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Teach-This.com provides over 2300 printable ESL activities, worksheets, games and lessons to help you teach all the core skills associated with language learning: speaking, listening, reading, writing, pronunciation, vocabulary and grammar.

As well as PDFs, Teach-This.com also provides an online platform to help teachers share resources with students online and use them interactively. The platform has a variety of uses and can be used either in class or in online teaching situations with classes of varying sizes. In addition to the TeachThis materials, you can also use your own resources on the platform.

On each page of the website, you will find high-quality and professional ESL teaching activities both free and paid. You can use hundreds of our teaching resources for free, without the need to sign up. If you want complete access to all the PDF teaching materials in an unrestricted and editable format, we also offer exclusive online membership packages.

All the sections, subtopics and language points are clearly categorized and levelled with shortcut buttons to direct you quickly and easily to your desired teaching resource. Every teaching activity comes with a detailed description to help you decide which resource will best suit your needs. All of our membership teaching materials are editable and can be easily adapted to students from different countries and cultures. Each resource also comes in user-friendly A4 PDF format with full teacher's notes and answer keys.

The resources we offer can be developed into complete lessons, used to introduce or reinforce language, or used for extra practice or revision. The teaching activities are flexible enough to be easily incorporated into any lesson plan. Our teaching resources cover levels of English from beginner (A1) through to upper-intermediate (B2).

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Fun and engaging ESL activities, games and worksheets in printable PDF format with full teacher's notes and answers for English teachers to use in class.

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Welcome to TeachingEnglish

Be part of the world's largest online English teaching community. TeachingEnglish is a global programme for English teachers and teacher educators, drawing on UK and local expertise, and the unique insight and experience of the British Council. Build your professional network, share ideas and knowhow, and stay up to date with the latest research and innovations in teaching. You'll find lesson plans, events and learning resources to support your practice, as well as new opportunities to help your career grow - whether you're taking your first steps as an English language teacher, or your next steps as a teacher educator.

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Be part of the world's largest online English teaching community. TeachingEnglish is a global programme for English teachers and teacher educators, drawing on UK and local expertise, and the unique insight and experience of the British Council. Build your professional network, share ideas and knowhow, and stay up to date with the latest research and innovations in teaching.

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Beyond CLIL: Pluriliteracies Teaching for Deeper Learning : Coyle, Do: Amazon.it: Libri

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Uncovering CLIL: Content and Language Integrated Learning and Multilingual Education

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Compra Uncovering CLIL: Content and Language Integrated Learning and Multilingual Education. SPEDIZIONE GRATUITA su ordini idonei

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CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all.

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CLIL: Content and Language Integrated Learning (English Edition)

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CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book give...

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A cura di Letizia Cinganotto

L'innovazione rappresenta proprio il "filo rosso" di tutto il volume che, muovendo
dai principi fondamentali della metodologia CLIL, focalizza l'attenzione su alcune
strategie e tecniche didattiche per la progettazione e l'implementazione di attività
CLIL innovative, come il Project-Based Learning, il Phenomenon-Based Learning,
la Peer Instruction, il Debate.

Il volume è disponibile in libreria.

Edizione cartacea
ISBN: 9788891913210
Pagine: 96
Prezzo: 12,00 €

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CLIL & innovazione: leggi tutte le informazioni utili sui titoli della collana Insegnare nel XXI secolo.

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RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.

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English news and easy articles for students of English

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News in Levels « World News for Students of English

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We write news in three different levels of English. We want to help you understand English more. Now all students can enjoy reading and listening to news.

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1) Card Game

-Choose 3 cards each and Start describing the photo in the card (what can you see in the picture?, ....)

-Now turn the card around and read the “discussion” question (the questions were chosen with the aim to promote discussion about nutritional principles of foods)

- Take notes on the answers your mates give and report back to the class.

2) Listening Activity

Watch the video below and answer the questions.

https://www.youtube.com/watch?v=kIIS59cjzjI

Questions:

1. What process do plants use to make their own food?

a) Respiration

b) Photosynthesis

c) Combustion

d) Digestion

2. Which of these is a type of sugar?

a) Starch

b) Protein

c) Glucose

d) Vitamin

3. Which of these is made up of two smaller sugars joined together?

a) Monosaccharide

b) Disaccharide

c) Polysaccharide

d) None of the above

4. What enzyme helps to break down the sugar in milk?

a) Amylase

b) Sucrase

c) Lactase

d) Protease

5. Why don't starchy foods like bread and pasta taste as sweet as sugar?

a) They contain more water

b) They are not digestible

c) The glucose is joined together in long chains

d) They have less calories

3) Reading activity

Choose a short text ( an introduction to carbohydrates chemistry) an use traffic lights reading strategy.

