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Spelling Tips and Tricks – Making Words Plural

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Why do we add S to some words but ES to others? And when a word ends with Y, how do we know whether to change the Y to I before adding the plural suffix? And why on earth does knife become knives? You can unravel these mysteries with six simple rules.

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english as a foreign language worksheets

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This section is all about food although some combination exercises will also be posted here. There are FREE word searches, food pyramid activities, and many more to choose from.

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18 countable food flashcards showing food items in plural.

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ESL-Kids - ESL Flashcards | Food & Drink

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Free ESL resources for kids including flashcards, handwriting worksheets, classroom games and children's song lyrics.

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Animal Flashcards, Animal printables, Animal PowerPoint presentations, Animal Worksheets

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MES Flashcards - free printable flashcards with matching game cards, worksheets, vocabulary handouts, classroom activities, and games.

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Angielski słownictwo - wiedza dotycząca krajów anglojęzycznych

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Słownictwo z zakresu wiedzy dotyczącej krajów anglojęzycznych. Materiały przygotowane przez najlepszych nauczycieli języka angielskiego.

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Comparison of adjectives in English Grammar - Regular and irregular forms and examples

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Kaboom - na patyczkach do lodów wyspisuję / rysuję słowka do tłumaczenia, wkładam do kubeczka, 1 na 10 patyczków to KABOOM - kto  trafi na kaboom traci zdobyte pukty i wkłada wszytskie patyczki do kubeczka. Swietna zabawa! :)

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Kaboom - na patyczkach do lodów wyspisuję / rysuję słowka do tłumaczenia, wkładam do kubeczka, 1 na 10 patyczków to KABOOM - kto  trafi na kaboom traci zdobyte pukty i wkłada wszytskie patyczki do kubeczka. Swietna zabawa! :)

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Jak się czyta hear, here, hair i her? Czy może wszystko tak samo? Dlaczego w angielskim jest tyle podobnych słów? - Na to ostatnie pytanie tu odpowiedzi nie ma, ale na dwa pierwsze jak najbardziej. Mam nadzieję, że teraz już będziecie z łatwością odróżniać włosy od słyszenia, tutaj i jej.

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Hello Summer Online jest szkoleniem przeznaczonym dla nauczycieli języka angielskiego, niemieckiego lub hiszpańskiego pracujących z dziećmi, młodzieżą oraz z dorosłymi.Szkolenie jest przeznaczone dla osób poszukujących gotowych do wydruku rozwiązań, oryginalnych pomysłów i pięknie wykonanych autorskich materiałów. Szkolenie zawiera 34 gry i zabawy wielokrotnego użytku o tematyce wakacyjnej do wykorzystania podczas zajęć w szkole państwowej, językowej oraz kolonii i półkolonii.

NAJWAŻNIEJSZE INFORMACJE O HELLO SUMMER :
Szkolenie Hello Summer Online (druga edycja) zawiera:
- 34 gry w 1 wybranym języku: angielski, niemiecki lub hiszpański
- gry szkoleniowe zapisane na pendrivie
- film instruktażowy dostępny online
- torbę dla nauczyciela
- materiały szkoleniowe w formie książki w języku polskim
- zaświadczenie o uczestnictwie w szkoleniu

Po zakupie szkolenia Hello Summer, uczestnik otrzymuje natychmiastowy dostęp do filmu szkoleniowego (link i hasło dostępne w e-mailu), pozostałe materiały (pendrive z grami, książka, certyfikat) są wysyłane przesyłką kurierską w ciągu 3 dni na wskazany podczas zakupów adres.

Lista gier ze szkolenia Hello Summer: Karty Obrazkowe, Karty Wyrazowe, Karta Pracy z wszystkimi grafikami, Bingo Story, Story Stripes, Conversation Questions, Would You Rather, Grid Game Grammar, Grid Game Kids, Happy Family, Puzzle, Rzepy i Tasiemki, Speaking Icons, Tic-Tac-Toe, Vocabulary Circles, Grammar Circles, Dobble, Unscramble, Icebreakers, Question Marks, Pola Funkcyjne, Square Puzzles, Up&Down Board Game Questions, Up&Down Board Game Pictures, Mirror Reading, Bingo & Dice, Karty Pracy - Match, Unscramble, Sudoku, Crossword, Mind Map, Wordsearch, Speech Bubbles

