remember these basics and using adverbs to make sentences more meaningful will be easier for you.

Adverbs can always be used to modify verbs. Notice that the second of these two sentences is much more interesting simply because it contains an adverb:

The dog ran. (You can picture a dog running, but you don't really know much more about the scene.)

The dog ran excitedly. (You can picture a dog running, wagging its tail, panting happily, and looking glad to see its owner. You can paint a much more interesting picture in your head when you know how or why the dog is running.)

Adverbs are often formed by adding the letters "-ly" to adjectives. This makes it very easy to identify adverbs in sentences. There are many exceptions to this rule; everywhere, nowhere, and upstairs are a few examples.

An adverb can be used to modify an adjective and intensify the meaning it conveys. For example:

He plays tennis well. (He knows how to play tennis and sometimes he wins.)

He plays tennis extremely well. (He knows how to play tennis so well that he wins often.)

As you read the following adverb examples, you'll notice how these useful words modify other words and phrases by providing information about the place, time, manner, certainty, frequency, or other circumstances of activity denoted by the verbs or verb phrases in the sentences.
Types of Adverbs

Adverbs of Manner

An adverb of manner will explain how an action is carried out. Very often adverbs of manner are adjectives with -ly added to the end, but this is certainly not always the case. In fact, some adverbs of manner will have the same spelling as the adjective form. Some examples of adverbs of manner include:Adverb of manner examples in the following sentences are in bold for easy identification.

She passed the exam easily.

They walk quickly to catch the train.

The dinner party went badly.

John answered the question correctly.

Notice how the adverbs are formed by adding -ly to the adjectives bad, correct and quick, although there is a slight spelling change when forming an adverb with the adjective easy. As mentioned, some adverbs of manner take the same spelling as the adjective and never add an -ly to the end:
Adverbs of place

An adverb of place, sometimes called spatial adverbs, will help explain where an action happens. Adverbs of place will be associated with the action of the verb in a sentence, providing context for direction, distance and position: southeast, everywhere, up, left, close by, back, inside, around. These terms don't usually end in -ly. Adverbs of place examples in the following sentences are in bold for easy identification. Directions

New York is located north of Philadelphia.

They traveled down the mountainside.

First, I looked here, and then I looked there, but I can't find them anywhere.

Notice that here and there are often used at the beginning of a sentence to express emphasis or in exclamation. Many times, adverbs of place can be used as prepositions as well. The difference is, when the phrase is used as an adverb, it is modifying a verb; when it is used as a preposition, it is always followed by a noun.

New York is located north of Philadelphia -> New York is on the map.

They travelled down river -> They travelled in the first compartment.

That puppy was walking around by itself-> We put a collar around its neck.

Distance Position In addition, some adverbs of position will refer to a direction of movement. These often end in -ward or -wards.
Adverbs of Frequency

Adverbs of frequency are used to express time or how often something occurs. Adverbs of frequency can be split two main groups. The first, adverbs of indefinite frequency, are terms that have an unclear meaning as to how long are how often something occurs: usually, always, normally. These adverbs will usually be placed after the main verb or between the auxiliary verb and infinitive. Adverbs of frequency examples in the following sentences are in bold for easy identification. Adverbs of definite frequency will usually be placed at the end of the sentence.

We get paid hourly.

I come here

The situation seems to change monthly.

The newspaper is bought daily.

Adverbs of Time

Adverbs of time, while seemingly similar to adverbs of frequency, tell us when something happens. Adverbs of time are usually placed at the end of a sentence. Adverbs of time examples in the following sentences are in bold for easy identification.

I will see you

Harvey forgot his lunch yesterday and again today.

I have to go now.

We first met Julie last year.

While it's almost always correct to have the adverb of time at the end of the sentence, you can place it at the start of the sentence to put a different emphasis on the time if it is important to the context.
Adverbs of Purpose

Adverbs of purpose, sometimes called adverbs of reason, help to describe why something happened. They can come in the form of individual words - so, since, thus, because - but also clauses - so that, in order to. Notice in the examples that the adverbs of purpose are used to connect sentences that wouldn't make sense if they were formed alone. Adverbs of purpose examples in the following sentences are in bold for easy identification.

I was sick, thus didn't go to work today.

I started jogging so that I wouldn't be late.

Because I was late, I jogged a little faster.

Since it's your birthday, I will buy you a gift.

Positions of Adverbs

The positions of adverbs are not a fixed or set thing. As you have seen, adverbs can appear in different position in a sentence. However, there are some rules that help us decide where an adverb should be positioned. The rules will be different depending on whether the adverb is acting to modify an adjective or another adverb, a verb or what type of adverb it is. Positional adverb examples in the following sentences are in bold for easy identification. Adverb position with adjectives and other adverbs These adverbs will usually be placed before the adjective or adverb being modified:

We gave them a really tough match. The adverb really modifies the adjective .

It was quite windy that night. The adverb quite modifies the adjective .

We don't go to the movies terribly often. The adverb terribly modifies the adverb .

Adverb position with verbs This can be a bit trickier because, it will depend on the type of adverb - place, position, time etc. - and there are many exceptions to the rules. However, a basic set of guidelines is shown below: Adverbs of manner or place are usually positioned at the end of the sentence: As mentioned, if the adverb is of definite time it will be placed at the end of the sentence. However, if it is an indefinite period of time, it will go between the subject and main verb.
Order of Adverbs

Adverb order is so important it has clear rules. It's already mentioned that some adverbs will act to modify another, but how do you decide the structure of a sentence with several adverbs? Thankfully, there is a simple set of rules to follow, called the order of adverbs. Handily, the order of adverbs, sometimes also called the royal order of adverbs, can help us determine sentence structure too. In short, the adverbs get preference (are placed first) in the following order:

1. Adverbs of manner.

2. Adverbs of place.

3. Adverbs of frequency.

4. Adverbs of time.

5. Adverbs of purpose.

Consider this sentence: I run (verb) (manner) down the road (place) every morning (frequency) before school (time) (purpose) I might miss the bus. While it is good to remember the order of adverbs, there is always flexibility with language, and we have already mentioned that adverbs of time and frequency can be placed at the start of a sentence to change the emphasis. So, bottom line: think of the order of adverbs as more of a guideline than a rule that can't be broken.
Examples of Adverbs

As you read each of the following adverb examples, note that the adverbs have been italicized for easy identification. Consider how replacing the existing adverbs with different ones would change the meaning of each sentence.

1. She was walking rapidly.

2. The kids love playing together in the sandbox.

3. Please come inside now.

4. His jokes are always very

5. You don't really care, do you?

Adverbs Exercises

The following exercises will help you gain greater understanding about how adverbs work. Choose the best answer to complete each sentence.

1. The driver stopped the bus _______________. A. Financially B. Exactly C. Abruptly D. Now

Answer: C. The driver stopped the bus abruptly.

1. During autumn, colorful leaves can be seen falling ______________ from trees. A. Everywhere B. Very C. Gently D. Loudly

Answer: C. During autumn, colorful leaves can be seen falling gently from trees.

1. My grandmother always smiled _______________. A. Cheerfully B. Sadly C. Never D. Yesterday

Answer: A. My grandmother always smiled cheerfully.

1. After the party, confetti was strewn _________________. A. Blandly B. Everywhere C. Later D. Carefully

Answer: B. After the party, confetti was strewn everywhere.

1. It's time to go ____________. A. Before B. Now C. Yesterday D. Lightly

Answer: B. It's time to go now.
Adverbs List

There are many different words that function as adverbs. The following list is broken down into segments which list adverbs by function. After reading, you will be able to think of additional adverbs to add to your own list - after all, there are thousands. Many adverbs end in "-ly". This makes it very easy to spot the adverbs in most sentences. Abruptly Boldly Carefully Deliberately Excitedly Financially Horribly Mildly Naughtily Openly Poorly Quickly Sadly Terribly Willingly Yearly Some adverbs tell us where the action happened. These are known as adverbs of place. Everywhere Here Inside There Underground Upstairs Certain adverbs let us know when or how often the action happened. These are known as adverbs of time and adverbs of frequency. After Always Before Later Now Today Yesterday Many adverbs tell us the extent of the action. Almost Enough So Too Quite Rather Very Some adverbs are used as intensifiers. Absolutely Certain Completely Heartily Really Certain adverbs called adverbs of manner tell us about the way in which something was done. Briskly Cheerfully Expectantly Randomly Willingly Some groups of words serve the same functions as adverbs. These are known as adverb clauses. Be sure to read theadverb clause section to learn new ways to make your sentences even more interesting.

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The award-winning grammar and spell checker that corrects all types of English grammar and spelling mistakes. Start proofreading your texts now.

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Coordinación de Universidad Abierta y Educación a Distancia de la UNAM. ©Todos los derechos reservados 2017. Hecho en México. Este sitio puede ser reproducido con fines no lucrativos, siempre y cuando no se mutile, se cite la fuente completa y su dirección electrónica, de otra forma, se requiere permiso previo por escrito de la Institución.

Al navegar en este sitio, encontrará contenidos diseñados por académicos de la UNAM, denominados Recursos Educativos Abiertos (REA), disponibles para todo el público en forma gratuita. Los contenidos de cada REA son responsabilidad exclusiva de sus autores y no tienen impedimento en materia de propiedad intelectual; asimismo, no contienen información que por su naturaleza pueda considerarse confidencial y reservada.

Los REA podrán ser utilizarlos sin fines de lucro, citando invariablemente la fuente y sin alterar la obra, respetando los términos institucionales de uso y los derechos de propiedad intelectual de terceros.

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En este tema, se explica el uso de las preposiciones de tiempo in, on, at para indicar distintos momentos. El uso de estas preposiciones en inglés tiene algunas diferencias con el español que son importantes conocer para hablar correctamente en inglés.

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English grammar: exercises and reference

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English grammar explanation and online interactive exercises sorted by topic. Learn grammar in a quick and effective way with Lingbase!

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You can easily download PDFs and soft copies of exhaustive subject material from our website while you prepare for exams like JEE Main, NEET, KVPY, NTSE, Olympiads, CBSE & ICSE Board exams and your School exams as well.

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WAVE 2.0
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WAVE 2.0 will be able to gauge every child's depth of engagement amongst the hundreds in the class. This will enable our teachers to provide just the right nudge to them at the right time. WAVE 2.0 comes with features like AR Filters, Drag & Drop and Hotspot, and a multi-teacher model to be the first among its kind in building a high level of interactiveness.

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Vedantu is India's one of the best education platforms, known for creating one of the most sought after learning apps. With our unique learning platform called WAVE and immensely talented best teachers, Vedantu offers a highly personalised learning experience for 1st to 12th grades across CBSE and ICSE Boards.

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Exercises Explanation Downloads

Participles as adjectives (-ed/-ing adjectives)

Exercise 1

Choose the correct option for each sentence.

-ed/-ing adjectives

Participial adjectives can be distinguished by their endings, either -ed or -ing. They come from verbs and they are called participial adjectives because they have the same endings as verb participles.

Original verbs

Many verbs that we can use to express feelings or emotions can be turned into adjectives.

Walking up the stairs tires me too much. I'll take the elevator. (from tire ⇒ tired / tiring)

You are boring me. Please stop talking. (from bore ⇒ bored / boring)

The announcement surprised everyone. (from surprise ⇒ surprised / surprising)

-ed adjectives

-ed adjectives are used to describe how people feel. They cannot be used with things, because things have no emotions.

We're tired. Can we stop running?

I'm bored. Let's play cards.

I was surprised to see her.

-ing adjectives

-ing adjectives are used to talk about the things or people that produce those feelings in people.

Running is very tiring. We don't want to run.

This film is very boring. Let's play cards.

Her visit was very surprising. We weren't expecting her.

Note that a few of these adjectives don't have an -ing ending; they have an irregular form: offended ⇒ offensive (NOT offending); stressed ⇒ stressful (NOT stressing); delighted ⇒ delightful; impressed ⇒ impressive; scared ⇒ scary.

The following are some of the most common verbs expressing feelings and emotions and their present and past participial forms.

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Participles as adjectives (-ed/-ing adjectives) - Test-English

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Participles as adjectives. Participial adjectives. -ed -ing adjectives. Upper-intermediate English grammar. Amazed - amazing, bored - boring, etc.

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The Effects of Stress: Reading Comprehension

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Your browser does not support the audio element, so here’s a link to the mp3: https://continuingstudies.uvic.ca/upload/elc/studyzone/490-stories-cam/The-Effects-of-Stress.mp3

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English as a Second Language

Why learn English? English is currently one of the most widely spoken and written languages worldwide and is the largest language on the internet. Are you new in an English speaking country? Are you taking ESL classes? Are you preparing for major exams such as TOEFL, ACT, IELTS or SAT? Do you have an upcoming English exam? Are you planning to travel to London, San Francisco, New York? Maybe you just want to learn English as a second language? All of the above?

Printable Exercises / Reading and Writing

All of our online exercises, worksheets and handouts are also available in printable version. You can also see our PDF only exercises. Teachers, feel free to use GrammarBank content in classrooms, as homework assignments or as testing material. Also see vocabulary exercises, reading comprehension and writing help.

Verb Tenses Chart

Learn Verb Tenses
Simple Tenses
Progressive (Continuous) Tenses
Perfect Tenses
Perfect Progressive Tenses
Click on the image for verb tenses grammar explanations and examples chart
Or see Tenses Exercises

English For Kids

Find several kids English activities, fun worksheets, teach new words with picture vocabulary or word games and puzzles.

GrammarBank Video Exercises (New!)

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Learn English - Grammar Exercises (Online / PDF / Video)

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Thousands of Free English Teaching / Learning Resources-- Online / PDF / Video exercises and answers, reading, vocabulary tests

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Andrew: Look Gina, dress is perfect for you. It is your favorite color and I think the design is cool.

Gina Wow! You're right. I love it!

That

Gina: And shoes look pretty.

Andrew:But I think they are a bit expensive.

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These

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Gina: Andrew, I want to buy you a T-shirt as a present. Your birthday is coming soon too.

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Gina: Yep. Choose the one that you like. Look at over there. Next to the jeans.

Those

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This, that, these and those are demonstrative adjectives. This is used to refer to a single person, thing or place that is close to the speaker. This is my T-shirt

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A range of randomizable English and literacy worksheets that can be differentiated

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Movie Segments to Assess Grammar Goals contains a series of movie segments and activities to assess or practice grammar points through fun, challenging exercises. Here you will find the movie segments, the lesson plans, printable worksheets with answer key for each activity, and the tips to develop your own grammar activities with the DVDs you have at home.

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We help you engage your students, both in the physical classroom and during remote teaching.

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Whiteboard.fi is really easy to use. We have collected answers to frequently asked questions and help topics in our Support portal.

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Whiteboard.fi is constantly being improved and updated, and many new features are planned for the future. All new features and releases will be announced below. We also regularly release information on our Whiteboard.fi blog and through our social channels.

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April 10th 2021

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January 29th 2021

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This update includes some small improvements, as well as the possibility to purchase monthly subscriptions.

November 27th 2020

We have ended the beta testing and opened registrations for anyone. Thank you to all the beta testers - your beta license will expire December 6th 2020. We will shortly send you more information by e-mail.

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November 18th 2020

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A new engine has been installed under the hood! This makes everything run much smoother. We've also introduced a few new features (including music sheets), and reworked the layout a bit moving action buttons to a new toolbar below the whiteboard.
Also, you can now choose to clear only the foreground, keeping the background unchanged. This is especially handy if you're making notations on a background image, and wish to clear it without removing the background. Check out all the new features below!
We're also happy to announce that new Premium accounts are coming soon, including the possiblity to keep permanent and custom room URLs, and possibility to give feedback to student whiteboards! Stay tuned!

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You can now insert mathematical text, symbols or equations using the new Insert math-functionality! This new feature is available for both teachers and students (if insert images is enabled for students). There has also been some minor improvements to the push functionality, making it more stable on slow connections, as well as some general bug fixes.

/ Sebastian, [email protected]

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Whiteboard.fi - Free online whiteboard for teachers and classrooms

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We know the struggle: "How to engage every student in the classroom?" "When asking questions, how can I differentiate between students not knowing the answer, and those just sitting there daydreaming?" "How can I let everybody answer, including the shy students who normally wouldn't?"