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Computer Science Basics: Sequences, Selections, and Loops

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Structured programming in our life routine

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The computer system

https://docs.google.com/presentation/d/1aPK-T-jArSuYp4dFmk74jHingnBaiK6trAn2dzrSU2o/edit#slide=id.g2cdef52aecc_0_0

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What do you see?

What do you know about it?

What would you like to know about it?

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Cider house 3 by ai visions - jigsaw puzzle (108 pieces)

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Dettare una metodica by running dictating  -  Lavoro a coppie

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Dettare una metodica by running dictating  -  Lavoro a coppie

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To finish…

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…to finish…

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Food preservation

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Guess the hidden word in 6 tries. You can also share your own word!

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1. In the video, preservatives are shown to be essential for food preservation, effectively combating microbes and oxidation to prevent spoilage. The video suggests that preservatives like acids, sugar, salt, nitrates, and antioxidants are perfectly safe for consumption and play a crucial role in extending the shelf life of various food products. It subtly hints at some studies linking preservatives to health issues but emphasizes their overall safety when used in moderation. The video concludes by reassuring viewers that preservatives are carefully regulated by the FDA and are generally recognized as safe for consumption.

2. In the video, the focus is on exploring the environmental impact of food preservation methods, particularly the use of preservatives to extend shelf life. It delves into the history of food preservation techniques and their cultural significance in various regions worldwide. The video also touches on the importance of sustainable food practices and the potential benefits of alternative preservation methods, such as reducing packaging waste and promoting locally sourced produce. It concludes by advocating for a more holistic approach to food preservation that takes into account both health and environmental considerations.

3. In the video, the process of food spoilage is explained, highlighting the role of preservatives in keeping food edible by preventing deterioration caused by microbes and oxidation. The video discusses how preservatives create an inhospitable environment for microbes, ensuring food remains safe to consume. It also explores different types of preservatives, such as acids, sugar, salt, nitrates, nitrites, and antioxidants, and their impact on food safety and shelf life. The video concludes by addressing concerns about the safety of preservatives and the ongoing search for alternative methods to preserve food.

Correct answers:

3

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Questions:

1. What are the two major factors that cause food to go bad?

2. How do preservatives prevent deterioration caused by microbes in food?

3. How have people preserved food for thousands of years using bacteria?

4. What are some examples of synthetic preservatives that are acids?

5. How do sugar and salt act as preservatives in food?

6. What health risks are associated with antimicrobial nitrates and nitrites found in cured meats?

7. Why are antioxidant preservatives important in preventing chemical changes in food?

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Project management is the application of knowledge, skills, tools and techniques to project

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Project management is the application of knowledge, skills, tools and techniques to project

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activities to meet the project requirements and execute projects effectively and efficiently (definition by Project Management Institute).

The main elements of managing a project are: planning the project, managing the schedule, communicating project information.

The stakeholder is a person or group of people who is involved or has an interest in a project,

therefore he asks to be frequently updated on the status of the project.

Project managers are responsible for the planning, management, coordination and financial control of a project.

Typical activities of the project manager include:

• Defining and scheduling tasks.

• Defining constraints and deadlines.

• Cost Estimating.

• Identifying resources and assigning resources to tasks.

• Monitoring progress and rescheduling work.

• Preparing outputs, such as charts and reports.

Project management software lets project managers prepare project plans and monitor projects

including planning and managing time, costs, tasks, and resources.

Typical resources include equipment, material, services and labor.

A project is usually divided into several phases: each phase is marked by completion of one or more objectives or deliverables. A deliverable is a specific outcome of a task described in the project plan.

A project management life cycle contains five steps:

• initiation

• planning and design

• execution and construction

• monitoring and controlling systems

• closure.

Projects need to be performed with certain constraints: scope, time, and cost.

These constraints are referred to as Project Management Triangle, where each side represents a constraint.

One side of the triangle cannot be changed without impacting the others.

The time constraint refers to the amount of time available to complete the project.

The cost constraint refers to the budgeted amount available for the project.