Słownictwo ze szkolenia Hello Summer: kantor, dewizy, obce waluty, wymeldować, zameldować, pamiątka, zmęczenie po podróży, zwiedzać miasto, zwiedzać, napoje orzeźwiające, przekąski, nadmuchiwany materac, ratownik, klimatyzator, krem do opalania, opalać się, dokumenty ubezpieczeniowe, przewodnik, trasa podróży, mapa, zalewać się potem, upał, wypoczynek, czas wolny, iść na pieszą wędrówkę, iść z plecakiem, grillować, kosiarka, spryskiwacz wodny, wąż wodny, popołudniowa drzemka, hamak, leniuchowanie, burza, piorun, nurkowanie z maską na wodzie, nurkowanie pod wodą, jechać za granicę, podróżnik, zakwaterowanie, nocleg, molo, latawiec, walizka, obcokrajowcy, autostopowicz

Jeśli interesuje Cię zakup szkolenia Hello Summer w 2 lub 3 różnych językach to proszę o kontakt mailowy (info@agnieszkaiwanicka.pl) - dodatkowy zestaw gier w innym języku to koszt 50% ceny szkolenia.

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Hello Summer Online jest szkoleniem przeznaczonym dla nauczycieli języka angielskiego, niemieckiego lub hiszpańskiego pracujących z dziećmi, młodzieżą oraz z dorosłymi.Szkolenie jest przeznaczone dla osób poszukujących gotowych do wydruku rozwiązań, oryginalnych pomysłów i pięknie wykonanych autorskich materiałów. Szkolenie zawiera 34 gry i zabawy wielokrotnego użytku o tematyce wakacyjnej do wykorzystania podczas zajęć w szkole państwowej, językowej oraz kolonii i półkolonii.

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Lista gier ze szkolenia Hello Summer: Karty Obrazkowe, Karty Wyrazowe, Karta Pracy z wszystkimi grafikami, Bingo Story, Story Stripes, Conversation Questions, Would You Rather, Grid Game Grammar, Grid Game Kids, Happy Family, Puzzle, Rzepy i Tasiemki, Speaking Icons, Tic-Tac-Toe, Vocabulary Circles, Grammar Circles, Dobble, Unscramble, Icebreakers, Question Marks, Pola Funkcyjne, Square Puzzles, Up&Down Board Game Questions, Up&Down Board Game Pictures, Mirror Reading, Bingo & Dice, Karty Pracy – Match, Unscramble, Sudoku, Crossword, Mind Map, Wordsearch, Speech Bubbles

Słownictwo ze szkolenia Hello Summer: kantor, dewizy, obce waluty, wymeldować, zameldować, pamiątka, zmęczenie po podróży, zwiedzać miasto, zwiedzać, napoje orzeźwiające, przekąski, nadmuchiwany materac, ratownik, klimatyzator, krem do opalania, opalać się, dokumenty ubezpieczeniowe, przewodnik, trasa podróży, mapa, zalewać się potem, upał, wypoczynek, czas wolny, iść na pieszą wędrówkę, iść z plecakiem, grillować, kosiarka, spryskiwacz wodny, wąż wodny, popołudniowa drzemka, hamak, leniuchowanie, burza, piorun, nurkowanie z maską na wodzie, nurkowanie pod wodą, jechać za granicę, podróżnik, zakwaterowanie, nocleg, molo, latawiec, walizka, obcokrajowcy, autostopowicz

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one-to-one -> Wordcards w pięciu odsłonach

Małe duże -> 5 sposobów na maty KIDDO

made by kate -> “Zapuszkuj” swoje zajęcia na 5 sposobów!

Londonopoly -> 5 pomysłów na chochlę do zupy

Let’s read in English -> 5 eggstra pomysłów na wykorzystanie plastikowych jajek otwieranych na zajęciach
Karolina Kępska Teacher Trainer -> 5 żyć kartonowego pudełka

Karolina Lubas -> 5 sposobów na kostki obrazkowe

Enjoy English -> 5 pomysłów na zlaminowaną kartkę papieru

English Freak -> 5 pomysłów na karty obrazkowe

Edyta Pikulska -> 5 sposobów na wykorzystanie klocków podczas zajęć

Head Full of Ideas -> 5 pomysłów na lodowe kubeczki

Get Engspired -> 5 pomysłów na karteczki samoprzylepne
Enjoy English – 5 pomysłów na zalaminowaną kartkę papieru
English Freak -> 5 pomysłów na karty obrazkowe
Edyta Pikulska -> 5 sposobów na wykorzystanie klocków podczas zajęć
Easy Teaching Ideas -> 5 pomysłów na wykorzystanie spinaczy do bielizny

AngSchool -> 5 nowych żyć dla ścinków

Angielskie Bajanie -> 5 pomysłów na tekturowe rolki

High 5!