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Easier and more flexible so you can make it with the letter of the topic, with the name of your company, and with any alphabet The new version of Educaplay&#39;s Alphabet Game breaks the structure with each letter arranged alphabetically and allows you to do it your way. You can create a game with the letters you want: the topic of your game (for example, "MARKETING"), the name of your organization, that of your favorite person, or with whatever comes to your mind. The update accepts charact...

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Ed Tech

Whiteboards and chalkboards have been a fixture in classrooms for ages. They're great for gathering ideas and making thinking visible.

But there are drawbacks ...

Having to write "DON'T ERASE!" next to important stuff

Taking pictures of the whiteboard with your cell phone

Markers drying up or running out of ink

Having only so much whiteboard space in your classroom

If you can sympathize, you've got to check out Google's Jamboard app. Jamboard ( jamboard.google.com) is a physical device -- an interactive touchscreen display/monitor, and it's pricey. But thankfully, the app that runs on those interactive displays is a teacher's favorite price -- FREE!

The Jamboard app is a fantastic tool for learning in face to face environments and for virtual/remote learning. The features are simple and intuitive. It's really easy to collaborate. Plus, it's very visual.

What is Google Jamboard?

You can find Jamboard by going to jamboard.google.com. You can also find it by clicking the "New" button in your Google Drive and hovering over "More".

Don't have touchscreens? That's OK. You can use a mouse or touchpad on a laptop or Chromebook. Or you can download the Jamboard app for Android or iOS (Apple) mobile devices.

When you open Jamboard, you'll see all of the recent jams you've opened. You can click the + button in the bottom right to create a new jam.

1. Draw: Use a pen, marker, highlighter or brush. You can draw from pre-determined colors.

2. Eraser: Erase something you've drawn.

3. Select: Choose and adjust a shape, sticky note, image, text box.

4. Sticky note: Add a sticky note with text. You can choose from several colors.

5. Image: Add an image from your device, image search, Google Drive or Photos.

6. Shapes: Add a circle, square, triangle, diamond, rounded rectangle, half circle, bar or arrow. Choose border color and fill color from the menu bar at the top of the jam.

7. Text box: Add a box where you can type and format text.

8. Laser: Use a pointer to emphasize and highlight certain items on the screen when presenting ideas to others.

9. Background: Choose from dots, lines, graph, or dark colors.

10. Clear frame: Wipe everything off your frame with one click. (Undo if it was a mistake!)

11. Frame bar: See all of your frames in one place. Add new frames, duplicate or delete.

12. Menu: From here, you can rename your jam, download it as a PDF, save a frame as an image, remove, or make a copy your jam.

13. Zoom: Zoom in, zoom out, or fit to window.

14. Undo and redo: I'll bet you know all about this one already.

Note: If you watch videos or read documentation about Jamboard, you might get excited about some features that you can't access by just using the free app. Integrating Google Meet, adding files from Drive, and some other features only work when you purchase the interactive display. When in doubt, try it out on the app first.

Student collaboration with Jamboard

Jamboard is made for collaboration! You can also share your jams just like you'd share a document or slide presentation. Click the "Share" button and share with individuals and groups or create a shareable link.

Students can interact in jams in lots of ways:

Students can brainstorm and create in small groups face to face on one device.

Share an "everyone can edit" link with students in Google Classroom for whole-class collaboration.

In remote or online settings, students can work together in small groups in the same jam.

In lots of the ideas below, you can add a layer of collaboration by giving students an "anyone can edit" link.

Note: Jamboard does not have a version history. This does remove an element of accountability that encourages students not to abuse the activity, writes Wes Fryer in his Speed of Creativity blog. You know your students, so you may well know whether they'll abuse this situation or not. I could see using it with small groups more readily than a whole group because the one who acts out is usually trying to perform for a large audience. You can always use Jamboard to display your own ideas and make them viewable later.

The Do More with Google Jamboard Online Course!

This course will introduce you to Jamboard features you might not know. It will give you dozens of ideas for using it in the classroom.

Plus, it provides you with:
- A collection of more than 100 templates.
- 40 activity ideas you can use immediately
- Tutorial slide s to use as a quick visual review.
- I nteractive infographics you can give your students
- Video playlists, posts, and extra resources.

20 ideas for using Jamboard in class (+ FREE templates!)

So ... what could this look like in class? I'm glad you asked! Here are several ideas for using it with your students. If you like the ideas, then click the "Get this template!" button and make a copy of a template you can use right away with students!

9. Screen record to describe thinking

How do we know what students are thinking when they create with Jamboard? Let's give them a way to tell us! Have students do screen recordings of their jams with a tool like Screencastify. They can describe what they've done, show us how they do it, and tell us why.

Google Jamboard tips and tricks:

Control D to duplicate. For many items on Jamboard, you can choose duplicate out of a menu. But using the keyboard shortcut (Control D) can save lots of time.

Voice typing. Jamboard doesn't offer voice typing for those that struggle with using a traditional keyboard. But students can always open a Google Doc and use voice typing out of the Tools menu. Copy and paste the text into Jamboard.

Make jams available to students. Grab a share link to any jam you use to teach students. Put that link somewhere in Google Classroom or a class website so students can access it later. (Adding the link to the description of an assignment connected to that jam streamlines things!)

Make jams into templates you can copy. Want to make templates that you force the user to copy -- like I did in this post? Click the "Share" button and change the link to "Anyone with the link can view". Copy the link. Then, when you paste the link, change the end of it, deleting the word "edit" and everything after it ... then typing the word "copy" in its place. That link will force the user to make a copy of your file.

More Google Jamboard resources:

Have you used Jamboard? What are your best tips, tricks and ideas? Please share them in a comment below!

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How to use Jamboard in the classroom: 20+ tips and ideas

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Jamboard is a collaborative online whiteboard. It gives students lots of creative work space. How do you use Google Jamboard in the classroom? Check out

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Grab your camera! Let's ChatterPix! Chatterpix Kids can make anything talk -- pets, friends, doodles, and more.

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MindMup 2 - Mind Map in the cloud. Zero-friction, free online mind mapping. The most productive online mind map canvas on the Web. Supports Freemind mindmap import/export.

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This is where you can enter your team names, followed by a score for each round. Your data will be saved.

These cards are meant to be played however you would like to. There are a bunch of different rules you can alter or come up with on your own. Play taboo online here, or play any other sort of word game with our cards. Our cards are completely unique. We have no affiliation with Hasbro or any other major game company. If you would like to submit your own cards, please contact us here. Check out the word finder here which can help you to solve for all possible words you can create. There is also an anagram solver, including multiple words as answers, instead of all single words. Wordle has been all the rage in 2022, and to help you solve the daily word puzzle, check out the wordle solver. If you would like to play crosswords, we recommend the USA Today crossword page. These are some of our word game tips. Words can be funny. We are all trying our best to not get down during these unprecedented times of social distancing. This is a fun way to connect with friends. If you have any other resources, email us to see if we can add it to our list.

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Welcome! Happy playing! Score Sheet This is where you can enter your team names, followed by a score for each round. Your data will be saved. These cards are meant to be played however you would like to. There are a bunch of different rules you can alter or come up with on your [...]

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Google Classroom comes alive! Customize and Glitter your Google Classroom theme or your online d elaney cards with an animated gif.

Brighten your students day and change your banner every day! This is perfect for the virtual/ digital classroom.

We have so many great header/borders available in our Teachers Pay Teachers store here!

We even offer bundles so you can bring your Google Classroom to life or spice it up for the holiday season!

If you are looking for ways to animate your google classroom here is the easiest way to do it:

First, pick your favorite banner! For back to school I like to use one from my September or back to school bundles, but perhaps you have a theme to your classroom and want one of my other fun selections!

Find the upload picture button on the upper right hand side of your classroom.

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Try it out with our freebie gif (pictured below). Free Animated Google Classroom Theme

For a complete view of all our Google Classroom themes see the No Fire Drills store

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Animate Google Classroom! - Be your best teacher!

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Google Classroom comes alive! Customize and Glitter your Google Classroom theme or your online delaney cards with an animated gif. Brighten your students day and change your banner every day! This is perfect for the virtual/ digital classroom. We have so many great header/borders available in our Teachers Pay Teachers store here!

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Are you a teacher that struggles with finding quality reading passages? This post will give you over ten websites that you can sift through to find reading passages with comprehension questions, FREE for you to use in your classroom!

This if for K-12 educators. This is my favorite resource to use. It has fiction and nonfiction articles.

This site contains passages for grades 3-5.

This site contains reading passages for grades K-7.

ReadTheory is a K-12 online reading comprehension program that presents assessments to students at a "just right" level. They use algorithmic science coupled with grade and Lexile® level information. After just 20 minutes on ReadTheory, students generate enough data to populate their very own progress reports replete with insights about their unique reading abilities.

This has a ton of passages!
English Worksheetland Center for Urban Education Great Schools
I have already filtered the site. You just need to click the appropriate grade level.

Click to filter by grade level.
Teachers Pay Teachers
Yes, you can use Teachers Pay Teachers to find free reading passages! You may just like a set that tried, and choose to purchase the whole unit!

Don't forget about all of these great websites once you finish reading! Pin the image below so you can always remember.

Amber is a passionate 3rd grade 1:1 iPad teacher who loves creating resources to fit her students needs and finding ways to keep her classroom digitally savvy.

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Free Online Reading Comprehension Websites

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Are you a teacher that struggles with finding quality reading passages? This post will give you over ten websites that you can sift through to find reading passages with comprehension questions, FREE for you to use in your classroom! This if for K-12 educators. This is my favorite resource to use.

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draw.io is free online diagram software for making flowcharts, process diagrams, org charts, UML, ER and network diagrams

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Crecimiento a través del aprendizaje

Proporcionando Mejores Experiencias de Aprendizaje Digital - Crea, descubre y Comparte contenido de aprendizaje relevante

Herramientas para construir conocimiento

Un conjunto integrado de herramientas de creación de contenido para cada paso del viaje de aprendizaje

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Estoy convencido de que GoConqr contribuyó en gran medida a nuestros excelentes resultados de AS, que fueron los mejores que hemos podido tener - lo recomiendo a todos los profesores.

David Bayne, Profesor, Reino Unido

GoConqr es una sencilla herramienta que te permite crear ejercicios atractivos y divertidos. ¡Mis estudiantes y yo somos fans!

Clarisse Thoelen, Profesora, Bélgica

GoConqr es una herramienta excepcional para quien estudié para calificaciones profesionales.

Leticia Nobre, Profesional de Coaching, Brasil

GoConqr me ayuda a compartir mis experiencias y conocimientos con los diferentes miembros de mi equipo. Todas las diferentes herramientas son realmente interesantes, especialmente los Cursos, que ofrecen una amplia gama de recursos de aprendizaje.

Isidro Esparza, Director de Marketing y Comercial, España

Utilizo GoConqr para resumir información y crear cursos a través de sus diferentes herramientas personalizadas. Lo recomiendo mucho porque es una herramienta muy útil a la que se puede acceder fácilmente para diseñar y distribuir diferentes planes de estrategia.

Eduar Guzman, CEO, Colombia

Uso GoConqr para planificar mis lecciones, ya que es muy fácil de usar. Las herramientas para crear Recursos son excelentes. Lo recomiendo a todos los profesores y estudiantes.

Luis Miguel Espino, Profesor, Peru

¡Excelente herramienta que me permite organizar y compartir ideas! Lo he estado utilizando para desarrollar contenidos de aprendizaje relacionados con el Aprendizaje Basado en Problemas en el Entorno Virtual de Aprendizaje del Cuerpo de Bomberos Militar en Santa Catarina.

Anderson Sarte, Capitán de Bomberos, Brasil

GoConqr es ideal para crear actividades de e-learning para los estudiantes. Los ejercicios se crean fácilmente sin necesidad de tener conocimientos de programación. Un gran programa que es fácil de usar.

Ulrike Renauer, Profesora, Austria

Al usar GoConqr para revisar mis exámenes de verano, encontré los mapas mentales útiles. Es una gran aplicación en línea - ¡Definitivamente voy a sugerirla a todos mis amigos!

Katie McAllister, Estudiante, Reino Unido

GoConqr ha sido indispensable para mi práctica docente. El conjunto completo de aplicaciones que ofrecen son individualmente brillantes y colectivamente conforman un arsenal indispensable de recursos de enseñanza. Es un recurso educativo brillante realmente apto para el siglo XXI.

John O'Driscoll, Profesor, Irlanda

¡GoConqr ha sido una gran parte de mi vida de estudio y ha hecho que sea mucho más fácil! La herramienta de Fichas es fácil de usar y me ha permitido obtener calificaciones más altas que nunca, así que estoy muy agradecida de que este sitio web exista. ¡Gracias GoConqr!

Kaitlyn Schrauwen, Estudiante, Canada

GoConqr es una gran herramienta para crear contenido variado para dar clases con el IPad. También da a los estudiantes una rápida retroalimentación sobre los ejercicios.

Kai Wörner, Profesor, Alemania

Utilizo mapas mentales para el ciclo de Krebs y la fotosíntesis para mi curso de bioquímica, ¡y nunca antes pude visualizar todo el camino con sólo una mirada!

Sean Lim, Estudiante, USA

Crear mapas de la mente en el papel requiere mucho trabajo. Pero con GoConqr armar esquemas de estudio eficaces y planes de trabajo es tan rápido cómo fácil.

Andrea Higashi, Profesor, Brasil

La herramienta para crear Tests es la mejor que he encontrado en internet. Además que desde que uso las Fichas con mis alumnos, sus notas han mejorado considerablemente.

Pilar López, Profesora, España

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GoConqr - Transforma la forma en la que aprendes

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GoConqr es un entorno de aprendizaje personalizado que permite crear, descubrir y compartir recursos de aprendizaje. Transforma tu aprendizaje con GoConqr.

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The easiest way to create custom grid paper printable. Available options are: dot grid, isometric dot grid, lines, graph, isometric grid, hexagons, and music staff. Supported paper formats are A2, A3, A4, A5, Legal, Letter, Tabloid and many others.

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Find Definitions & Meanings of Words | Britannica Dictionary

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Clear and simple definitions in American English from Britannica's language experts. More usage examples than any other dictionary.

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When other teachers, even other ESL teachers, hear I’m teaching an ESL conversation class, they often say it sounds “relaxing,” or “fun” or “easy.” Most t…

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waygook efl english teaching teachers lesson plans korea esl

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191000+ English ESL free printable worksheets, EFL video lessons

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A treasure trove of free English ESL handouts pdf & doc, slides, video quizzes with reading & listening comprehension exercises, vocabulary & grammar practice

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Accomplish more by collaborating in real time. Accelerate understanding and drive innovation with powerful diagramming, whiteboarding, and data visualization. Sign up for a free trial today.
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Online Diagram Software & Visual Solution | Lucidchart

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Lucidchart is your solution for visual communication and cross-platform collaboration. Create professional flowcharts, process maps, UML models, org charts, and ER diagrams using our templates or import feature. Works on Mac, PC, and Linux and integrated with your favorite apps. Start a free trial today!

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The Power of Songs to Teach English. Get inspired with my free and practical collection of song-based lesson plans, worksheets, and resources for ELT, ESL, EFL, TESOL, TEFL, EAL, ELL, and ELA teachers. Engage your students with innovative and inspiring learning experiences!

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Standing on the shoulders of Subtle Patterns. Built and maintained by @mikehearn.

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About this tool

Cool Backgrounds

After laboring over your latest piece of writing, one of the hardest steps before hitting publish is finding an exciting background image to really showcase and draw attention to your post.

Cool Backgrounds is a collection of tools to create compelling, colorful images for blogs, social media, and websites. Beyond backgrounds, the images generated can be used as 🖥 desktop wallpapers or cropped for 📱 mobile wallpapers.

"How have I worked without a creative tool like this? It makes me feel like a super growth expert!" Robert Yuen, CEO of Monograph.io

For the initial launch, the site exposes five of my favorite background tools from dynamic particles to the ever popular Unsplash. The intention over time is to add more options with this site serving as a curated repository of the best background image tools on the web.

Why did you make this?