The scope constraint refers to what must be done to produce the project’s end result.

The Work Breakdown Structure is the analytical representation of the project objectives in a hierarchical form.

The Gantt chart is a graphic representation of work activities shown by a time-scaled bar chart.

The milestone is a key event in the project plan.

Periodic and regular Project Review Meetings provide the opportunity to analyse and document project successes and difficulties, setting the milestones and deliverables for future project work.

The cost estimation evaluates needed resources and required schedules for a project.

The goal of cost estimation is to determine the amount of fixed and variable costs so that a cost formula can be used to predict future costs

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1. What are the main elements of managing a project?

2. Who is considered a stakeholder in a project and why do they need to be updated frequently?

3. What are the typical activities of a project manager?

4. How does project management software help project managers?

5. Why is a project usually divided into several phases?

6. What are the five steps in a project management life cycle?

7. How do constraints such as scope, time, and cost impact a project according to the Project Management Triangle?

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Project Planning for Beginners - Project Management Training

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1. Why is planning important for a project?

A. It helps save time and money

B. It ensures ongoing operational work

C. It guarantees immediate success

D. It focuses on short-term goals

2. What is the ultimate deliverable of a project?

A. A detailed timeline

B. A specific start date

C. A product or service

D. Ongoing operational work

3. What is the purpose of a deliverables diagram?

A. To visualize the project timeline

B. To identify project expenses

C. To determine work tasks

D. To showcase the ultimate deliverable

4. How does lack of planning affect a project?

A. It guarantees project success

B. It results in a failed project

C. It ensures credibility

D. It leads to ongoing operational work

5. Who is responsible for delivering the products or services in a project?

A. The project timeline

B. The project cost

C. The people resources

D. The deliverables diagram

6. What is one potential cost of not planning a project properly?

A. Loss of time and money

B. Increased energy levels

C. Improved credibility

D. More business opportunities

7. In project planning, what is referred to as scope?

A. The project timeline

B. The ultimate deliverable

C. The project expenses

D. The specific deliverables

Correct answers:

1. A

2. C

3. C

4. B

5. C

6. A

7. D

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Tools for understanding the process of planning and building projects, from our Project-Based Learning Professional Development Guide.

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Is CLIL coming of age? Interview with David Marsh

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Is CLIL coming of age? Interview with David Marsh

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Interview with David Marsh: Is CLIL ‘coming of age’?

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In this interview we ask David Marsh, one of the leading experts on CLIL, what he believes to be the main driving forces behind CLIL, why teachers should get involved and what the status of CLIL is now.

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TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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Podcast: Reflections on the CLIL Journey

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Interview by Crystal Green with David Marsh for the Nexus Global Conversation on the origins of CLIL in Europe (9 mins) originally recorded in 2015. Click the below link to listen.

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David Marsh - Author, Speaker, Advisor on Education, Creativity & Innovation. Officie Website.

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Do Coyle - What is the 4 Cs teaching framework? 4/7

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In ELT, forms of CLIL have previously been known as ' Content-based instruction', 'English across the curriculum' and 'Bilingual education'.

Why is CLIL important?
With the expansion of the European Union, diversity of language and the need for communication are seen as central issues.

Even with English as the main language, other languages are unlikely to disappear. Some countries have strong views regarding the use of other languages within their borders.

With increased contact between countries, there will be an increase in the need for communicative skills in a second or third language.

Languages will play a key role in curricula across Europe. Attention needs to be given to the training of teachers and the development of frameworks and methods which will improve the quality of language education

The European Commission has been looking into the state of bilingualism and language education since the 1990s, and has a clear vision of a multilingual Europe in which people can function in two or three languages.

How does CLIL work?
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners.

Knowledge of the language becomes the means of learning content

Language is integrated into the broad curriculum

Learning is improved through increased motivation and the study of natural language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate

CLIL is based on language acquisition rather than enforced learning

Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning

CLIL is long-term learning. Students become academically proficient in English after 5-7 years in a good bilingual programme

Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes

Reading is the essential skill.

CLIL helps to:

Introduce the wider cultural context

Prepare for internationalisation

Access International Certification and enhance the school profile

Improve overall and specific language competence

Prepare for future studies and / or working life

Develop multilingual interests and attitudes

Diversify methods & forms of classroom teaching and learning

Increase learner motivation.