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Hey

Here comes an April set of 5 budding lesson ideas:

HEY, FUTURE YOU! - based on postcards students write to their future ... selves

HEADLINES FROM THE FUTURE - based on a site forecasting the news of the future

THINK WRONG - inspired by Facebook's "slogan factory": the Facebook Analog Research Laboratory

TALK TO MY ... AI - inspired by IBM Watson's personality analyzer

KNOCK, KNOCK - a complete lesson plan from Story Barrio, inspired by this lady

They come with a sunny promise of spring approaching and apologies for a slight delay :)

Scroll down, explore the budding lessons and tweak them ... in the bud. Please let me know what works and what needs a major makeover.

See you in a month with a brand new set of budding lessons!

Milada :)
A personalised writing activity (revision or practice or exam prep)
Topics: any

Minimal level: A2

Language focus: up to you

This idea adds a personal touch and a thrill of adventure to your regular writing practice.

It was inspired by this postbox with a message, which I came across (and took advantage of!) during a conference in Dublin.

Not a new idea perhaps but it struck a chord with me. The postcard I wrote to myself is expected to reach me in 12 months. And here is how the idea can translate into a lesson.

BEFORE THE LESSON

Depending on your lesson aims, decide on a language-driven aim (e.g. have students review a set of lexical items before a test; get them to use the target grammar point during a freer writing practice activity; have them practise writing informal emails).

Select a text type, depending on the students' level and interests.

Plan how you are going to deliver the messages to students and when (12 months may be too long).

THE MESSAGE-WRITING LESSON

1. Set the context for a "Hey, future me!" writing task. Create an incentive. Get students excited about the prospect of receiving the message they write today in 2, 3 or 6 months from now.

2. Provide clear instructions and a model text. Preferably, design a visually attractive template or have students design it themselves. See the clean design of these postcards:

1. While students are writing, encourage them to ask all the questions that spring to mind to ensure that the message they come up with is as accurate as possible. At the same time, make sure students keep their messages personal and genuine.

2. Have envelopes ready so students can keep their messages away from the prying eyes.

THE MESSAGE-OPENING LESSON

1. Store the sealed messages until the deadline.

2. Plan how to celebrate the message-opening part of the lesson. Here are some ideas:

Students write the messages on the first day of the term and then open them in the final lesson. Focus on aims accomplishment or the progress they have made during the course (e.g. if preparing for a written exam).

Students write the first message during the first major revision lesson. With each subsequent revision lesson, they open the message and add to it/refine it, each time using the newly acquired language.

For grammar buffs: Students write the message early on in the course. Then when they open it, use this as an excuse to introduce reported speech (e.g. I thought...; I wondered...; I asked myself...; etc.).

HEADLINES FROM THE FUTURE
A grammar-rich lesson (based on forecasts of the near future)
Topics: future, progress, science, tech, innovation, media, news

Minimal level: C1

Language focus: more advanced structures to talk about the future, e.g.:

Future Continuous

Future Perfect

Future Perfect Continuous

definitely, surely, possibly + future forms

be bound to + infinitive

future time clauses

only when ... + inverted will

This is inspired by a news website forecasting the future: http://www.newsoffuture.com/

BEFORE THE LESSON

Space Trip - Christmas Present of the Year (December 15, 2030)

Euro Banknotes Invalid by Friday (September 26, 2040)

Now You Can Have Your Therapist 24/7 (September 1, 2040)

The World's Largest Cross-Country Skirace Is Cancelled ... Forever (August 8, 2025)

Depending on your students' level and time available, use as little or as much text as possible. Ideally, to promote extensive reading, send students online to select the 3 most intriguing headlines.

DURING THE LESSON

Put the headlines with dates up on the walls around the room. Have students walk around in pairs and predict what each article says about the future. Time allowing, let students compare their guesses with the actual news bites.