While finishing up a gradient generator project CSS Gradient (which launched earlier this year), I unexpectedly noticed the popularity of wallpaper and background images. Digging a bit deeper, I found this huge community of online sites that were curating wallpaper images from the eclectic Deviant Art crowd to the more modern creative commons image sites. While free static images are great, what was missing was a tool that enables non-technical folks to use all the emerging javascript libraries to create unique images of their own. So Cool Backgrounds was born 💥.

Working as a designer for several startups Cool Backgrounds helps solve some basic design problems for marketers and social media managers, but design is an ongoing need. In addition, the recently launched Service List allows companies to get unlimited graphic design help whenever they need it. You send them a design task and a few days later the services send it back to you ready for feedback. We often use them for quick design iterations or smaller design tasks, and the services have given us more time to focus on other business problems.

Use Cases

With the increasing visual nature of the web, the background images from this site can be used for a plethora of reasons. Listed here are a few ideas to get the creative engine started.

Blog Post Hero Image

The image discovery problem first emerged while working on tutorials for HTML Color Codes. With somewhat dry material like HTML code, it's hard to create a compelling image that represents the actual power of that knowledge. Trianglify.js to the rescue! Utilizing the javascript library, we added our brand colors and generated a high resolution image that looked amazing. To this day we still get random emails asking us how we created that background 😄.

Social Media Banner

Nearly every social media site has a profile banner that lets you showcase an image at the top. Whether you need an image for a Facebook Group, a parody Twitter account, or even yourself, Cool Backgrounds can let you show the world your creative side.

Desktop and Phone Wallpaper

One of the primary reasons folks search for background images is to set them as wallpapers on their computers and phones. As a personal favorite, I'm using the Gradient Topography background in Black and Dark Grey-it sits stealthily on the homescreen of my iPhone.

Gallery

As a quick sample of a few options availabe on Cool Backgrounds, the following list of images are ready to use for any application. To download, right click and select "Save Image As..."

Colophon

While Cool Backgrounds is a fine resource for generating images from popular javascript libraries, the real heavy lifting comes from the library authors themselves. When it comes to customer support, Quinn Rohlf from Trianglify.js is incredibly responsive and a really smart guy to boot. Particle.js is developed by Marc Brüderlin with a wonderful API and is being actively maintained. Gradient Topography is a newly minted project by me as a response to the amazing work by the Codrops crew. And of course Unsplash is one of the best internet treasures of all time, built by the former Crew team as a side project.

Oh yea and can't forget CSS Gradient and Rellax.js which is the "cool background" that powers those sliding parallax shapes in the content section of this site!

Side Project Collective

We're a group of makers with a mission to build a better internet, one digital project at a time. Recently launched tools include a gorgeous Day of the Dead resource site and a seamless way to count words with Word Counter.

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About this tool After laboring over your latest piece of writing, one of the hardest steps before hitting publish is finding an exciting background image to really showcase and draw attention to your post. Cool Backgrounds is a collection of tools to create compelling, colorful images for blogs, social media, and websites.

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Coolors - The super fast color palettes generator!

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Generate or browse beautiful color combinations for your designs.

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Infogram is an intuitive visualization tool that empowers people and teams to create beautiful content.
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Design with ease

Collaborate in real-time

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The simple way to make your data dazzle

Visualize endless possibilities

Here are just a few of the 30,000+ companies that use Infogram

Infogram has everything you need to create captivating visuals that impress and inform your audience.
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All rights reserved © 2023 Infogram Terms & Privacy Infogram and Infogr.am are registered trademarks of Prezi, Inc.

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Create Infographics, Reports and Maps - Infogram

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Infogram is an easy to use infographic and chart maker. Create and share beautiful infographics, online reports, and interactive maps. Make your own here.

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Free Icons and Stickers - Millions of images to download

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Download Free Icons and Stickers for your projects. Images made by and for designers in PNG, SVG, EPS, PSD and CSS formats

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Noun Project: Free Icons & Stock Photos for Everything

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Noun Project has the most diverse collection of free icons and stock photos. Download SVG and PNG. Over 5 million art-quality icons and free photos.

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Asset management

Easily store, organize and search the assets and designs for your team's projects. Whether you're creating a presentation, report, or infographic, find all your uploaded assets in one place.

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Create Presentations, Infographics, Design & Video | Visme

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Create professional presentations, interactive infographics, beautiful design and engaging videos, all in one place. Start using Visme today.

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A huge collection of teacher and student worksheets for English Language Arts!

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FREE

$15

Aldo & Chloe Character Illustrations

Illustration Pack

Editable vector illustrations of Aldo & Chloe characters working, excersising, brainstorming, eating, exploring and more.

20 Illustrations

FREE

Love & Dating Illustrations

Illustration Pack

Editable vector illustrations of people dating, in love, hugging, couples, relationships, finding a partner, talking and more.

12 Illustrations

FREE

$22

Workaholic Illustrations

Illustration Pack

Editable 20 hard-working vector illustrations that give meaning and fill the void in a spectacular way.

20 Illustrations

FREE

Finn Character Illustrations

Illustration Pack

Fun & playful editable vector illustrations of Finn working, exploring, playing, cooking, drawing, exercising and more.

30 Illustrations

FREE

$25

UI & UX Illustrations Starter Kit

Illustration Pack

Colourful & charming UI & UX Starter Kit that you can use in app and digital projects.

70 Vector Icon

FREE

Chubbs Character Illustrations

Illustration Pack

Editable vector illustrations of Chubbs the fun and friendly character for your projects

12 Illustrations

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$19

Ai & Futurism Illustrations

Illustration Pack

Editable vector illustrations of people using Ai, machines, technology, electric cars, appliances, VR, robots and more.

25 Illustrations

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$29

3D Characters: Work and Life

3D Pack

Friendly and fun 3D characters with more than 70+ poses to spice up your projects

73 elements

FREE

Larry Character Illustrations

Illustration Pack

Editable vector illustrations of Larry the character working, texting, shopping, reading, walking, exercising and more.

14 Illustrations

FREE

$10

Travel & Transport Isometric Illustrations

Illustration Pack

Editable vector illustrations of transport, airport, train station, ships, travel, bus and more.

16 Illustrations

FREE

$19

Aventine Illustrations

Illustration Pack

Clean, editable modular illustrations to portray daily situations and work/life balance.

24 Illustrations

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$15

Berry Illustration System

Illustration System

Editable vector illustration system, including working characters, backgrounds, UIs, and more

94 elements

FREE

$19

Ivy Character Illustrations

Illustration Pack

Fun & playful editable vector illustrations of a character working, exploring, playing, baking, drawing, problem-solving and more.

30 Illustrations

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Team Work Illustrations

Illustration Pack

Editable vector illustrations of people working in teams, brainstorming, working, planning, collaborating and more.

20 Illustrations

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$29

Website Illustrations Starter Kit

Illustration Pack

Editable vector illustrations of website states, search, blog, FAQ, 404, testimonials, contact us and more

35 vector illustrations

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$20

People & Technology

Illustration Pack

Editable vector illustrations of people and technology, online collaboration, people working, design, meeting and more

21 vector illustrations

FREE

Landscape & Scenery Illustrations

Illustration Pack

Editable vector illustrations of scenery, landscapes, cities, mountains, forests, desert, beach and more.

15 Illustrations

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$15

Remote Working & Online Collaboration Illustrations

Illustration Pack

Editable vector illustrations of people remote working, collaboration, discussion, multitasking, connecting & more.

20 vector Illustrations

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$19

Creative & Design Animation Pack

Animation Pack

Animated illustrations of characters designing, drawing, brainstorming, using creative software and more.

10 animated llustrations

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Digital Marketing Illustrations

Illustration Pack

Free and editable vector illustrations of digital marketing, SEO, influencers, social media, ads and more

30+ vector illustrations

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Economy & Finance Illustrations

Illustration Pack

Illustrations of the economy, money, finances, banks, and more

10 vector illustrations

FREE

$10

Banking & Finance Illustrations

Illustration Pack

Editable vector illustrations of characters managing money, finance, banking, budgeting and more.

20 Illustrations

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3D Black Friday Mini Icons

3D Pack

Chic and classy 3D Black Friday Mini Icons

34 3D Assets

FREE

$10

Education & School Illustrations

Illustration Pack

Editable vector illustrations of students and teachers learning, education, teaching, exploring, hands-on learning and more.

25 Illustrations

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Health & Medical Illustrations

Illustration Pack

Editable vector illustrations of characters giving medical treatment, care, wellbeing, visiting doctors, health appointments, prescriptions and more.

10 vector illustrations

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$15

Small Business & Artists Illustrations

Illustration Pack

Editable vector illustrations of small businesses, cafes, bakeries, boutiques, hairdresses, artists, creators and more.

20 vector Illustrations

FREE

$15

Digital Marketing Illustrations

Illustration Pack

Editable vector illustrations of digital marketing, ads, SEO, tools, connections and more.

25 vector Illustrations

FREE

$29

3D NFT Animated Pack

3D Pack

Modern 3D animated and PNG icons of NFT, blockchain, crypto and many more

16 Lottie, 20 PNG sequences

FREE

$15

Marketing & Ads Illustrations

Illustration Pack

Editable vector illustrations of marketing, ads, social platforms, blog posts, partnerships and more.

30 vector Illustrations

FREE

Christmas & Thanksgiving Illustrations

Illustration Pack

Editable vector illustrations of characters celebrating Christmas, presents, food, thanksgiving and more.

15 vector illustrations

FREE

$25

3D Creativity & Technology Icons

3D Pack

Colourful & bright 3D creativity & technology Icons featuring different angles

100 3D Assets

FREE

$15

3D Vlogger Illustrations Pack

3D Pack

Enjoyable and fun illustration pack about vlogging, podcast, host, streaming, gaming, and more.

52 3D Assets

FREE

$29

Startups & Tech Illustrations

Illustration Pack

Vector illustrations of startups, tech, working, investment, online businesses and more

21 vector illustrations

FREE

Black Friday & Online Shopping Illustrations

Illustration Pack

Editable vector illustrations of characters online shopping, black friday sales, checkout, purchasing and more.

10 vector illustrations

FREE

$19

AI & Machine Learning Illustrations

Illustration Pack

Editable vector illustrations of artificial intelligence, machines, technology, services, and many more.

26 Illustrations

FREE

Food & Culture Illustrations

Illustration Pack

Editable vector illustrations of food from various countries like China, Japan, America, Italy, India and more

11 vector illustrations

FREE

$39

3D Startup & Tech Animated Icons

3D Pack

3D animated icons of technology, buisness tools, startup, bitcoin, organisation and more.

30 Lottie, 30 PNG sequences

FREE

Love & Family Illustrations

Illustration Pack

Free vector SVG illustrations of love, couples, Valentines, family, parents, siblings, celebrations, dating, and more

10 vector illustrations

FREE

$19

3D Wooden Icons

3D Pack

Functional & versatile 3D wooden icons featuring different angles

72 3D Assets

FREE

Frosted Glass Computer Icons

Illustration Pack

Cool and classy frosted glass computer icons for you to use in your projects, social posts and more.

25 Icons

FREE

Playful Avatar Creator

Illustration Pack

Build your personalised friendly and playful avatars for yourself or your team using our free generator

Figma file

FREE

$19

Primary School Education Illustrations

Illustration Pack

Editable vector illustrations of primary school students, education, early learners, online learning, playground, teaching and more.

20 Illustrations

FREE

$19

Education & E-learning Illustrations

Illustration Pack

Editable vector illustrations of characters learning, studying, online learning, teaching, taking class, writing and more.

40 vector illustrations

FREE

$29

People working Illustration System

Illustration System

Editable vector illustration system, including working characters, backgrounds, UIs, and more.

100 elements

FREE

$39

3D Education & E-Learning Illustrations

3D Pack

Lively and fun 3D Illustrations about education, online learning, teaching, school, class and more.

25 3D Assets

FREE

Social Work & Charity Illustrations

Illustration Pack

Editable vector illustrations of characters doing social work, donating food, helping the elderly, volunteering, caregiving and more.

15 vector illustrations

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COVID-19 & Vaccinations

Illustration Pack

Editable vector illustrations of the COVID-19 vaccines, safety, masks, doctors, nurses, medical research, wellbeing and more.

15 vector illustrations

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$9

3D Hands Illustrations

3D Pack

Fun, emotive, editable 3D hands illustrations and icons featuring different skin tones

40 3D Assets

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Product & Project Managers Illustrations

Illustration Pack

Editable vector illustrations of product & project managers, team building, meeting, brainstorming, management and more

22 vector illustrations

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$19

E-commerce and Online Shopping Illustrations

Illustration Pack

Editable vector illustrations of e-commerce, online shopping, transaction, delivery, small business and more

20 vector illustrations

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$29

Bubbly Tech & UI 3D Illustrations

3D Pack

Fun and friendly 3D Illustrations about technology, cloud, data, gaming, devices, UI, interface and more

80 3D Assets

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Social Media Icons

3D Pack

Complete set of fun and free 3D social media icons

60 Icons

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$15

Mental Health & Well-being Illustrations

Illustration Pack

Editable vector illustrations of mental health, well-being, self-care, community, meditation, therapy and more

22 vector illustrations

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Fathers & Family Illustrations

Illustration Pack

Free and editable vector illustrations of fathers, family, children, love, kid, home and more

6 vector illustrations

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$15

Device Mockups Creator

3D Pack

Editable high-quality Apple mockups like iPad Pro, iMac, MacBook Pro and more

100+ Assets

FREE

People Working Illustrations

Illustration Pack

Illustrations of characters working, collaborating, and creating, designed to be used alone or together

24 vector illustrations

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Online Shopping Illustrations

Illustration Pack

Free and editable vector illustrations of online shopping, transactions, e-commerce, stores, gifts and more

17 vector illustrations

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Working From Home Illustrations

Illustration Pack

Characters working, playing, exercising, and living while self-isolating at home

10 vector illustrations

FREE

$79

Mega 3D Illustration Bundle

Creative Kit

5-in-1 illustration bundle pack, featuring our favourite and popular 3D packs and more.

200+ 3D Assets

FREE

$69

Mega 2D Illustration Bundle

Creative Kit

6-in-1 illustration bundle pack, featuring our favourite and popular illustrations on people, technology and more.

200+ vector illustrations

FREE

$15

Food Delivery Illustrations & Animations

Creative Kit

Vector illustrations & animation of food, fine dining, take out, fast food, home delivery, bubble tea, cake and more

6 Lottie, 25 Illustrations

FREE

$19

3D Cryptocurrency Illustrations Kit

3D Pack

Hi-res, 4K images of cryptocurrencies. Bitcoin, Ethereum, Litecoin, Dashcoin, Tether, NFT and many more.