CLIL in the classroom
CLIL assumes that subject teachers are able to exploit opportunities for language learning. The best and most common opportunities arise through reading texts. CLIL draws on the lexical approach, encouraging learners to notice language while reading. Here is a paragraph from a text on fashion:

The miniskirt is a skirt whose hemline is high above the knees (generally 200-300 mm above knee-level). Its existence is generally credited to the fashion designer Mary Quant, who was inspired by the Mini Cooper automobile, although André Courrèges is also often cited as its inventor, and there is disagreement as to who invented it first.

The language to be looked at in a passage like this falls into three categories - subject specific, academic and other lexis including fixed expressions and collocations:

The treatment of this lexis has the following features:

Noticing of the language by the learners

Focus on lexis rather than grammar

Focus on language related to the subject. Level and grading are unimportant

Pre-, while- and post-reading tasks are as appropriate in the subject context as in the language context.

The future of CLIL
There is no doubt that learning a language and learning through a language are concurrent processes, but implementing CLIL requires a rethink of the traditional concepts of the language classroom and the language teacher. The immediate obstacles seem to be:

Opposition to language teaching by subject teachers may come from language teachers themselves. Subject teachers may be unwilling to take on the responsibility.

Most current CLIL programmes are experimental. There are few sound research-based empirical studies, while CLIL-type bilingual programmes are mainly seen to be marketable products in the private sector.

CLIL is based on language acquisition, but in monolingual situations, a good deal of conscious learning is involved, demanding skills from the subject teacher.

The lack of CLIL teacher-training programmes suggests that the majority of teachers working on bilingual programmes may be ill-equipped to do the job adequately.

There is little evidence to suggest that understanding of content is not reduced by lack of language competence. Current opinion seems to be that language ability can only be increased by content-based learning after a certain stage.

Some aspects of CLIL are unnatural; such as the appreciation of the literature and culture of the learner's own country through a second language.

Until CLIL training for teachers and materials issues are resolved, the immediate future remains with parallel rather than integrated content and language learning. However, the need for language teaching reform in the face of Europeanisation may make CLIL a common feature of many European education systems in the future.

Where is CLIL happening?
CLIL has precedents in immersion programmes (North America) and education through a minority or a national language (Spain, Wales, France), and many variations on education through a 'foreign' language. Euro-funded projects show that CLIL or similar systems are being applied in some countries, but are not part of teacher-training programmes. There has been an increase in the number of schools offering 'alternative' bilingual curricula, and some research into training and methodology. Several major European organisations specialising in CLIL projects have emerged, including UNICOM, EuroCLIC and TIE-CLIL (see web references for details).

In the UK the incentive comes from the Content and Language Integration Project (CLIP) hosted by CILT, (the National Centre for Languages) which is the UK government's centre of expertise on languages. CILT monitors a number of projects covering the 7-16 age range and involving innovations in language teaching such as the integration of French into the primary curriculum. Other research is based at the University of Nottingham, while teacher training and development courses in CLIL are available through NILE (the Norwich Institute for Language Education).

Further reading
Translanguage in Europe www.tieclil.org
Centre for Information on Language, Teaching and Research www.cilt.org.uk
Forum for Across the Curriculum Teaching www.factworld.info
The BBC and British Council are not responsible for the content of external web sites, neither do we endorse them. These are the recommendations of the writer.

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Content and Language Integrated Learning

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In ELT, forms of CLIL have previously been known as 'Content-based instruction', 'English across the curriculum' and 'Bilingual education'. Why is CLIL important? How does CLIL work? The advantages of CLIL CLIL in the classroom The future of CLIL Where is CLIL happening?

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Underlying principles
The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation.

While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. The theory may be solid, but questions remain about how theory translates into classroom practice.

Classroom principles
Some of the basic principles of CLIL are that in the CLIL classroom:

Language is used to learn as well as to communicate

It is the subject matter which determines the language needed to learn.

Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum

Communication - Using language to learn whilst learning to use language

Listening is a normal input activity, vital for language learning

Reading, using meaningful material, is the major source of input

Integrate language and skills, and receptive and productive skills

Lessons are often based on reading or listening texts / passages

The language focus in a lesson does not consider structural grading

Listen and label a diagram/picture/map/graph/chart

Listen and fill in a table

Question loops - questions and answers, terms and definitions, halves of sentences

Information gap activities with a question sheet to support

Trivia search - 'things you know' and 'things you want to know'
The BBC and British Council are not responsible for the content of external web sites, neither do we endorse them. These are the recommendations of the writer.
Class surveys using questionnaires

20 Questions - provide language support frame for questions

Students present information from a visual using a language support handout.