Using the grammar structures you want to focus on, paraphrase the headlines and use the marker sentences to clarify the target structures. Alternatively, encourage students to complete your gapped paraphrases and elicit the target structures. Examples:

By the end of 2040, banknotes and coins will have disappeared from the market. Only when the major psychological associations back the project, will people get 24/7 access to AI therapists.

For further (speaking) practice, have students use the target grammar points to discuss their answers to these questions:
Which of the forecasts seems the most/least likely? Why? Which of the forecasts will be the most/least problematic to promote among the elderly? Why? Which of the forecasts will have the most detrimental/positive effects? Why?

Finally, let each pair of students choose one newsbite from the site. Based on the idea presented in the article, student A creates an optimistic vision of the future while Students B creates a highly pessimistic scenario. Both students use the target grammar to either make their mini-speeches or debate the issue in pairs.
A conversation-rich lesson (Business English or General English)
Topics: the social media, innovation, leadership, company culture, millennial entrepreneurs, modern workspaces, advertising, marketing, creativity

Minimal level: B1+

Language focus: up to you

THINK TIME

Give students some background info about the Facebook Analog Research Lab:
The Lab is a workshop at Facebook's headquarters created to get the staff away from their computers. They can use the tools available in the Lab to make posters, booklets, T-shirts and other objects as long as these represent Facebook's company culture. Groups of employees visit it on a weekly basis to create posters and objects with motivational messages that often are displayed in Facebook's offices.

Have students discuss the idea in 2 groups:

1. Group A is in favour of the idea - they generate arguments in favour.

2. Group B opposes the idea - they generate arguments against.

Students work in mixed pairs (A+B) to discuss whether the Lab should be kept or closed. Give them selected quotes from this article about the Lab (see some examples below) to fuel the discussion. Encourage students to use the arguments brainstormed earlier in groups.
"The lab is partially intended as an outlet for the online-obsessed to work with their hands." "This analog antidote to the social network's digital world underscores Facebook's effort to avoid an identity crisis as it grows, and ensure its employees - whether there are 10 or 10,000 of them- are well-versed in its mission and values." "(The Lab is) the nerve center for the internal evangelism that shapes the company's soul and a playground where Facebook's employees can get offline." "(The Lab is) Facebook's "secret propaganda arm."" "(The Analog Research Lab is) trying to (...) stay true to the startup culture, hacker culture, that made Facebook successful all along ..." "When you make a book or make a poster, it's a strong signal that this idea is worth paying attention to." "If people take ownership of their physical space, then they feel like they're empowered and in control."
PLAYTIME

Get students to complete these slogans taken straight from Facebook's office walls. Have them proceed in two steps:

Step 1: Students get into the shoes of Facebook employees to reflect that company's culture.

Step 2: Students complete the slogans for their own company (real or imagined).

RE-THINK TIME

In groups, students discuss their answers to these questions:

1. What do the slogans tell you about (i) Facebook's company culture and (ii) your own company's culture?

2. To what extent is the Lab a propaganda tool in the hands of Facebook's CEOs?

3. What better/other ways of reinforcing the company's culture and values in a modern company can you think of?

TALK TO MY ... AI A speaking & vocabulary lesson (based on a conversation with AI)
Topics: artificial intelligence, progress, future, technology, science, psychology/personality, teamwork, recruitment

Minimal level: B1+

Language focus: lexical chunks used in this text: http://www.ibmpersonalitee.com/personalities

Online tools: Students need access to mobile devices outside the classroom to have an online chat with Watson - an AI program developed by IBM. The chat is designed as a test which helps to define the student's personality type. It is available here: http://www.ibmpersonalitee.com/

BEFORE THE LESSON

1. Do the test yourself to see the scope of questions asked: http://www.ibmpersonalitee.com/

2. Do not tell students anything about the 5 personality types.

3. Get students to have an online chat with Watson: http://www.ibmpersonalitee.com/ Tell them to take notes of Watson's questions and comments.