895 Images

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Cooking & Food Illustrations

Illustration Pack

Free and editable vector illustrations of cooking, food, baking, kitchens, dining, chefs and more

15 vector illustrations

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Everyday Life Illustrations

Illustration Pack

Free and editable vector illustrations of daily activities, family, cooking, working from home, exercise and more

13 vector illustrations

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Medical & Health Illustrations

Illustration Pack

Hand-drawn and editable vector illustrations of health workers, hospital, medicine and more

20 vector illustrations

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E-commerce Illustrations & Icons Kit

Creative Kit

Hand-drawn and editable illustrations & icons kit of online shopping, e-commerce and more

21 vector illustrations, 50+ vector icons

FREE

Fashion Illustrations

Illustration Pack

Free hand-drawn and editable vector illustrations of fashion, model, clothing, tailor, shopping, women and more

10 vector illustrations

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$29

Women & Mothers Illustrations

Illustration Pack

Free illustrations of mothers, women, daughters, friends, sisters, grandmothers, aunts, girls, and more

122 vector illustrations

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Music Illustrations

Illustration Pack

Free illustrations of music, dancers, musicians, bands, singing, instruments, and more

10 vector illustrations

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DrawKit Classic

Illustration Pack

The original DrawKit illustrations: a large, varied library, free to use on any website, app, or project

114 vector illustrations

FREE

COVID-19 & Treatment Illustrations

Illustration Pack

Free vector SVG illustrations of covid vaccine, doctors, healthcare, hospital, wellbeing, and more

10 vector illustrations

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Holiday Season Illustrations

Illustration Pack

Illustrations of Christmas, holidays, Hanukkah, New Year, winter, snow, and more

10 vector illustrations

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Restaurants & Dining Illustrations

Illustration Pack

Illustrations of restaurants, food, picnics, dining, meals, bars, and reservations

10 vector illustrations

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Election Illustrations

Illustration Pack

Illustrations of elections, debates, voting, ballots, campaigning, polls, parties, and politics

10 vector illustrations

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Transport Illustrations

Illustration Pack

Cars, boats, planes, and more! Transportation illustrations and scenes to suit any method of travel

12 vector illustrations

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Education & Online Learning Illustrations

Illustration Pack

Students and teachers in education, studying, exam, and classroom scenes, both online and in person

10 vector illustrations

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Black Lives Matter Illustrations

Illustration Pack

Illustrations to support social movements, Black Lives Matter, Equality, feminism, LGBTQ+, and more

10 vector illustrations

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COVID-19 Illustrations

Illustration Pack

A free illustration pack for publications, apps, & tools aiding in Coronavirus support

6 illustrations

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Watermelon Animations

Animation Pack

After Effects and Lottie-ready JSON files of 10 abstract, shape-based, funky animations

10 animations

FREE

Grape Animations

Animation Pack

After Effects and Lottie-ready JSON files of 10 smooth, clean, animated illustrations

10 animations

FREE

Peach Illustration System

Illustration System

A full illustration system, including characters, backgrounds, UIs, and more, ready for you to assemble

100 elements

FREE

Watermelon Illustrations

Illustration Pack

A pack of 20 creative, shape-based, completely vector, abstract figures and movements

20 vector illustrations

FREE

Grape Illustrations

Illustration Pack

Friendly, cheerful figures with sharp, clean UI elements

20 illustrations

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Love & Dating Illustrations

Illustration Pack

Editable vector illustrations of people dating, in love, hugging, couples, relationships, finding a partner, talking and more.

12 Illustrations

FREE

Finn Character Illustrations

Illustration Pack

Fun & playful editable vector illustrations of Finn working, exploring, playing, cooking, drawing, exercising and more.

30 Illustrations

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Chubbs Character Illustrations

Illustration Pack

Editable vector illustrations of Chubbs the fun and friendly character for your projects

12 Illustrations

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Larry Character Illustrations

Illustration Pack

Editable vector illustrations of Larry the character working, texting, shopping, reading, walking, exercising and more.

14 Illustrations

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Team Work Illustrations

Illustration Pack

Editable vector illustrations of people working in teams, brainstorming, working, planning, collaborating and more.

20 Illustrations

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Landscape & Scenery Illustrations

Illustration Pack

Editable vector illustrations of scenery, landscapes, cities, mountains, forests, desert, beach and more.

15 Illustrations

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Digital Marketing Illustrations

Illustration Pack

Free and editable vector illustrations of digital marketing, SEO, influencers, social media, ads and more

30+ vector illustrations

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Economy & Finance Illustrations

Illustration Pack

Illustrations of the economy, money, finances, banks, and more

10 vector illustrations

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3D Black Friday Mini Icons

3D Pack

Chic and classy 3D Black Friday Mini Icons

34 3D Assets

FREE

Health & Medical Illustrations

Illustration Pack

Editable vector illustrations of characters giving medical treatment, care, wellbeing, visiting doctors, health appointments, prescriptions and more.

10 vector illustrations

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Christmas & Thanksgiving Illustrations

Illustration Pack

Editable vector illustrations of characters celebrating Christmas, presents, food, thanksgiving and more.

15 vector illustrations

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Black Friday & Online Shopping Illustrations

Illustration Pack

Editable vector illustrations of characters online shopping, black friday sales, checkout, purchasing and more.

10 vector illustrations

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Food & Culture Illustrations

Illustration Pack

Editable vector illustrations of food from various countries like China, Japan, America, Italy, India and more

11 vector illustrations

FREE

Love & Family Illustrations

Illustration Pack

Free vector SVG illustrations of love, couples, Valentines, family, parents, siblings, celebrations, dating, and more

10 vector illustrations

FREE

Frosted Glass Computer Icons

Illustration Pack

Cool and classy frosted glass computer icons for you to use in your projects, social posts and more.

25 Icons

FREE

Playful Avatar Creator

Illustration Pack

Build your personalised friendly and playful avatars for yourself or your team using our free generator

Figma file

FREE

Social Work & Charity Illustrations

Illustration Pack

Editable vector illustrations of characters doing social work, donating food, helping the elderly, volunteering, caregiving and more.

15 vector illustrations

FREE

COVID-19 & Vaccinations

Illustration Pack

Editable vector illustrations of the COVID-19 vaccines, safety, masks, doctors, nurses, medical research, wellbeing and more.

15 vector illustrations

FREE

Product & Project Managers Illustrations

Illustration Pack

Editable vector illustrations of product & project managers, team building, meeting, brainstorming, management and more

22 vector illustrations

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Social Media Icons

3D Pack

Complete set of fun and free 3D social media icons

60 Icons

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Fathers & Family Illustrations

Illustration Pack

Free and editable vector illustrations of fathers, family, children, love, kid, home and more

6 vector illustrations

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People Working Illustrations

Illustration Pack

Illustrations of characters working, collaborating, and creating, designed to be used alone or together

24 vector illustrations

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Online Shopping Illustrations

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Working From Home Illustrations

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Cooking & Food Illustrations

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Medical & Health Illustrations

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E-commerce Illustrations & Icons Kit

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Fashion Illustrations

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Music Illustrations

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COVID-19 & Treatment Illustrations

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Holiday Season Illustrations

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Restaurants & Dining Illustrations

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Election Illustrations

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Illustrations of elections, debates, voting, ballots, campaigning, polls, parties, and politics

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Transport Illustrations

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Education & Online Learning Illustrations

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Students and teachers in education, studying, exam, and classroom scenes, both online and in person

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Black Lives Matter Illustrations

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Illustrations to support social movements, Black Lives Matter, Equality, feminism, LGBTQ+, and more

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COVID-19 Illustrations

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A free illustration pack for publications, apps, & tools aiding in Coronavirus support

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Watermelon Animations

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After Effects and Lottie-ready JSON files of 10 abstract, shape-based, funky animations

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Grape Animations

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After Effects and Lottie-ready JSON files of 10 smooth, clean, animated illustrations

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Peach Illustration System

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A full illustration system, including characters, backgrounds, UIs, and more, ready for you to assemble

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Watermelon Illustrations

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A pack of 20 creative, shape-based, completely vector, abstract figures and movements

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Grape Illustrations

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Aldo & Chloe Character Illustrations

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UI & UX Illustrations Starter Kit

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Colourful & charming UI & UX Starter Kit that you can use in app and digital projects.

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Ai & Futurism Illustrations

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Editable vector illustrations of people using Ai, machines, technology, electric cars, appliances, VR, robots and more.

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3D Characters: Work and Life

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Travel & Transport Isometric Illustrations

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Ivy Character Illustrations

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Website Illustrations Starter Kit

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People & Technology

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Remote Working & Online Collaboration Illustrations

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Creative & Design Animation Pack

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Banking & Finance Illustrations

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Education & School Illustrations

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Small Business & Artists Illustrations

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Digital Marketing Illustrations

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3D NFT Animated Pack

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Marketing & Ads Illustrations

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3D Creativity & Technology Icons

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3D Vlogger Illustrations Pack

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Startups & Tech Illustrations

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AI & Machine Learning Illustrations

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3D Startup & Tech Animated Icons

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3D Wooden Icons

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Primary School Education Illustrations

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Education & E-learning Illustrations

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People working Illustration System

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3D Education & E-Learning Illustrations

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E-commerce and Online Shopping Illustrations

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Food Delivery Illustrations & Animations

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3D Cryptocurrency Illustrations Kit

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Women & Mothers Illustrations

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DrawKit - Beautiful vector illustrations

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Free and premium vector SVG illustrations for you to use on your next project, no attribution required! Vector illustrations, packs, icons and more.

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Creations for all occasions.

You can use Open Peeps in product illustration, marketing imagery, comics, product states, user flows, personas, storyboarding, invitations for your quinceañera...or anything else not on this list.

The library is in the public domain under the CC0 License. This means you can copy, modify, distribute, remix, burn, and use the work, even for commercial purposes, without asking permission.
Download Library

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Open Peeps, Hand-Drawn Illustration Library

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Open Peeps is a hand-drawn illustration library to create scenes of people. You can use them in product illustration, marketing, comics, product states, user flows, personas, storyboarding, quinceañera invitations, or whatever you want! ⠀

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A 33-page viewing guide to the Oscar-winning film The Queen starring Helen Mirren and Michael Sheen for English language students who want to learn English through watching films. The guide will help students improve their English vocabulary, listening comprehension, pronunciation and speaking. The viewing guide includes: * Viewing recommendations * A film synopsis with a [...]

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A 33-page viewing guide to the Oscar-winning film The Queen starring Helen Mirren and Michael Sheen for English language students who want to learn English through watching films. The guide will help students improve their English vocabulary, listening comprehension, pronunciation and speaking. The viewing guide includes: * Viewing recommendations * A film synopsis with a [...]

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Breaking News English - Easier News Lessons

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Breaking News English Lessons - 3,369 FREE Easy News English lesson plans. EFL/ESL graded news lessons, news in 7 levels, current events.

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Welcome to the website. If you're here, you're likely looking to find random words. Random Word Generator is the perfect tool to help you do this. While this tool isn't a word creator, it is a word generator that will generate random words for a variety of activities or uses. Even better, it allows you to adjust the parameters of the random words to best fit your needs.

The first option the tool allows you to adjust is the number of random words to be generated. You can choose as many or as few as you'd like. You also have the option of choosing words that only begin with a certain letter, only end with a certain letter or only begin and end with certain letters. If you leave these blank, the randomized words that appear will be from the complete list.

Another option you have is choosing the number of syllables of the words or the word length of the randomized words. There are also ways to further refine these by choosing the "less than" or "greater than" options for both syllables and word length. Again, if you leave the space blank, the complete list of randomized words will be used.

You have the option of choosing the types of words you want to be displayed using the "Word Type" dropdown. The default is "All" which is a curated list of thousands of the more common English words. You can also opt to only display nouns, verbs, or adjectives from this curated list. If you want to choose from all the words out there, you can choose "Extended" which is a list that includes over half a million different English words.

If you're interested in random words in languages other than English, you can choose the "Non English" word type. Doing so will give you the option to generate words in ten different languages other than English. This includes Spanish words, Hindi words, Arabic words, German words, Russian words, Chinese words, Japanese words, Korean words. Latin words, or Italian words. You simply need to choose the language and then words from that language will randomly appear with each refresh of the page.

Once you have input all of your specifications, all you have to do is to press the Generate Random Words button, and a list of random words will appear. Below are some of the common ways people use this tool.

Games

This tool can be useful for games like Pictionary or MadLibs. Since the words are random, this helps to keep a game like Pictionary fair for all those playing. For a game like MadLibs, it can help kids improve their vocabulary by generating words they may not have ever considered to fill in the blank spaces. The tool has the potential to help with any word game that doesn't require a specific word.

Creative Writing

For those who write, this tool can be an excellent device to aid in the creative writing process. By using the tool to create 5 random words, a writer could then attempt to use all of them in a single paragraph. Longer random word lists could be incorporated into a short story. Since the writer doesn't know which words will appear, creativity must be used to successfully incorporate all the words. To make the challenge even more difficult, the writer could try to use the words in the exact order they were generated. In this way, writers can challenge their creativity to push their writing skills.

Spelling and Vocabulary

This tool can be an excellent way to improve vocabulary or practice for spelling bees. If an unfamiliar word appears, looking up the meaning will help students increase the number of words they know. Working with a partner, students can test each other on the spelling for the randomized words generated.

Name Inspiration

If you need to create a name for a product, an event, a band or for anything else, this tool can be quite helpful. As you consider names, generate a number of random words and see how they impact what you have already come up with. Inputting unique words you may not have considered can spark additional creativity to eventually help you produce the perfect name for your project. If you're looking for good character names or baby names, you might be interested in our random name generator.

The above list is not comprehensive. There are literally hundreds of ways the Random Word Generator can be used. Please feel free to share the way you use this tool, and we always welcome suggestions on how we can improve it to serve you better. We are also interested in new word generators you'd be interested in us creating. Many of the tools on this website came from ideas from people like you who contacted us. Please take the time to explore the other random generators we have available which can be found in the right sidebar of the page.

Frequently Asked Questions

What is the most common word?

What is a random word?

What is the most random word?

Is every word in English in your random word generator?

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Generate random words, nouns, verbs, adjectives, letters, phrases, sentences or numbers to brainstorm and create new ideas at Random Word Generator.

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Why Match The Memory?

This year, skip the boring old holiday letter. Instead, let your loved ones find out what you've been up to by sending them to your own personalized Match The Memory game.

Your photos, words, and other content, combined with our unique gameplay, will create a customized and fun experience that children, parents and grandparents will want to play again and again.

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This year, skip the boring old holiday letter. Instead, let your loved ones find out what you’ve been up to by sending them to your own personalized Match The Memory game.

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WordUnscrambler.me - Unscramble letters to make new words. Find hidden words for Scrabble, Wordle, Words with Friends, and also score better, learn faster and win!

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taboo game is a word guessing, and party game. the objective of the game is for a player to have their partners guess the word on the player's card without using the word itself or five additional words listed on the card.

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play taboo game - play taboo game online in your own language. taboo cards, online taboo game, taboo game.

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taboo game is a word guessing, and party game. the objective of the game is for a player to have their partners guess the word on the player's card without using the word itself or five additional words listed on the card.

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This bingo card has 30 images and 40 words: FLY, DRINK, SPEAK, DANCE, DRAW, SWIM, SLEEP, FALL, WIN, RUN, CRY, WAKE UP, EAT, BITE, HURT, READ, GO, COOK, JUMP, BLOW, WRITE, LISTEN, THINK, BRUSH, SING, GIVE, FORGET, SHINE, PLAY, RELAX, GET UP, PUT ON, FINISH, START WORK, EXPLAIN TO, BUY, DO, MAKE, LEARN and SHOW.

More like this:

MELODY DIRECTION BINGO | Verbs with up | Marty's Stand-up Bingo At The Clubhouse | Marty's Stand-up Bingo At The Clubhouse | Marty's Stand-up Bingo At The Clubhouse

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This bingo card has 30 images and 40 words: FLY, DRINK, SPEAK, DANCE, DRAW, SWIM, SLEEP, FALL, WIN, RUN, CRY, WAKE UP, EAT, BITE, HURT, READ, GO, COOK, JUMP, BLOW, WRITE, LISTEN, THINK, BRUSH, SING, GIVE, FORGET, SHINE, PLAY, RELAX, GET UP, PUT ON, FINISH, START WORK, EXPLAIN TO, BUY, DO, MAKE, LEARN and SHOW.

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Classroom Jeopardy Review Game | Buzzer Mode | Factile

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Create your own Jeopardy template online without PowerPoint, or browse the pre-made templates to play Jeopardy-style classroom games or quizzes in minutes.

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https://www.lindsaydoeslanguages.com/

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Inspiring independent language learners + online teachers.

What are you looking for today?

...and I do languages. Which is to say...I quite like them. I learn them, I teach them, and I share with you how you can do the same. I'm all about inspiring independent language learners and online tutors to succeed when doing it solo. And now to answer that question that I get asked multiple times a day? I speak a varying number of languages depending on the day of the week and how awake my brain is, but I've studied 13 to some degree of competence. New here? Start here.

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Inspiring independent language learners + online teachers. What are you looking for today? ...and I do languages. Which is to say...I quite like them. I learn them, I teach them, and I share with you how you can do the same. I'm all about inspiring independent language learners and online tutors to succeed when doing it solo.

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Free quality printable preschool worksheets and kindergarten activity sheets

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Free Science Worksheets, Art, Craft, Coloring, Numbers and Writing printables for preschool, kindergarten and 1st graders

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I recently served as a math tutor for 3 days and worked with 3rd, 4th, and 5th grade students on time and measurement. I had never taught 3rd grade, so I wasn't sure what to expect. When I found out that these students had not had any introduction to telling time that year, I figured it might become quite an adventure!