Listen and make notes on specific information (dates, figures, times)

Listen and reorder information

Listen and identify location/speakers/places

Listen and label the stages of a process/instructions/sequences of a text

Listen and fill in the gaps in a text

Language is functional and dictated by the context of the subject

Language is approached lexically rather than grammatically

Learner styles are taken into account in task types.

Speaking focuses on fluency. Accuracy is seen as subordinate

Writing is a series of lexical activities through which grammar is recycled.

Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language

Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:

In a CLIL lesson, all four language skills should be combined. The skills are seen thus:

For teachers from an ELT background, CLIL lessons exhibit the following characteristics:

In many ways, then, a CLIL lesson is similar to an ELT integrated skills lesson, except that it includes exploration of language, is delivered by a teacher versed in CLIL methodology and is based on material directly related to a content-based subject. Both content and language are explored in a CLIL lesson. A CLIL 'approach' is not far removed from humanistic, communicative and lexical approaches in ELT, and aims to guide language
processing and supports language production in the same way that an ELT course would by teaching techniques for exploiting reading or listening texts and structures for supporting spoken or written language.

Lesson framework
A CLIL lesson looks at content and language in equal measure, and often follows a four-stage framework.

Processing the text
The best texts are those accompanied by illustrations so that learners can visualise what they are reading. When working in a foreign language, learners need structural markers in texts to help them find their way
through the content. These markers may be linguistic (headings, sub-headings) and/or diagrammatic. Once a 'core knowledge' has been identified, the organisation of the text can be analysed.

Identification and organisation of knowledge
Texts are often represented diagrammatically. These structures are known as 'ideational frameworks' or 'diagrams of thinking', and are used to help learners categorise the ideas and information in a text. Diagram types include tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these. The structure of the text is used to facilitate learning and the creation of activities which focus on both language development and core content knowledge.

Language identification
Learners are expected to be able to reproduce the core of the text in their own words. Since learners will need to use both simple and more complex language, there is no grading of language involved, but it is a good idea for the teacher to highlight useful language in the text and to categorise it according to function. Learners may need the language of comparison and contrast, location or describing a process, but may also need certain discourse markers, adverb phrases or prepositional phrases. Collocations, semi-fixed expressions and set phrases may also be given attention as well as subject-specific and academic vocabulary.

Tasks for students
There is little difference in task-type between a CLIL lesson and a skills-based ELT lesson. A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and do' genre. A menu of listening activities might be:

Tasks designed for production need to be subject-orientated, so that both content and language are recycled. Since content is to be focused on, more language support than usual in an ELT lesson may be required.
Typical speaking activities include:

Conclusion
From a language point of view the CLIL 'approach' contains nothing new to the EL teacher. CLIL aims to guide language processing and 'support language production in the same way as ELT by teaching strategies for
reading and listening and structures and lexis for spoken or written language. What is different is that the language teacher is also the subject teacher, or that the subject teacher is also able to exploit opportunities for
developing language skills. This is the essence of the CLIL teacher training issue.

Further reading
Forum for Across the Curriculum Teaching - www.factworld.info/
Comenius Project TL2L - www.tl2l.nl/
European Centre for Modern Languages - www.ecml.at/
Norwich Institute for Language Education - www.nile-elt.com
Science Across the Curriculum - www.scienceacross.org
EuroCLIC - www.euroclic.org
The National Centre for Languages (CILT) - www.cilt.org.uk
Content and Language Integrated Project (CLIP) - www.cilt.org.uk/clip/

Steve Darn, Izmir University of Economics, Turkey

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Underlying principles The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language ' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP).

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Word clouds and brainstorming

https://www.abcya.com/games/word_clouds

https://answergarden.ch/

https://www.mentimeter.com/

Brain breaks

https://www.weareteachers.com/brain-breaks-for-kids/

https://www.edutopia.org/article/17-brain-breaks-tailored-for-high-schoolers/

Quizzes and games

https://quizizz.com/

https://learningapps.org/

https://quizlet.com/it

Video and activities

https://twee.com/

Boards

https://en.linoit.com/

https://padlet.com