DURING THE LESSON
PERSONALITY TYPES

Based on their own Watson test results, ask students to match these descriptions to the 5 personality types (See all the profiles here: http://www.ibmpersonalitee.com/personalities)
Connector Dynamo Maverick Mentor Navigator (1) ... is a dedicated and loyal friend whose willingness to stand up for others makes people look to them as a trusted advisor. They have the ability to keep everyone together and on target. (2) ... is a person who, at their core, cares passionately about the human experience. They value empathy above all else and are often able to comprehend details that others completely miss. They take time to listen and respond accordingly. (3) ... is an "old soul", relying on their past experiences to provide insight on what is coming next. They can answer all sorts of different questions with surprising accuracy and have a healthy attitude about life. (4) ... is constantly seeking new experiences. They are restless adventurers who are constantly finding wonder & curiosity in the world around them. They are unique and are rarely in the same place twice. (5) ... is an energetic individual who naturally captivates audiences. They are adept at bringing people together to work through problems and are a seemingly endless source of ideas. Answers:
2. In pairs, students guess each other's personality types.

3. Focus on the language: Select 6-8 phrases from the text and have students work out their meaning. Ask a few concept checking questions before you get students to activate the new lexis.

4. In new pairs, students discuss this scenario, activating the new vocabulary:
You are launching a new company. You need to hire a super efficient team of 3 people. You two will be in charge of the business but also take part in team projects. Before you start recruitment, decide which personality types you need on your team, apart from you.
ARTIFICIAL INTELLIGENCE

5. In groups, students discuss these questions:

1. How did it feel when you had an online conversation with AI?

2. Do you trust its verdict?

3. Should we allow AI to define human personality types? Why?/Why not?

4. How can AI affect our future, as regards our (i) personal life and (ii) professional life?

5. Who should monitor the development of AI worldwide and how?

NB: If your students need more input about AI, give students access to this info about artificial intelligence:

5 AI Trends To Know In 2018: CLICK HERE

Artificial Intelligence Will Replace All Human Workers In The Near Future, Says AI Expert: CLICK HERE

Infographic "AI and Opportunities" via @ipfconline1

KNOCK, KNOCK A speaking/writing/vocabulary/reading lesson (story-rich)
Topics: dreams, plans, goals, risk-taking, life stages, crime

Minimal level: B1+

Language focus: lexis from this story, related to dreams coming true

Download the lesson plan and handout here. Have a closer look at these two activities which can be used outside this particular lesson:

the 1-3-5 activity (writing)

the 4 WHY questions activity (writing/speaking)

Photos: Jana Jedinak and Zoltan Tasi via unsplash.com Featured image: Ryoji Hayasaka via unsplash.com

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Hey Here comes an April set of 5 budding lesson ideas: HEY, FUTURE YOU! - based on postcards students write to their future ... selves HEADLINES FROM THE FUTURE - based on a site forecasting the news of the future THINK WRONG - inspired by Facebook's "slogan factory": the Facebook Analog Research Laboratory TALK TO MY ......

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Hey

Here comes an April set of 5 budding lesson ideas:

HEY, FUTURE YOU! - based on postcards students write to their future ... selves

HEADLINES FROM THE FUTURE - based on a site forecasting the news of the future

THINK WRONG - inspired by Facebook's "slogan factory": the Facebook Analog Research Laboratory

TALK TO MY ... AI - inspired by IBM Watson's personality analyzer

KNOCK, KNOCK - a complete lesson plan from Story Barrio, inspired by this lady

They come with a sunny promise of spring approaching and apologies for a slight delay :)

Scroll down, explore the budding lessons and tweak them ... in the bud. Please let me know what works and what needs a major makeover.

See you in a month with a brand new set of budding lessons!

Milada :)
A personalised writing activity (revision or practice or exam prep)
Topics: any

Minimal level: A2

Language focus: up to you

This idea adds a personal touch and a thrill of adventure to your regular writing practice.

It was inspired by this postbox with a message, which I came across (and took advantage of!) during a conference in Dublin.

Not a new idea perhaps but it struck a chord with me. The postcard I wrote to myself is expected to reach me in 12 months. And here is how the idea can translate into a lesson.

BEFORE THE LESSON

Depending on your lesson aims, decide on a language-driven aim (e.g. have students review a set of lexical items before a test; get them to use the target grammar point during a freer writing practice activity; have them practise writing informal emails).

Select a text type, depending on the students' level and interests.

Plan how you are going to deliver the messages to students and when (12 months may be too long).

THE MESSAGE-WRITING LESSON

1. Set the context for a "Hey, future me!" writing task. Create an incentive. Get students excited about the prospect of receiving the message they write today in 2, 3 or 6 months from now.