Luckily I discovered a set of student clocks in the classroom, and they were a huge help with making my lessons both hands-on and interactive. I also discovered an interactive online game called Stop the Clock that the children LOVED playing on the Smartboard!

The game involves matching digital clocks with analog clock faces, but the exciting part is that the game is timed. Students tap the "Stop the Clock" icon at the bottom of the board when they finish matching the clock faces. Their playing time is displayed if they are correct, and if they are not correct, they receive a prompt to try again. Since I was teaching a small group, each student had a chance to try to beat the best time.

Where to Find Stop the Clock

There are five levels of Stop the Clock, and when I originally wrote this post, all of them were free. Now the only free game I can find is Stop the Clock 2, and it's embedded on a website with loads of ads. The others have the words "For Evaluation Only" across their clock faces. Fortunately, the evaluation games are fully functional, so you can test them yourself and with your students. If you like them, you can purchase ad-free versions from Interactive Resources. These links go to the evaluation versions:

Boosting Engagement with Dry Erase Boards

If you haven't played any of the games yet, give at least one of them a try before you read the rest of this post. Playing Stop the Clock yourself will help you understand how I varied the game to increase engagement.

My only concern about Stop the Clock is that without modification, it's not effective for whole group instruction. The game was designed for a single player, so if you use it with a group, most of the students spend more time watching others play than playing themselves.

Fortunately, it's easy to adapt the game to make it more engaging for ALL students. The directions below work with a Smartboard, and they probably work with other types of interactive whiteboards as well. Be sure to test this out on your own before trying this activity with your class!

Smartboard Modification to Increase Engagement

1. Give every student his or her own dry erase board, a marker, and an eraser.

2. Display the Stop the Clock game on a Smartboard. As soon you click play and the timer in the middle of the game board starts to count down, pick up the Smartboard pen which will freeze the action on the board.

3. While the timer is frozen, use the Smartboard pen to to write a number from 1 to 5 next to each analog clock at the top of the playing area as shown.

4. Ask your students to number their dry erase boards from 1 to 5. While the timer is still frozen, have them record the digital time for each clock next to its corresponding number as shown below. The times listed on the example don't match the clock above, but you get the point. This step is important because freezing the time takes away the pressure of having to beat the clock. It also ensures that all students are engaged in the practice session.

5. When everyone finishes writing the times on their dry erase boards, ask for a volunteer who's willing to come to the Smartboard and play the game in front of the class.

6. When the student comes forward, give him or her the Smartboard pen and tell them that as soon as the pen touches the Smartboard, the timer will start counting up. The player then drags the digital times to the correct slots above the analog clock faces as quickly as possible. When finished, the volunteer needs to touch the Stop the Clock symbol to how long it took to complete the game.

7. After the game ends, all students check the answers they wrote on their dry erase boards and compare them with the answers on the Smartboard. As they work, walk around to see who needs additional help.

Multiplication Facts and Telling Time

My biggest insight during the week I taught 3rd grade was realizing that my students were having trouble telling time because they didn't know their multiplication facts for 5! Think about it. If you don't know your 5's times tables, you're going to have trouble telling time to the nearest 5 minutes. For example, if the minute hand is pointing to the 8, you need to know that 5 x 8 is 40 without having to count on your fingers. I expected that students at the end of 3rd grade would know their 5's fluently - my mistake! So we stopped and did some times table drills just on the 5's and they did much better. It's just one more example of how lack of fluency with times tables can negatively impact other areas in math - and why I wrote Mastering Math Facts: Multiplication and Division! I know 3rd grade teachers are probably giggling about my ah-ha moment because they've been through this experience time and again, but I just had to share! 🙂

Math Games for Telling Time and Elapsed Time

If you're looking for more resources for telling time or for teaching elapsed time, check out Racing Through Elapsed Time and Monster Math Mix-up Telling Time. Both math games are favorites with students, and they also make terrific math centers. Click the links below to preview them and to read reviews from teachers who have used them with their students.

Click here to preview Racing Through Elapsed Time on TpT.

Click here to preview Monster Math Mix-up Telling Time on TpT.

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Stop the Clock - An Adventure in Teaching Time!

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Stop the Clock is an online interactive game for telling time. Kids love playing it on a Smartboard, but it's not very engaging for the students who are watching. To make it more interactive and engaging for all students, have them respond on dry erase boards first.

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Liveworksheets.com - Interactive worksheets maker for all

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Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the

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Lesson worksheets offers thousands of worksheets for free download & printing. Worksheets are grouped by grade, subject and concept to help you find your worksheets easily. Worksheets based on US Common Core standards curricuulum are listed under the respective concepts of ELA & Math.

Use the search option to find the worksheets you are looking for quickly.

To provide you as a reference while looking for worksheets, we are adding primary/elementary curriculum for different countries. So far we have added reference curriculum information for following countries. Hope you find it useful.

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Lesson worksheets offers thousands of worksheets for free download & printing. Worksheets are grouped by grade, subject and concept to help you find your worksheets easily. Worksheets based on US Common Core standards curricuulum are listed under the respective concepts of ELA & Math.

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Discourse markers

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DISCOURSE MARKERS - CONNECTORS A LIST OF DISCOURSE MARKERS WITH EXAMPLES

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DISCOURSE MARKERS - CONNECTORS A LIST OF DISCOURSE MARKERS WITH EXAMPLES

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I was surprised to find that one of the students in my "Listening" class was deaf.

She was proficient in lip-reading in her first language and she was learning to do the same in English.

So I tried to make sure I was always facing the class when I spoke.

She was actually managing well.

Obviously, though, a situation like this raises all kinds of questions for language educators.

For one thing, is it possible to teach listening skills to someone who has physical trouble hearing?

And if so...

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

What Exactly Is "Listening," Anyway?

Even more to the point, what is the difference between "hearing" and "listening"?

In ESL teaching and learning, "listening" is a skill that involves more than just hearing.

We want our students to be able to listen to English with confidence and understanding.

From time to time, teachers try to test and evaluate their students' level of skill in listening, but this can be quite stressful for students for a number of reasons.

Teachers should be aware that...

Sometimes students just don't hear well. Maybe they have a physical limitation, or maybe there is a lot of other noise around, or maybe the equipment used to play audio material is not good enough.

What we think of as "listening" can involve more than just sound cues. It may be better to watch live action, or a video, rather than just using audio material.

Sometimes teachers give students a reading/writing task to demonstrate that they have understood a listening "text," but maybe they have a problem with literacy rather than actual listening.

Sometimes students panic and stop listening when they come across a word they cannot immediately translate. It's important to encourage students to pick up what they can without trying to translate.
So, how can we teach the skill of listening?
It is easier to teach facts and knowledge than to teach a skill. But teachers can improve students' listening skills and confidence by...

Teaching them strategies that they can use to listen more effectively.

Providing them with ESL activities that exercise the strategies we have taught.

3 Ways to Increase Listening Skills and Confidence

First of all, here are three basic principles.

1. Limit the use of translation.

Your students need to be able to understand and respond without having to translate in their heads all the time, especially when they are listening rather than reading. At first it might seem like the easy, comfortable way to learn a language, but if it develops into a habit then they will never be able to speak English fluently.

Translation is a habit that needs to be limited because...

Students tend to start to panic when they find they don't know every word.

Using those electronic translators especially can give warped ideas of meaning.

This doesn't mean that you never let them translate. Sometimes having an equivalent from their first language is the only way to move them forward, but quickly move on and don't allow them to keep returning to it.

In general, there are better ways to handle running into new vocabulary while listening.

When students hear a new word or expression, they need something to tie it to.

As their teacher, you can help them with this by providing...

Context: Help them to find clues to the meaning in the context of the listening "text."

Pictures: Show them a picture so that when they hear the word or expression again later, the picture will come to mind.

Action: Get them to perform an action so that when they hear the word or expression again later, they will remember that particular action.

English synonyms or antonyms: Their understanding of English will grow by leaps and bounds if they can explain an English word with other English words. Encourage (and guide) them to look up unknown words in an English dictionary.

Help students to relax, and not to panic, as they listen to material (especially the first time) and to find out how much they can understand. They will probably be pleasantly surprised. For some students, this in itself can be a real confidence booster.

2. Avoid confusing listening skills with literacy skills.

When you first introduce a new listening "text" (e.g., video, story, song, podcast...) concentrate on listening and don't provide subtitles or written script (yet). In real life, there are no subtitles, so let your students have a go just listening. (Later you can add subtitles or a written script as well as literacy-related activities.)

The reasons for this are as follows:

Firstly, we don't want students with poor literacy skills to be disadvantaged in learning the listening skill. They may have poor literacy skills because they are young, or because of limited vision, or because of a learning disability, or even because they come from a non-literate background. Nevertheless, they can learn to listen and understand.

Secondly, students who are confidently literate often want to be able to see and read the words while they are listening, but this would rob them of the opportunity to really listen. Students need to be able to listen and understand without seeing the written words at the same time.

Thirdly, as mentioned above, it can be a real confidence booster when they discover just how much they do understand without any other help. And, of course, this is more like real life outside of the classroom.

Once they have listened without seeing subtitles or script the first time, and you have discussed some issues, then you can listen and watch again with the assistance of subtitles or text.

3. Use videos because students can also watch.

We want to prepare our students to take part in conversations. We want them to be able to listen, understand and respond. A large part of that listening involves reading a speaker's facial expressions and body language, which can vary from culture to culture. So, most of the time, your students need to practice their "listening" skills by watching videos, or watching you talk or tell stories.

A great source for visual material is FluentU. FluentU makes it easy to create productive ongoing listening activities by allowing your students to access the same high-quality material at home and in the classroom.

There are two situations in which students are likely to be listening to English without seeing the speaker(s):

On the radio

On the telephone

But even in these situations they still need to be able to imagine the body language being used.

So do you just play the video, and see what the students make of it?

No!

Just as you would for a reading text, you need to prepare your students to deal with something new to concentrate on and listen to, whether they are watching a video, listening to someone read or tell a story, listening to a song or just listening to a live talk.

There are several activities you can use before, during, and after listening, and then later in the lesson or another day. All of these are designed to improve the students' skills and confidence in listening.

1. Predicting and guessing

In normal conversation, what we hear tends to fit in with what we expect to hear, and without necessarily thinking about it we tend to listen for specific details. It's telling that when someone says something totally unexpected or out of context, many people respond in surprise with "What?!" as if they didn't actually hear the words. While listening to people we are familiar with in a particular context, we can easily guess what they will say.

So before playing the "text," prepare your students for the experience, and get them thinking about the topic:

Tell them the title of the piece, and ask them to guess what it is about, or what they think might happen in the story. Writers and filmmakers think very carefully about the title of their story and they want readers, listeners or viewers to think about the title, so all of the words are important. Sometimes the title is designed to be tricky and possibly misunderstood at first to pique interest, so you can guide your students to enjoy that, too.

Tell them the names of characters involved and let them predict and guess who they are and what they are like. As the students get into the movie or story, they will probably identify with one or more character, so let them enjoy guessing about them and discovering more later on.

Ask a question to get them thinking about the theme of the "text" or something in it. For example: If it is something to do with food, you could ask them, "What is your favorite food?" If it is something that happens on a train, you could ask them about their favorite or most frequent mode of travel and talk about transport, just to get them thinking along those lines.

Show them a picture: a snapshot from the video, or a picture from the cover. Discuss it. Predict and guess. If the students are going to listen to you read or tell a story from a book, show them the cover and talk about the picture-there is usually a lot of information hidden there, and it helps bring out relevant vocabulary.

Hopefully, they might even remember relevant English words they have previously learnt. All of this will help to review known vocabulary, and introduce some new vocabulary.

2. Vocabulary preparation

When you choose something for your students to study in the context of a listening lesson, you need to consider its suitability for the age and maturity of your students and whether it is at an appropriate difficulty level. This could be based on the amount of "new" vocabulary in the "text."

Make sure you have watched or listened right through (never use something you haven't thoroughly examined!) and note down words or expressions that they might find challenging. Obviously, if there are a great many new words, maybe it's too difficult-unless maybe the meaning is really obvious from the visuals.

Make a list of words from your movie or story that some or all of your students may have difficulty with, especially words that are key to the story. You don't have to teach the students all of the new words the first time through. Just choose a few that are essential and teach them before playing the "text." Of course, including one or two that they already know will probably boost their confidence, too.

Remember: When you are introducing new words, translate only if absolutely necessary. Where possible, connect the words with pictures, actions and other English words.

During listening activities

While students are watching and/or listening, it's sometimes hard to tell whether they are really still paying attention or just relaxing and daydreaming. (At least if it's a video, they are more likely to stay focused.) So it's a good idea to give them tasks to do while playing the "text."

Here are some ideas.

3. Listen for specific words and expressions, or even watch for specific items.

Obviously, your students need to be listening specifically for the words and expressions you have just taught them. They should also have some words they already know to listen for, to help them focus and improve the skill of listening.

Give them specific questions to focus on, such as...

What is the word that comes after the target word?

Who says this word?

How many times do you hear this word?

You can even give them a small "Bingo!" card with the target words for them to mark off as they hear them.

They could also be looking for specific visual items. On the board or a worksheet, put the things they are looking for into chronological order as they appear: This could be in the form of English words or pictures.

4. Listen for sequence and order.

Students could be asked to work out the order that things happen. They could, for example, have several pictures on a worksheet that they have to put into the right order as they notice them happen. (Before listening, they could guess the order, and then check as they go along.)

5. Listen and watch for specific events.

Ask the students to watch out for specific happenings.

For example:

Notice who wears a hat.

Notice who gives something to someone else.

How many people say, "Hello!"?

Who drives a green car?

After listening activities

Right after watching the video or listening to the story for the very first time is a very important moment. At this moment, you want to...

Reassure students if they are feeling lost or overwhelmed.

Help them to make sense of what they have just seen and heard.

Help them to hang on to learning they have just acquired.

Prepare them for the very valuable second time through.

Here are some ways to cover that ground.

6. Refer back to pre-listening vocab and sequences.

Discuss how (and why) they were correct (or not) in their pre-listening predictions and guesses.

Talk about the characters, e.g., who they like and why.

Review the vocabulary that was discussed before listening.

Ask if they noticed the things they were asked to watch for.

Ask about the sequencing.

This could take the form of a class discussion, a prepared worksheet, discussion in pairs or even a quiz-type game.

7. Notice collocations.

Draw attention to the context of the newly-acquired vocabulary and ask if they noticed any familiar or unfamiliar words that might tend to collocate with them. The ability to notice this can become a valuable skill for students.

This is also a preparation for the second time they listen or watch. Now that they have noticed specific words, expression and characters, get them to widen their observation to see what is around.

For example: Let's say you are watching "Finding Nemo," and your students have been listening for the word "ocean."

Students could notice that...

Everyone says "the" ocean, not just "a" ocean.

Three times, someone mentions "the entire ocean."

Right at the beginning, Marlin had promised Coral an "ocean view." (What does this normally refer to?)

What always leads to the ocean? All drains.

Of course, if you are going to try to talk about specifics like this you could also...

Use FluentU videos, where there is lots of help from interactive subtitles.

Watch and be very familiar with your videos.

Find a script database and download the script. (Making it easy to do a search on particular words.)

Activities for later practice and reinforcement

Depending on your class setup, how long your lesson is, how old your students are and how long the video or story is, you could listen again immediately to reinforce all of your recent learning.

If that is not possible, then make sure you do take time later to listen again-more than once!

Here are some things to try:

8. Listen again for the same things (maybe some students missed them) and new things.

Listen (and watch) again, with the same instructions as the first time, to make sure that every student enjoys success.

Here are some additional ideas:

Students could be in pairs to point out to each other the things to pay attention to.

Add some extra things to listen for and notice, especially those collocations mentioned above.

Add some other new during-listening activities this time.

9. Listen for particular words and expressions in new environments.

Learning increases when students can start using new vocabulary in new situations. If possible, let them listen to something else that uses some of the new expressions. Maybe you could use a different medium. For instance, tell them a story (made up, if you like) that uses some of the new vocabulary. You could tell a story about a place that has great "ocean views," referring to the Nemo example above.

10. Listen to new expressions and compare them with similar ones.

Now take the newly acquired words and expressions and change them a bit, making substitutions for parts of them. Let students listen and notice the differences. Again, you could tell a story and change some parts. For a simple example: Instead of Goldilocks and the three bears, there could be three frogs, or Goldilocks could be a boy, etc.

There could be other changes in the language, such as gender of pronouns, or tense.

11. Play "listen and do" games.

The addition of movement to a learning activity can improve and cement the learning. So practicing newly-acquired words and expressions using action is both fun and beneficial. If students have learnt some verbs, these can be mixed with already familiar verbs in an activity that involves responding to the words with actions. For example, a "Simon Says" type game.

12. Use technology for listening practice at home.

If students only think about English during class time, then it will take them a very long time to learn it well because they need to learn to think in English. Nowadays, it is not difficult to provide them with a video, or story podcast, to listen to again at home. They could be so enthusiastic about it that it doesn't even feel like "homework"! They can be given set exercises or questions to help them focus, or they can simply relax and enjoy it, soaking up the language.

E xtra activities for after listening

There are other ways that students can be reminded of words and expressions taught during a listening session.

13. Dictation

The teacher can dictate quotes from the video or story that they have already watched and enjoyed, and the students can try to write them down. This helps to tie in their literacy skills with their listening, as well as reinforcing what they have learned through watching.

This could also be a "running dictation" where students are in pairs-one to run and dictate, the other to listen and write-and the written text to dictate is posted somewhere at a distance such as outside the classroom. The running student goes and reads and remembers as much of the text as he can, then runs back and dictates it to his partner to write down.

14. Bingo!

Words or expressions focused on in the video or story can be incorporated into a "Bingo!" game. Go to a website such as ESLactivities.com to create enough cards for the whole class, each containing the same words but in random order. Give students objects such as small stones or sunflower seeds to use as markers. Students place markers on their cards as you call out the words, and when someone gets five in a row in any direction they call "Bingo!" The winner becomes the next caller, the markers are removed and the game starts again.

15. Flashcard games

Words and expressions to be focused on can be written on flashcards and used for many different games. For example, students could have their own small set of cards and hold up the appropriate one when it is heard while listening to the "text." Or pairs of words could be placed on the boards with students in pairs racing to claim the right one when it is heard.

Listen again and again

It is very important for students to listen to the story or watch the video again, as soon as possible after the first time.

But it's also important to keep doing this later at greater intervals.

With every repeat, old information will be reinforced and new things will be learnt, too!

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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The Truth About Teaching ESL Listening Skills: What Works and Why

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I was surprised to find that one of the students in my "Listening" class was deaf. She was proficient in lip-reading in her first language and she was learning to do the same in English. So I tried to make sure I was always facing the class when I spoke.

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Another helpful resource for teaching listening skills are video segments, including short sketches, news programs, documentary films, interview segments, and dramatic and comedic material. As with audio segments, select the portion and length of the video segment based on the skill level of your students. With your students, first watch the segment without any sound and discuss it together. Encourage the students to identify what they think will be the content of the segment. Then, watch the segment again, this time with sound, allowing students to take notes if helpful for their skill level. After the completion of the video segment, you can have students write a brief summary of the segment, or you can take time to discuss as a group how the segment compares with the students' expectations.

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Sixth Group (Teaching English to Children)

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Another helpful resource for teaching listening skills are video segments, including short sketches, news programs, documentary films, interview segments, and dramatic and comedic material. As with audio segments, select the portion and length of the video segment based on the skill level of your students.

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English Grammar

A compound adjective is sometimes called a hyphenated adjective. What are they?

Let's look at the following sentences:

The first sentence contains a compound adjective.

The second sentence doesn't.

However the meaning of the two sentences are very different as can be seen in the picture below:

I saw a man-eating alligator.
We are describing the alligator. What type of alligator is it? It is one that eats men (or people).

I saw a man eating alligator.
This sentence without the hyphen sounds like a man is eating an alligator.
(man is the subject, eating is the verb, alligator is the object or thing that is being eaten).

As you can see, the hyphen (or lack of it) makes a big difference in the meaning of the sentence.

Before we explain in more detail why we put that hyphen between those two words in the first sentence, we need to do a quick review of Adjectives.

What is an adjective?

An adjective is a word that describes something.

A red car ( red is an adjective because it describes the car. How is the car? Red)

A big book ( big is an adjective because it describes the book. How is the book? Big)

See our other grammar notes about Adjectives in English. (LINK coming soon)

But sometimes we use more than one adjective to describe something.

Compound adjectives

A compound adjective is an adjective that contains two or more words.

In general we put a hyphen between two or more words (before a noun) when we want them to act as a single idea (adjective) that describes something.

I live in an English-speaking country.

English-speaking is an adjective (used to describe the country). We use a hyphen to connect the word English with speaking to show that it is one adjective (or one idea).

This adjective with two words joined by the hyphen is called a compound adjective.

Some more examples of compound adjectives are:

Our office is in a twenty-storey building.

I have just finished reading a 300-page book.

He is a well-known writer.

There are many types of Compound Adjectives. Here is a list of the most common types:

Periods of Time

When we have compound adjectives using a number + a time period, that word referring to a time period is in singular form and is joined to the number with a hyphen.

I work eight hours every day --> I work an eight-hour day

I'm going on vacation for three weeks --> I have a three-week vacation

There was a delay of 5 seconds --> There was a five-second delay

Notice how we normally write the number as a word, not in numerical form.

Adverbs and Compound Adjectives

Adverbs modify a verb.

How does she walk? Slowly. Slowly is an adverb that modifies (or describes) the verb.

Adverbs can also be used to modify an adjective.

It is very hot today. (Very is an adverb)

She is extremely intelligent. (Extremely is an adverb)

Notice how we do not put a hyphen between an adverb and an adjective (not even before a noun).

Adverb + Past Participle

However when we have an Adverb + past participle, we put a hyphen between the two words to make it a compound adjective.

This is a brightly-lit room.

She is a well-known actress.

We live in a densely-populated city.

Noun + Past Participle

When we have a noun + past participle, we put a hyphen between the two words to make it a compound adjective.

Noun + Present Participle

When we have a noun + present participle, we put a hyphen between the two words to make it a compound adjective.

Noun + Adjective

When we have a noun + adjective, we put a hyphen between the two words to make it a compound adjective.

Adjective + Noun

When we have an adjective + noun, we put a hyphen between the two words to make it a compound adjective.

Adjective + Past Participle

When we have an adjective + past participle, we put a hyphen between the two words to make it a compound adjective.

Adjective + Present Participle

When we have an adjective + present participle, we put a hyphen between the two words to make it a compound adjective.

Compound Adjectives with Proper Nouns

A proper noun is the name of something or someone (e.g. John, Susan Sanders).

Compound Adjectives made from Proper nouns don't need a hyphen though must have capital letters.

I bought the James Jackson tickets for us.

James Jackson is a compound adjective describing the tickets (What type of tickets? James Jackson tickets). Since the adjective is a Proper noun, we don't need a hyphen between the two names.

How do we know when to put a hyphen?

If you can use the word "and" between the two adjectives or words, then a hyphen isn't necessary.

She has a big blue book.

(Big and Blue are adjectives)
Can we say: She has a big and blue book. (Yes, it is possible)

He is a world famous singer. (Is this correct?)

Can we say: He is a world and famous singer. No, it doesn't sound correct so we need a hyphen to join the words world and famous:

He is a world-famous singer. (Correct)

Also, look at the following:

It's an old coal-mining town

Notice how we didn't put a hyphen between the word old and coal. If we had have done that, we would have been referring to old coal, as in coal that is old. We want to emphasise that the town in old and not the coal.

Here we can say it is old and a coal-mining one.

Next activity

See our other lesson about Compound Adjectives, it includes more examples.

See more about Adverbs vs Adjectives

If you found this English Grammar about Compound Adjectives interesting or useful, let others know about it:

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What are Compound Adjectives and when to use them in English. Hyphenated Adjectives

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Here it is a list of songs with related activities to practise vocabulary, grammar, sounds, etc. Most of them are "popular" among our Spanish students and some others are old songs, but nice and useful. Click here to go directly to the songs.

They are arranged in alphabetical order according to the singers.

Download the IPA Fontsto install them and be able to see the phonetic symbols when they appear in the exercises.

Or get the IPA Fonts images by clicking here / Songs by Gregorio Blanco

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Here it is a list of songs with related activities to practise vocabulary, grammar, sounds, etc. Most of them are "popular" among our Spanish students and some others are old songs, but nice and useful. Click here to go directly to the songs. They are arranged in alphabetical order according to the singers.

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Singing pop songs in class can be a fantastic way to motivate your students and to create a fun and positive learning environment. The problem is that it can be incredible difficult and time consuming to find appropriate English pop songs for ESL students to sing in class. Often pop songs may not have clean lyrics and the song's topic may not be appropriate for kids and ESL students. Also, many pop songs are not easy to sing as they are too fast or too high/low pitched for ESL learners to sing along.

After teaching pop songs in my English classes for many years, I made this list of 10 catchy pop songs for ESL students that students love to sing. All of the pop songs are very catchy and have clean lyrics that are suitable for kids / teenagers. You can also download the lyrics worksheets below each song.

If you are looking for songs for young ESL students, check out our other post on the best ESL songs for kids listed by topic.

10 Catchy English Pop Songs For Students To Sing In Class

1. 'Shotgun' by George Ezra

Don't worry, this song is not about shooting or violence. 'Shotgun' refers to 'riding shotgun', i.e. riding in the passenger seat of a car, and NOT a deadly weapon.

This song was my students' absolute favorite song to sing in class. The chorus and the melody is very catchy. It may seem a little difficult for ESL students to sing at first, but after practicing a few times the song will be stuck in yours and your students' heads all day.

2. 'The Show' by Lenka

This is another incredibly catchy song that students love to sing. Even though this song is about life and love, both boy and girl students enjoy singing this song in class. The lyrics and speed of the song make this song easy to sing.

The below lyrics video is a 'doodle video' that I found on YouTube that was obviously made by students. Why not make your own doodle video in your class?

3. 'Call Me Maybe' by Carly Rae Jepsen

This song about love at first sight was another favorite of my students. The verses are a little fast, but the chorus is easy to sing and very catchy. I have taught this song with elementary, middle, and high school students and they all really loved singing this song.

TIP: If searching for this song on YouTube, search for lyric videos, not the original video as some scenes in the original video may not be appropriate for young learners (There's a topless man in one scene). Here's another 'doodle' video with the lyrics which is more appropriate for the classroom.

4. 'Drag Me Down' by One Direction

5. 'Everything At Once' by Lenka

6. 'The Best Day of My Life' by American Authors

The lyrics to this song are sang quite fast and many ESL learners may struggle to sing the song at first. But with practice, it's possible. I even taught this song to a group of grade 4 elementary school students. After practicing for a few lessons, the students could sing along with most of the song.

TIP: Again this song's original music video may not be appropriate for young learners (they go to a bar and drink alcohol in the video) so best to stick to lyric videos like the one below.

7. 'Outdoors' by Jason Mraz

8. 'Something Just Like This' by The Chainsmokers and Coldplay

9. 'Beautiful' by One Direction

10. 'Rewrite the Stars' by Zac Efron and Zendaya

Thanks for reading. I hope your students enjoy singing these songs in class as much as mine did.

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Pop Songs For ESL Students To Sing | Games4esl

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Singing pop songs in class can be a fantastic way to motivate your students and to create a fun and positive learning environment. The problem is that it can be incredible difficult and time consuming to find appropriate English pop songs for ESL students to sing in class.

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https://lescoladelmon.com/blog/page/2/

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I was surprised to find that one of the students in my "Listening" class was deaf.

She was proficient in lip-reading in her first language and she was learning to do the same in English.

So I tried to make sure I was always facing the class when I spoke.

She was actually managing well.

Obviously, though, a situation like this raises all kinds of questions for language educators.

For one thing, is it possible to teach listening skills to someone who has physical trouble hearing?

And if so...

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

What Exactly Is "Listening," Anyway?

Even more to the point, what is the difference between "hearing" and "listening"?

In ESL teaching and learning, "listening" is a skill that involves more than just hearing.

We want our students to be able to listen to English with confidence and understanding.

From time to time, teachers try to test and evaluate their students' level of skill in listening, but this can be quite stressful for students for a number of reasons.

Teachers should be aware that...

Sometimes students just don't hear well. Maybe they have a physical limitation, or maybe there is a lot of other noise around, or maybe the equipment used to play audio material is not good enough.

What we think of as "listening" can involve more than just sound cues. It may be better to watch live action, or a video, rather than just using audio material.

Sometimes teachers give students a reading/writing task to demonstrate that they have understood a listening "text," but maybe they have a problem with literacy rather than actual listening.

Sometimes students panic and stop listening when they come across a word they cannot immediately translate. It's important to encourage students to pick up what they can without trying to translate.
So, how can we teach the skill of listening?
It is easier to teach facts and knowledge than to teach a skill. But teachers can improve students' listening skills and confidence by...

Teaching them strategies that they can use to listen more effectively.

Providing them with ESL activities that exercise the strategies we have taught.

3 Ways to Increase Listening Skills and Confidence

First of all, here are three basic principles.

1. Limit the use of translation.

Your students need to be able to understand and respond without having to translate in their heads all the time, especially when they are listening rather than reading. At first it might seem like the easy, comfortable way to learn a language, but if it develops into a habit then they will never be able to speak English fluently.

Translation is a habit that needs to be limited because...

Students tend to start to panic when they find they don't know every word.

Using those electronic translators especially can give warped ideas of meaning.

This doesn't mean that you never let them translate. Sometimes having an equivalent from their first language is the only way to move them forward, but quickly move on and don't allow them to keep returning to it.

In general, there are better ways to handle running into new vocabulary while listening.

When students hear a new word or expression, they need something to tie it to.

As their teacher, you can help them with this by providing...

Context: Help them to find clues to the meaning in the context of the listening "text."

Pictures: Show them a picture so that when they hear the word or expression again later, the picture will come to mind.

Action: Get them to perform an action so that when they hear the word or expression again later, they will remember that particular action.

English synonyms or antonyms: Their understanding of English will grow by leaps and bounds if they can explain an English word with other English words. Encourage (and guide) them to look up unknown words in an English dictionary.

Help students to relax, and not to panic, as they listen to material (especially the first time) and to find out how much they can understand. They will probably be pleasantly surprised. For some students, this in itself can be a real confidence booster.

2. Avoid confusing listening skills with literacy skills.

When you first introduce a new listening "text" (e.g., video, story, song, podcast...) concentrate on listening and don't provide subtitles or written script (yet). In real life, there are no subtitles, so let your students have a go just listening. (Later you can add subtitles or a written script as well as literacy-related activities.)

The reasons for this are as follows:

Firstly, we don't want students with poor literacy skills to be disadvantaged in learning the listening skill. They may have poor literacy skills because they are young, or because of limited vision, or because of a learning disability, or even because they come from a non-literate background. Nevertheless, they can learn to listen and understand.

Secondly, students who are confidently literate often want to be able to see and read the words while they are listening, but this would rob them of the opportunity to really listen. Students need to be able to listen and understand without seeing the written words at the same time.

Thirdly, as mentioned above, it can be a real confidence booster when they discover just how much they do understand without any other help. And, of course, this is more like real life outside of the classroom.

Once they have listened without seeing subtitles or script the first time, and you have discussed some issues, then you can listen and watch again with the assistance of subtitles or text.

3. Use videos because students can also watch.

We want to prepare our students to take part in conversations. We want them to be able to listen, understand and respond. A large part of that listening involves reading a speaker's facial expressions and body language, which can vary from culture to culture. So, most of the time, your students need to practice their "listening" skills by watching videos, or watching you talk or tell stories.

A great source for visual material is FluentU. FluentU makes it easy to create productive ongoing listening activities by allowing your students to access the same high-quality material at home and in the classroom.

There are two situations in which students are likely to be listening to English without seeing the speaker(s):

On the radio

On the telephone

But even in these situations they still need to be able to imagine the body language being used.

So do you just play the video, and see what the students make of it?

No!