2. Provide clear instructions and a model text. Preferably, design a visually attractive template or have students design it themselves. See the clean design of these postcards:

1. While students are writing, encourage them to ask all the questions that spring to mind to ensure that the message they come up with is as accurate as possible. At the same time, make sure students keep their messages personal and genuine.

2. Have envelopes ready so students can keep their messages away from the prying eyes.

THE MESSAGE-OPENING LESSON

1. Store the sealed messages until the deadline.

2. Plan how to celebrate the message-opening part of the lesson. Here are some ideas:

Students write the messages on the first day of the term and then open them in the final lesson. Focus on aims accomplishment or the progress they have made during the course (e.g. if preparing for a written exam).

Students write the first message during the first major revision lesson. With each subsequent revision lesson, they open the message and add to it/refine it, each time using the newly acquired language.

For grammar buffs: Students write the message early on in the course. Then when they open it, use this as an excuse to introduce reported speech (e.g. I thought...; I wondered...; I asked myself...; etc.).

HEADLINES FROM THE FUTURE
A grammar-rich lesson (based on forecasts of the near future)
Topics: future, progress, science, tech, innovation, media, news

Minimal level: C1

Language focus: more advanced structures to talk about the future, e.g.:

Future Continuous

Future Perfect

Future Perfect Continuous

definitely, surely, possibly + future forms

be bound to + infinitive

future time clauses

only when ... + inverted will

This is inspired by a news website forecasting the future: http://www.newsoffuture.com/

BEFORE THE LESSON

Space Trip - Christmas Present of the Year (December 15, 2030)

Euro Banknotes Invalid by Friday (September 26, 2040)

Now You Can Have Your Therapist 24/7 (September 1, 2040)

The World's Largest Cross-Country Skirace Is Cancelled ... Forever (August 8, 2025)

Depending on your students' level and time available, use as little or as much text as possible. Ideally, to promote extensive reading, send students online to select the 3 most intriguing headlines.

DURING THE LESSON

Put the headlines with dates up on the walls around the room. Have students walk around in pairs and predict what each article says about the future. Time allowing, let students compare their guesses with the actual news bites.

Using the grammar structures you want to focus on, paraphrase the headlines and use the marker sentences to clarify the target structures. Alternatively, encourage students to complete your gapped paraphrases and elicit the target structures. Examples:

By the end of 2040, banknotes and coins will have disappeared from the market. Only when the major psychological associations back the project, will people get 24/7 access to AI therapists.

For further (speaking) practice, have students use the target grammar points to discuss their answers to these questions:
Which of the forecasts seems the most/least likely? Why? Which of the forecasts will be the most/least problematic to promote among the elderly? Why? Which of the forecasts will have the most detrimental/positive effects? Why?

Finally, let each pair of students choose one newsbite from the site. Based on the idea presented in the article, student A creates an optimistic vision of the future while Students B creates a highly pessimistic scenario. Both students use the target grammar to either make their mini-speeches or debate the issue in pairs.
A conversation-rich lesson (Business English or General English)
Topics: the social media, innovation, leadership, company culture, millennial entrepreneurs, modern workspaces, advertising, marketing, creativity

Minimal level: B1+

Language focus: up to you

THINK TIME

Give students some background info about the Facebook Analog Research Lab:
The Lab is a workshop at Facebook's headquarters created to get the staff away from their computers. They can use the tools available in the Lab to make posters, booklets, T-shirts and other objects as long as these represent Facebook's company culture. Groups of employees visit it on a weekly basis to create posters and objects with motivational messages that often are displayed in Facebook's offices.

Have students discuss the idea in 2 groups:

1. Group A is in favour of the idea - they generate arguments in favour.

2. Group B opposes the idea - they generate arguments against.

Students work in mixed pairs (A+B) to discuss whether the Lab should be kept or closed. Give them selected quotes from this article about the Lab (see some examples below) to fuel the discussion. Encourage students to use the arguments brainstormed earlier in groups.
"The lab is partially intended as an outlet for the online-obsessed to work with their hands." "This analog antidote to the social network's digital world underscores Facebook's effort to avoid an identity crisis as it grows, and ensure its employees - whether there are 10 or 10,000 of them- are well-versed in its mission and values." "(The Lab is) the nerve center for the internal evangelism that shapes the company's soul and a playground where Facebook's employees can get offline." "(The Lab is) Facebook's "secret propaganda arm."" "(The Analog Research Lab is) trying to (...) stay true to the startup culture, hacker culture, that made Facebook successful all along ..." "When you make a book or make a poster, it's a strong signal that this idea is worth paying attention to." "If people take ownership of their physical space, then they feel like they're empowered and in control."
PLAYTIME

Get students to complete these slogans taken straight from Facebook's office walls. Have them proceed in two steps:

Step 1: Students get into the shoes of Facebook employees to reflect that company's culture.