Just as you would for a reading text, you need to prepare your students to deal with something new to concentrate on and listen to, whether they are watching a video, listening to someone read or tell a story, listening to a song or just listening to a live talk.

There are several activities you can use before, during, and after listening, and then later in the lesson or another day. All of these are designed to improve the students' skills and confidence in listening.

1. Predicting and guessing

In normal conversation, what we hear tends to fit in with what we expect to hear, and without necessarily thinking about it we tend to listen for specific details. It's telling that when someone says something totally unexpected or out of context, many people respond in surprise with "What?!" as if they didn't actually hear the words. While listening to people we are familiar with in a particular context, we can easily guess what they will say.

So before playing the "text," prepare your students for the experience, and get them thinking about the topic:

Tell them the title of the piece, and ask them to guess what it is about, or what they think might happen in the story. Writers and filmmakers think very carefully about the title of their story and they want readers, listeners or viewers to think about the title, so all of the words are important. Sometimes the title is designed to be tricky and possibly misunderstood at first to pique interest, so you can guide your students to enjoy that, too.

Tell them the names of characters involved and let them predict and guess who they are and what they are like. As the students get into the movie or story, they will probably identify with one or more character, so let them enjoy guessing about them and discovering more later on.

Ask a question to get them thinking about the theme of the "text" or something in it. For example: If it is something to do with food, you could ask them, "What is your favorite food?" If it is something that happens on a train, you could ask them about their favorite or most frequent mode of travel and talk about transport, just to get them thinking along those lines.

Show them a picture: a snapshot from the video, or a picture from the cover. Discuss it. Predict and guess. If the students are going to listen to you read or tell a story from a book, show them the cover and talk about the picture-there is usually a lot of information hidden there, and it helps bring out relevant vocabulary.

Hopefully, they might even remember relevant English words they have previously learnt. All of this will help to review known vocabulary, and introduce some new vocabulary.

2. Vocabulary preparation

When you choose something for your students to study in the context of a listening lesson, you need to consider its suitability for the age and maturity of your students and whether it is at an appropriate difficulty level. This could be based on the amount of "new" vocabulary in the "text."

Make sure you have watched or listened right through (never use something you haven't thoroughly examined!) and note down words or expressions that they might find challenging. Obviously, if there are a great many new words, maybe it's too difficult-unless maybe the meaning is really obvious from the visuals.

Make a list of words from your movie or story that some or all of your students may have difficulty with, especially words that are key to the story. You don't have to teach the students all of the new words the first time through. Just choose a few that are essential and teach them before playing the "text." Of course, including one or two that they already know will probably boost their confidence, too.

Remember: When you are introducing new words, translate only if absolutely necessary. Where possible, connect the words with pictures, actions and other English words.

During listening activities

While students are watching and/or listening, it's sometimes hard to tell whether they are really still paying attention or just relaxing and daydreaming. (At least if it's a video, they are more likely to stay focused.) So it's a good idea to give them tasks to do while playing the "text."

Here are some ideas.

3. Listen for specific words and expressions, or even watch for specific items.

Obviously, your students need to be listening specifically for the words and expressions you have just taught them. They should also have some words they already know to listen for, to help them focus and improve the skill of listening.

Give them specific questions to focus on, such as...

What is the word that comes after the target word?

Who says this word?

How many times do you hear this word?

You can even give them a small "Bingo!" card with the target words for them to mark off as they hear them.

They could also be looking for specific visual items. On the board or a worksheet, put the things they are looking for into chronological order as they appear: This could be in the form of English words or pictures.

4. Listen for sequence and order.

Students could be asked to work out the order that things happen. They could, for example, have several pictures on a worksheet that they have to put into the right order as they notice them happen. (Before listening, they could guess the order, and then check as they go along.)

5. Listen and watch for specific events.

Ask the students to watch out for specific happenings.

For example:

Notice who wears a hat.

Notice who gives something to someone else.

How many people say, "Hello!"?

Who drives a green car?

After listening activities

Right after watching the video or listening to the story for the very first time is a very important moment. At this moment, you want to...

Reassure students if they are feeling lost or overwhelmed.

Help them to make sense of what they have just seen and heard.

Help them to hang on to learning they have just acquired.

Prepare them for the very valuable second time through.

Here are some ways to cover that ground.

6. Refer back to pre-listening vocab and sequences.

Discuss how (and why) they were correct (or not) in their pre-listening predictions and guesses.

Talk about the characters, e.g., who they like and why.

Review the vocabulary that was discussed before listening.

Ask if they noticed the things they were asked to watch for.

Ask about the sequencing.

This could take the form of a class discussion, a prepared worksheet, discussion in pairs or even a quiz-type game.

7. Notice collocations.

Draw attention to the context of the newly-acquired vocabulary and ask if they noticed any familiar or unfamiliar words that might tend to collocate with them. The ability to notice this can become a valuable skill for students.

This is also a preparation for the second time they listen or watch. Now that they have noticed specific words, expression and characters, get them to widen their observation to see what is around.

For example: Let's say you are watching "Finding Nemo," and your students have been listening for the word "ocean."

Students could notice that...

Everyone says "the" ocean, not just "a" ocean.

Three times, someone mentions "the entire ocean."

Right at the beginning, Marlin had promised Coral an "ocean view." (What does this normally refer to?)

What always leads to the ocean? All drains.

Of course, if you are going to try to talk about specifics like this you could also...

Use FluentU videos, where there is lots of help from interactive subtitles.

Watch and be very familiar with your videos.

Find a script database and download the script. (Making it easy to do a search on particular words.)

Activities for later practice and reinforcement

Depending on your class setup, how long your lesson is, how old your students are and how long the video or story is, you could listen again immediately to reinforce all of your recent learning.

If that is not possible, then make sure you do take time later to listen again-more than once!

Here are some things to try:

8. Listen again for the same things (maybe some students missed them) and new things.

Listen (and watch) again, with the same instructions as the first time, to make sure that every student enjoys success.

Here are some additional ideas:

Students could be in pairs to point out to each other the things to pay attention to.

Add some extra things to listen for and notice, especially those collocations mentioned above.

Add some other new during-listening activities this time.

9. Listen for particular words and expressions in new environments.

Learning increases when students can start using new vocabulary in new situations. If possible, let them listen to something else that uses some of the new expressions. Maybe you could use a different medium. For instance, tell them a story (made up, if you like) that uses some of the new vocabulary. You could tell a story about a place that has great "ocean views," referring to the Nemo example above.

10. Listen to new expressions and compare them with similar ones.

Now take the newly acquired words and expressions and change them a bit, making substitutions for parts of them. Let students listen and notice the differences. Again, you could tell a story and change some parts. For a simple example: Instead of Goldilocks and the three bears, there could be three frogs, or Goldilocks could be a boy, etc.

There could be other changes in the language, such as gender of pronouns, or tense.

11. Play "listen and do" games.

The addition of movement to a learning activity can improve and cement the learning. So practicing newly-acquired words and expressions using action is both fun and beneficial. If students have learnt some verbs, these can be mixed with already familiar verbs in an activity that involves responding to the words with actions. For example, a "Simon Says" type game.

12. Use technology for listening practice at home.

If students only think about English during class time, then it will take them a very long time to learn it well because they need to learn to think in English. Nowadays, it is not difficult to provide them with a video, or story podcast, to listen to again at home. They could be so enthusiastic about it that it doesn't even feel like "homework"! They can be given set exercises or questions to help them focus, or they can simply relax and enjoy it, soaking up the language.

E xtra activities for after listening

There are other ways that students can be reminded of words and expressions taught during a listening session.

13. Dictation

The teacher can dictate quotes from the video or story that they have already watched and enjoyed, and the students can try to write them down. This helps to tie in their literacy skills with their listening, as well as reinforcing what they have learned through watching.

This could also be a "running dictation" where students are in pairs-one to run and dictate, the other to listen and write-and the written text to dictate is posted somewhere at a distance such as outside the classroom. The running student goes and reads and remembers as much of the text as he can, then runs back and dictates it to his partner to write down.

14. Bingo!

Words or expressions focused on in the video or story can be incorporated into a "Bingo!" game. Go to a website such as ESLactivities.com to create enough cards for the whole class, each containing the same words but in random order. Give students objects such as small stones or sunflower seeds to use as markers. Students place markers on their cards as you call out the words, and when someone gets five in a row in any direction they call "Bingo!" The winner becomes the next caller, the markers are removed and the game starts again.

15. Flashcard games

Words and expressions to be focused on can be written on flashcards and used for many different games. For example, students could have their own small set of cards and hold up the appropriate one when it is heard while listening to the "text." Or pairs of words could be placed on the boards with students in pairs racing to claim the right one when it is heard.

Listen again and again

It is very important for students to listen to the story or watch the video again, as soon as possible after the first time.

But it's also important to keep doing this later at greater intervals.

With every repeat, old information will be reinforced and new things will be learnt, too!

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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The Truth About Teaching ESL Listening Skills: What Works and Why

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I was surprised to find that one of the students in my "Listening" class was deaf. She was proficient in lip-reading in her first language and she was learning to do the same in English. So I tried to make sure I was always facing the class when I spoke.

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The most requested topics in a conversation class with my older students is travel.

I usually schedule two classes per conversation course on this topic, focusing on different tenses or grammar.

Making the second or third lesson in a course about travel helps the students feel more comfortable with each other and improves speaking confidence.

With a larger group of students in each conversation class, I have a great range of local weekend trips, and long term overseas holidays in exotic locations.

It also means they have experienced a wide range of cultures and the inevitable problems of lost luggage, theft, terrible hotels, missed planes and more.
Extra resources on the Learned Words Patreon

Chatters can access the full travel lesson plan, with preparation and review homework tasks, extra vocabulary activities, even more conversation questions (including some for school-age students), and group work tasks.

Chatters and Questioners can use the travel questions interview grid handouts based on this lesson in their classes.

Warming up - travel vocabulary and verbs

In most of my classes, I like to run a couple of warm up vocabulary exercises to unbury the words from longer term memory. This makes the conversations move much smoother.

1. Vocabulary mind maps - a basic central topic like "travel" is good for beginners. "Travel locations", "holiday destinations" or "sightseeing" is a better beginning for intermediate students, and " travel problems " is a good upper intermediate topic.

Most of these words will be nouns, so you can extend this activity by adding adjectives to each noun, or adverbs to each verb.

2. Verb-tense brainstorm - as quick as possible, students should brainstorm as many verbs associated with 'travel' as possible.

Either pick a good variety of verbs from the list, or, if you have time, use all of them, and conjugate the verbs into the tense you want to use throughout the lesson.

Past tense travel conversation prompts

This is the easiest grammar for beginners. Verb conjugation and forming follow-up questions is easier.

Present tense travel conversation prompts

These questions are good when discussing travel in general, not about anything specific. They provide a good opportunity for students to give their opinions, and discussions can sometimes become quite lively.

Present perfect travel conversation prompts

"Have you ever" style questions are great for getting detailed responses. Follow up questions are typically in past tense, so there are good questions for beginners - upper beginners.

These questions can also be done in a class-wide interview style activity, where students ask at least one question of each student (plus follow-up questions).

Future travel conversation prompts

If you want to hammer home grammar in your class, then you can cover the difference been "going to" future for plans, and "will" future for travel ideas that aren't yet planned. I don't put much emphasis on the difference in conversation classes, as the main aim is talk comfortably and fluently.

Conditional travel conversation prompts

These questions are best left for upper-intermediate classes or higher, the complex sentence structures are easy to stumble upon, and conversations are killed - the last thing you want to happen in a conversation class!

Your best travel questions

What questions have sparked the best travel conversations? Let me know in the comments below.

If you found these conversation prompts useful, please share them!

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50 Travel conversation prompts - LearnedWords

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The most requested topics in a conversation class with my older students is travel . I usually schedule two classes per conversation course on this topic, focusing on different tenses or grammar. Making the second or third lesson in a course about travel helps the students feel more comfortable with each other and improves speaking confidence.

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Thought groups are another aspect of spoken English rhythm that can have a beneficial impact on your intelligibility. Thought groups allow you to organize your speech into groups of words that make up a single idea (Grant, 2010). They help your listener(s) better understand the information in your speech by organizing your ideas into comprehensible "packages" that are easy to process (Grant, 2010).

Listen to the following examples. The first sentence does not use thought groups, while the second does:

The only thing I'm interested in is completing this project on time.
The only thing I'm interested in is completing this project on time.

The second sentence is divided into two thought groups, with a very short pause in between. Every thought group in English also has a single focus word, which is usually the last content word in the thought group. The focus word usually has greater stress relative to the other words in the sentence. The focus word in the first thought group above is interested; in the second thought group, the focus word is time. (Note: Sometimes thought groups may contain only one word, as in this example.)

The sentence above contains 3 thought groups and 3 focus words.

Thought groups can be especially useful in presentations, speeches, debates, and other semi-prepared public speaking contexts, but creating thought groups will improve your intelligibility in both your conversational and formal speech.

It may not be easy to identify the boundaries of thought groups at first. If you've ever read a piece of writing out loud, you've probably noticed how certain types of punctuation (commas, semicolons, quotation marks, etc.) can separate thought groups. However, thought groups are not always separated by punctuation (as in the sentence, The only thing I'm interested in is completing this project on time.). Also, not every sentence will always be written down! Thought groups are a quality of speech, which are carried into writing with punctuation.

Finally, keep in mind that a single sentence may be divided into different thought groups, thereby affecting the meaning. Consider this silly example:

Woman without her man is nothing.

What does that sentence mean? Depending on how you divide the thought groups, the meaning can change (very dramatically in this case).

As this example illustrates, thought groups are a tool to help you clearly communicate your meaning, not something you have to "find" in every sentence you want to say. Different speakers can and do use thought groups differently.

Practice 1

Look at the following sentences, and identify (1) the most likely thought group boundaries and (2) the focus word in each thought group. Then, click the button to listen and compare with your predictions.

1. The first item on our agenda is to address parking.

2. I'd like to introduce my wife Nita.

3. If you take care of the accounts I'll handle the meeting.

4. Microsoft CEO Bill Gates started a charity to fight poverty.

5. My new phone is acting up so could you email me instead?

Practice 2

Listen to the following phrases, and select the answer that best describes the meaning of the sentence. Pay attention to the thought group boundaries to help you do this!

1. There were two hour long tests in this class.

The course had tests that were two hours long.

The course had two tests that were an hour long each.

The course had two tests that were an hour long each.

2. The British left waffles on the Falkland Islands.

The left-wing political party of Britain is uncertain about the Falkland Islands.

The British people placed breakfast foods on the shores of the Falkland Islands.

The left-wing political party of Britain is uncertain about the Falkland Islands.

Practice 3

Let's practice listening for and observing thought groups in action. Below is an excerpt of a TED Talk by the writer Chimamanda Ngozi Adichie, entitled "The danger of a single story." This is an excellent example of how a speaker chooses her thought group boundaries to accomplish specific communicative goals. As mentioned earlier, public speaking is a context in which appropriate, thoughtful use of thought groups improve your intelligibility to a great extent.

Listen to the video as you read the text below, and make a note of where you think Adichie separates her thought groups. Then, click to see our answers.

I'm a storyteller and I would like to tell you a few personal stories about what I like to call the danger of the single story I grew up on a university campus in eastern Nigeria my mother says that I started reading at the age of two although I think four is probably close to the truth so I was an early reader and what I read were British and American children's books I was also an early writer and when I began to write at about the age of seven stories in pencil with crayon illustrations that my poor mother was obligated to read I wrote exactly the kinds of stories I was reading all my characters were white and blue-eyed they played in the snow they ate apples and they talked a lot about the weather how lovely it was that the sun had come out now this despite the fact that I lived in Nigeria I had never been outside Nigeria we didn't have snow we ate mangoes and we never talked about the weather because there was no need to.