Step 2: Students complete the slogans for their own company (real or imagined).

RE-THINK TIME

In groups, students discuss their answers to these questions:

1. What do the slogans tell you about (i) Facebook's company culture and (ii) your own company's culture?

2. To what extent is the Lab a propaganda tool in the hands of Facebook's CEOs?

3. What better/other ways of reinforcing the company's culture and values in a modern company can you think of?

TALK TO MY ... AI A speaking & vocabulary lesson (based on a conversation with AI)
Topics: artificial intelligence, progress, future, technology, science, psychology/personality, teamwork, recruitment

Minimal level: B1+

Language focus: lexical chunks used in this text: http://www.ibmpersonalitee.com/personalities

Online tools: Students need access to mobile devices outside the classroom to have an online chat with Watson - an AI program developed by IBM. The chat is designed as a test which helps to define the student's personality type. It is available here: http://www.ibmpersonalitee.com/

BEFORE THE LESSON

1. Do the test yourself to see the scope of questions asked: http://www.ibmpersonalitee.com/

2. Do not tell students anything about the 5 personality types.

3. Get students to have an online chat with Watson: http://www.ibmpersonalitee.com/ Tell them to take notes of Watson's questions and comments.

DURING THE LESSON
PERSONALITY TYPES

Based on their own Watson test results, ask students to match these descriptions to the 5 personality types (See all the profiles here: http://www.ibmpersonalitee.com/personalities)
Connector Dynamo Maverick Mentor Navigator (1) ... is a dedicated and loyal friend whose willingness to stand up for others makes people look to them as a trusted advisor. They have the ability to keep everyone together and on target. (2) ... is a person who, at their core, cares passionately about the human experience. They value empathy above all else and are often able to comprehend details that others completely miss. They take time to listen and respond accordingly. (3) ... is an "old soul", relying on their past experiences to provide insight on what is coming next. They can answer all sorts of different questions with surprising accuracy and have a healthy attitude about life. (4) ... is constantly seeking new experiences. They are restless adventurers who are constantly finding wonder & curiosity in the world around them. They are unique and are rarely in the same place twice. (5) ... is an energetic individual who naturally captivates audiences. They are adept at bringing people together to work through problems and are a seemingly endless source of ideas. Answers:
2. In pairs, students guess each other's personality types.

3. Focus on the language: Select 6-8 phrases from the text and have students work out their meaning. Ask a few concept checking questions before you get students to activate the new lexis.

4. In new pairs, students discuss this scenario, activating the new vocabulary:
You are launching a new company. You need to hire a super efficient team of 3 people. You two will be in charge of the business but also take part in team projects. Before you start recruitment, decide which personality types you need on your team, apart from you.
ARTIFICIAL INTELLIGENCE

5. In groups, students discuss these questions:

1. How did it feel when you had an online conversation with AI?

2. Do you trust its verdict?

3. Should we allow AI to define human personality types? Why?/Why not?

4. How can AI affect our future, as regards our (i) personal life and (ii) professional life?

5. Who should monitor the development of AI worldwide and how?

NB: If your students need more input about AI, give students access to this info about artificial intelligence:

5 AI Trends To Know In 2018: CLICK HERE

Artificial Intelligence Will Replace All Human Workers In The Near Future, Says AI Expert: CLICK HERE

Infographic "AI and Opportunities" via @ipfconline1

KNOCK, KNOCK A speaking/writing/vocabulary/reading lesson (story-rich)
Topics: dreams, plans, goals, risk-taking, life stages, crime

Minimal level: B1+

Language focus: lexis from this story, related to dreams coming true

Download the lesson plan and handout here. Have a closer look at these two activities which can be used outside this particular lesson:

the 1-3-5 activity (writing)

the 4 WHY questions activity (writing/speaking)

Photos: Jana Jedinak and Zoltan Tasi via unsplash.com Featured image: Ryoji Hayasaka via unsplash.com

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Hey Here comes an April set of 5 budding lesson ideas: HEY, FUTURE YOU! - based on postcards students write to their future ... selves HEADLINES FROM THE FUTURE - based on a site forecasting the news of the future THINK WRONG - inspired by Facebook's "slogan factory": the Facebook Analog Research Laboratory TALK TO MY ......