Click here for the answer

I'm a storyteller / and / I would like to tell you a few personal stories about / what I like to call the danger / of the single story / I grew up on a university campus / in eastern Nigeria / my mother says that I started reading at the age of two / although I think four is probably close to the truth / so I was an early reader / and what I read / were British and American children's books / I was also an early writer / and when I began to write / at about / the age of seven / stories in pencil with crayon illustrations that my poor mother was obligated to read / I wrote exactly the kinds of stories I was reading / all my characters were white / and blue-eyed / they played in the snow / they ate apples / and they talked a lot about the weather / how lovely it was that the sun had come out / now this despite the fact / that I lived / in Nigeria / I had never been outside Nigeria / we didn't have snow / we ate mangoes / and we never talked about the weather because there was no need to/

Try another one. Below is an excerpt of Dr. Martin Luther King, Jr.'s "I Have A Dream" speech. Again, listen to the clip above as you read the text below, and make a note of where you think Dr. King separates his thought groups. Then, click to see our answers.

And so even though we face the difficulties of today and tomorrow I still have a dream it is a dream deeply rooted in the American dream I have a dream that one day this nation will rise up and live out the true meaning of its creed 'We hold these truths to be self-evident, that all men are created equal' I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood I have a dream that one day even the state of Mississippi a state sweltering with the heat of injustice sweltering with the heat of oppression will be transformed into an oasis of freedom and justice I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character I have a dream today!

Click here for the answer

And so even though / we face the difficulties / of today and tomorrow / I still have a dream / it is a dream / deeply rooted/ in the American dream / I have a dream / that one day / this nation will rise up / and live out the true meaning of its creed / "We hold these truths to be self-evident / that all men are created equal" I have a dream / that one day on the red hills of Georgia / the sons of former slaves and the sons of former slave owners / will be able to sit down together at the table of brotherhood / I have a dream / that one day even the state of Mississippi / a state sweltering with the / heat of / injustice / sweltering with the heat of oppression / will be transformed / into an oasis of / freedom and justice I have a dream / that my four little children / will one day live in a nation / where they will not be judged by the color of their skin / but by the content of their character / I have a dream today!

What do you do now?

First, we recommend listening to excerpts of well-known speeches or other types of public speaking to get a sense of how experienced rhetoricians use thought groups for style and effect. Take a look at President Barack Obama's 2015 State of the Union Address, or you can also explore our list of recommended TED Talks, all of which come with written transcripts. Compare the use of thought groups here with thought groups in everyday conversations, such as those you hear in TV shows. What differences do you notice?

Second, come see a speech consultant to practice using thought groups in your own speech!

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Thought groups are another aspect of spoken English rhythm that can have a beneficial impact on your intelligibility. Thought groups allow you to organize your speech into groups of words that make up a single idea (Grant, 2010).

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Analysis of the language consists of two sub-stages, often known as highlighting and concept checking.

Highlighting is taking the model sentence and showing, telling or eliciting what the problems are in terms of form, function, and phonology.

Concept checking is checking the understanding of difficult aspects of the target structure in terms of function and meaning. Concept checking is vital, since learners must fully understand the structure before any intensive practice of form and phonology is carried out.

Ways of checking understanding

Learning to construct concept questions

Ways of checking understanding
Concept checking is normally achieved by the use of a set of questions designed to ensure comprehension of the target language, raise awareness of its problems, and to indicate to the teacher that the learners have fully understood.

The question 'Do you understand?', or the remark '' do not achieve any of these aims, and are unlikely to receive a truthful answer from all the learners. Concept questions are one way of checking understanding, but are often used in combination with other methods, often visual, depending on the nature of the target language involved. Here are some other methods:

Time lines to establish tenses. Time lines are not a substitute for concept questions.

Truth lines to establish probability e.g. must be / could be / might be / can't be.

Reality lines to establish degree of reality or imagination e.g. conditional sentences

Clines to show grades or scales e.g. yellow-amber-orange, frequency adverbs

Pictures to distinguish between similar objects e.g. cup / mug, lane/ road / highway

Discrimination to check function and register e.g. Do I say 'hey!' to my boss?

Negative checking e.g. Do I say 'I were'?

Translation (where appropriate and possible).

Extensions to consolidate understanding. Homework often reveals lack of understanding, as do guided practice exercises.

Concept questions
Concept questions themselves are often difficult to construct since they involve clarifying function and meaning using simple language but not the target language itself.

Apart from their classroom value, thinking of good questions also helps inexperienced teachers to understand the complexities of form, function and meaning, and to practise grading their language. Some basic tips for good concept questions are:

Make sure the questions are simple and that no difficult language is required to answer the question. Yes/no questions, either/or questions and simple 'wh' questions are particularly effective

Don't use the new (target) grammar in your questions

Don't use unfamiliar vocabulary

Bring out basic concepts such as 'time' and 'tense' in your questions

Use as many questions as possible to check various aspects of the language and to cover as many learners as possible.

Some examples
These examples show how concept questions could be used to help differentiate between the main functions of the present simple and present continuous.

Target sentence: Look! They're painting the wall

Target sentence: She's a shop assistant. She works in a shop

This example shows how concept questions can be used to clarify the meaning of more complex structures:

Target sentence: If I won the lottery, I'd buy a new car

Learning to construct concept questions
One way of beginning to think about concept questions is to break the meaning of a word or structure into components. A vocabulary item might be diagramatically represented. Here are some examples of the concepts included in the word ' bed-sit'

Questions may be of different types:

Yes/no questions. 'Is a bed-sit a room?', 'Are there other rooms in the house?', 'Can you sleep in it?'.

50/50 chance questions. 'Is it a room or a building?', 'Is it cheap or expensive?', 'Do you buy it or pay money every week or month?'

Information questions. 'Who lives in it?', 'How many people live in it?'

Discrimination questions. 'Do you only sleep in it?', 'Can you cook a meal in it?', 'Is it the same as a flat?'

Shared experience questions. 'I s there a bed-sit in this building?'

Life experience/culture questions. 'Have you ever lived in a bed-sit?' 'Are there bed-sits in your city/country?'

Another way of constructing concept questions is by writing a sentence containing all the elements of the concept, from which questions can be formed. This is a useful method when distinguishing between two functions of the same structure, particularly where those functions would be expressed by different forms or tenses in other languages. For example:

'He's been eating garlic.'
Concept: He isn't eating garlic now, and I didn't see him eating it, but I know he was eating garlic because I can smell it.

'Harry's been working here for two years.'
Concept: He started working here two years ago, he's still working here, and he'll probably continue working here.

Conclusion
The value of concept questions should not be underestimated, but many teachers either forget to use them or find them difficult to construct. Teachers are often satisfied that the learners 'seem to understand' on the basis of their performance in practice exercises. A few important points to remember are:

Concept questions are particularly valuable after the presentation and explanation of an item, and may be asked at any stage during a lesson. They are valuable after guided practice, particularly if the learners seem not to have grasped the target language fully, and at the end of a lesson, as a final check and review.

Time lines and other devices are not substitutes for concept questions. They are aids to explanation, but do not necessarily check understanding. Concept questions, however, may be used to elicit a timeline from the learners.

Concept questions are particularly valuable where a concept does not exist, or is different in the mother tongue (e.g. the perfect aspect, ways of expressing the future), and where a language item is culturally loaded as in the case of the word 'subway' which has very different meanings in British and American English. In such cases, concept questions often form part of the initial teaching process.

Concept questions are also useful for raising awareness of association and connotation, and for drawing attention to collocations and fixed expressions. They are also good listening practice for learners, and can even lead on to class activities such as guessing games in which the learners write their own questions.

The teacher does not have to concept check every new item. In many cases, function and meaning are clear because the language has been presented in a meaningful context.

When learners perform poorly in guided or less guided practice, it is often because they are not clear about the function or meaning of the target language. This may well be because the teacher has asked 'do you understand?' or 'is that clear' rather than good concept questions.

Further reading
Graham Workman - Concept Questions And Time Lines; Chadburn Publishing, 2006.

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Analysis of the language consists of two sub-stages, often known as highlighting and concept checking. Highlighting is taking the model sentence and showing, telling or eliciting what the problems are in terms of form, function, and phonology. Concept checking is checking the understanding of difficult aspects of the target structure in terms of function and meaning.

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TEFL A-Z

Written by Keith Taylor

Last updated on 28 January, 2022

Concept questions (also referred to as concept checking questions or CCQs) are questions designed to check learners’ understanding of a language item. So how do we make them?

What are concept questions?

Concept questions (also referred to as concept checking questions or CCQs) are questions designed to check learners’ understanding of a language item.

How do we make concept questions?

To formulate effective questions, we need to keep in mind several key points:

1. Concept questions need to cover every aspect of the meaning of the language item.
For example:

“You don’t have to do your homework”.
Is it necessary to do your homework? (no)

This question checks one aspect of the meaning, but is not enough to cover every aspect, and doesn’t address the possible (and common) confusion with “mustn’t”. We need to add at least one more question to overcome this:

“You don’t have to do your homework”.
Is it necessary to do your homework? (no)
Can you do your homework if you want to? (yes)

Here’s another example:

“an oven”
Can you cook food in it? (yes)

This question covers perhaps the most important aspect of the meaning of “an oven”, but doesn’t distinguish between “an oven” and “a microwave”, “a saucepan”, or anything else that you could conceivably cook food in. We would need to add some more questions to eliminate these other possibilities.

2. Concept checking questions shouldn’t use the target language.
For example, to check understanding of past progressive used to interrupt another action in the past:

“I was eating dinner when you called”.
Was I eating dinner before you called?

The question attempts to address one of the aspects of the meaning (the action started before you called) but it uses the very same language of which we are trying to check the understanding.

So we need to formulate our questions in another way:

“I was eating dinner when you called”.
Did I start eating my dinner before you called? (yes)
Did I stop eating my dinner when you called? (maybe)

Verb forms like this lend themselves very well to having their understanding checked with timelines. If you are referring to a timeline on the board with the short “past simple” action already marked, you could reformulate your questions like this:

When did I start eating dinner?
When did I stop eating dinner?

3. Concept questions should check the understanding of the language item, not of the situation.
For example, when checking understanding of mustn’t:

“You mustn’t walk on the grass”.
Why mustn’t I walk on the grass?

This question, quite apart from using the target language itself (see point 2), is checking understanding of the situation – the reasons why it is forbidden to walk on the grass – and not the meaning of mustn’t. Instead, we need to ask:

Is it ok if I walk on the grass? (no)
Can I decide? (no)

4. The questions shouldn’t use language which is overly complicated or long-winded, or more complicated than the target language.
For example:

“I had my nails done yesterday”.
Did I enlist the services of a beautician and put myself in his charge to undergo a manicure, or did I perform this beauty treatment myself?

This is, of course, an exaggerated example. The type of question, however, is a good one – it asks for a simple choice between two possibilities, and this brings us to point 5:

5. Concept questions should, where possible, require a simple yes or no, or a choice between two possibilities.
If you add shades of meaning, nuance and the possibility of debate to the answers, the likelihood of a successful check of understanding are reduced.

So, with the “nails” example, we can ask the same question like this:

“I had my nails done yesterday”.
Who did my nails? (the beautician)

Or, if you like:

Who did my nails? The beautician or me? (the beautician)

You could even go further, and present the choice between two possibilities by contrasting the target language with the alternative:

“I had my nails done yesterday”.
Who did my nails? (the beautician)
“I did my nails last weekend”.
Who did my nails? (me)

Here are a few more examples:

“She’s just come back from India”.
Did she go to India? (yes)
Did she go a long or short time ago? (a short time ago)

“If only I’d arrived yesterday”.
Did I arrive yesterday? (no)
Do I feel good or bad? (bad)

“He’s over the moon”.
Is he happy or sad? (happy)
Is he a little happy or very happy? (very happy)

Keith is the co-founder of Eslbase. He has been a teacher and teacher trainer for over 20 years, in Indonesia, Australia, Morocco, Spain, Italy, Poland, France and now in the UK.

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Comments

1. There seems to be this myth that concept checking questions must never contain the target language and yet perpetuators of this myth usually go on to give examples of concept checking questions that do contain the target language: e.g.
‘snow’: Is snow cold? Does it snow in your country? ‘wardrobe’ Do you keep clothes in a wardrobe?’ Would a better rule be that you usually do not use target GRAMMAR in concept checking questions? HELP!

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A good point, yes. Using the target language is very often necessary when concept checking vocabulary. Your new definition of the rule is a good one for concept checking grammar items.

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2. Thank you! This information was very helpful in my understanding to ask SIMPLE concept questions relating to the topic/situation.

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3. Isn’t it more about why we need to ask the concept Qs? And then decide on what we should try and what we should try not to do?
I was also taught concept Qs are very OK with various types of elicitations. Any ideas when?

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4. I am confused now…… You give a good description of using concept questions….. very helpful…… but then Andrea completely debunks your article……. with a very valid point….. and you instantly agree with her……
Also, ‘yes/no’ answers from students? Surely a full sentence answer is better…. and gives the student chance to repeat the target language……
I am not trying to make you people unhappy…… or be arrogant….. I could be wrong…… Be lucky!!

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Hi Jack

Thanks for your comment. I agree that Andrea’s point was very valid, but I’m not sure I agree that it completely debunks the article.

Her point was about using the target language when concept checking vocabulary, as opposed to concept checking grammar. She added some very useful precision to my point about not using the target language, pointing out that when concept checking VOCABULARY, it can sometimes be okay (and even helpful) to use the taget language in the question.

Hope that helps.

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5. hey there.
thanx for ur helpfull points.
What about the passive voice. How can we check this?
It’s the most difficult part of teaching grammar I think.

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6. Anyone know a good concept checking question for this? He takes after his father?

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Supposing the subject’s name is Jack, the following questions pertains: “Is similar to his father?”

If you were to dig for further understanding, “Whom do you take after?”

I disagree that you should always be seeking yes/no answers in CCQs. A student has a 50% chance of success from the beginning. Terrible idea.

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Nail: Hit right on the head. I don’t care what kind of answer a student gives as long as I haven’t provided her a 50% or better chance of success whether she understands or not. If the point is to actually (as opposed to nominally) check true comprehension, yes/no, T/F, A or B answers are just plain ineffective. I like to ask students to use the language correctly in a new and different sentence/situation. This assesses comprehension of form, vocabulary, communicative function, and register, all while also having the student actually manipulate the language. I don’t particularly care how accurate they are at this stage, nor how fluent, only that they can show me an understanding of the concepts at work. Without that, it is about 50% probable that you’ve just wasted everybody’s time.

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7. hello any idea on how to elicit the usage from students and the description of the usage in a lesson plan

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8. Do you think CCQ can be used in other subjects? For example, where foreign learners are in a mainstream school and the teacher is not sure if they have understood some concept in physics, maths, English Lit etc?

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I don’t see why not!

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9. Are these “good” concept questions to check understanding of Passive voice?

“What is important in this sentence the person or the action?”
“Do I know who did the action’?
“Do I need to know?”

Thanks

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Hi Paloma

I think it would depend a little on the particular passive sentence and the reason for using passive voice instead of active voice. But, generally speaking, your questions are good, and would work for a large number of passive sentences.

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10. There is, I think, an obvious flaw in the whole idea of very simplistic concept check questions of this nature, which is this: They run contrary to the whole idea of teaching using the communicative method (given that they are binary questions that require one word answers).

I also believe that many users may find them patronizing, particularly if the lesson is in a one-to-one context.

In the context of a one-to-one lesson, it’s better, I think, to invite a student to talk about the target language as a means of seeing whether they have understood. For example, with the oven:

“What types of food can you cook in an oven?” “Are there some foods (e..g pizza) that can only be cooked in an oven?” “What was the last thing that you cooked in an oven?” If they start talking about peas then it’s likely that they’ve not understood

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I agree 100%. What you have described is an actual assessment of comprehension that cannot be successfully navigated without… Y’know… actually comprehending the material in question. Where do I subscribe to your newsletter?

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Hi everyone!
I agree with the point that we need to distinguish between ccQs that are designed to check understanding of the meaning of a vocabulary item and those that are designed for a grammar point. As for the example of the “oven” above we could simply use a photograph or a picture and save ourselves the headache. Of course we can not adopt the same technique with “My car was stolen.”

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Hi Alkaris

I absolutely agree about the “oven” example – there are many other equally effective ways to check understanding, and it’s a case of choosing the most appropriate one for the item you’re checking. Have a look here for some of these:

https://www.eslbase.com/tefl-a-z/checking-understanding

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Teaching techniques: Concept questions - Eslbase.com

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What are concept questions? Why and how should we use them? A close look at this English language teaching classroom technique.