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Reason

A picture description is an ideal way of practising your English vocabulary in all sorts of fields. And there's also a benefit for everyday life - imagine you want to show pictures of your family or home to your foreign friends.

Describing paintings or other art pictures ( e. g. caricatures) is something for the advanced learner of English as you also have to talk about the artists intention and the impression on the viewer.

Preparation

Have a close look at the picture and decide on how to structure your picture description. What is important or special? What should the viewer pay attention to?

Structure and Content

It's not easy to follow a picture description if the writer jumps randomly from one point to another. Therefore, make sure that your picture description is logically structured, for example:

from left to right (or from right to left)

from the background to the foreground (or from the foreground to the background)

from the middle to the sides (or from the sides to the middle)

from details to general impressions (or from general impressions to details)

Which structure you finally choose depends on your taste and the picture you want to describe.

Pictures in General

short description of the scene (e. g. place, event)

details (who / what can you see)

background information (if necessary) on place, important persons or event

Paintings

name of artist and picture, year of origin (if known)

short description of the scene (e. g. place, event)

details (who / what can you see)

impression on the viewer

artist's intention

perspective, colours, forms, proportions etc.

Important Tenses

Tips

If you want to practise describing paintings, check out the websites of some galleries and write down expresssions that might be useful for your descriptions. On the website of the National Gallery in London for example you'll find lots of interesting paintings with descriptions.

The website of the Metropolitan Museum of Art (MET) provides a detailled description of a painting with interesting background information, e. g. how to use colours, how to give the impression of movement or perspective etc.

An English glossary on art can be found on the website of the Tate Gallery London.

Word Lists

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A picture description is an ideal way of practising your English vocabulary in all sorts of fields. And there's also a benefit for everyday life - imagine you want to show pictures of your family or home to your foreign friends. Describing paintings or other art pictures ( e. g.

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Learn English through story Beauty and the Beast (level 1)

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WordItOut – enjoy word clouds, create word art & gifts

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Easy to make custom word art. Thousands enjoy every day. Fast & secure. WordItOut, the free word cloud generator online since 2010.

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Zasada ta nie dotyczy smaku gorzkiego. Niezależnie od tego, jak pełny jest nasz żołądek, wyczuwamy go zawsze, nawet w najmniejszych stężeniach. Poza tym smak pomaga nam w rozpoznawaniu produktów szkodliwych i zepsutych.

Nasza percepcja smaku może być nieco modyfikowana przez użycie innych zmysłów. Smak może się zmieniać ze względu na zapach, teksturę, temperaturę czy twardość lub chrupkość produktów. Nie wspominając już, że zdarza nam się "jeść oczami" - wygląd jedzenia też ma znaczenie

. Proponuję wykonać małe ćwiczenie, żeby udowodnić to Waszym uczniom. Spróbujcie zjeść cytrynę przy zatkanym nosie i zamkniętych oczach. Odłączenie działania dwóch innych zmysłów powoduje, że osłabia się nasza percepcja smakowa.

To dzięki niemu jesteśmy w stanie delektować się potrawami, ale również jesteśmy w stanie wyczuć potencjalnie szkodliwe produkty. Zmysł smaku powiązany jest ze zmysłem węchu, a nawet ze wzrokiem. Jak wiadomo najpierw jemy oczami, dopiero potem czujemy zapach, a na samym końcu smak. Za odbieranie bodźców smakowych odpowiedzialne są komórki znajdujące się w kubkach smakowych.

http://bonavita.pl/kubki-smakowe-na-jezyku-funkcje-rodzaje-i-ciekawostki

Jak zapewne wiecie, kubki smakowe człowieka rozpoznają 4 podstawowe smaki - gorzki, słony, kwaśny i słony (ostatnio wyodrębniono jeszcze smak umami, jednak tym się nie będziemy zajmować).

Przedstawienie smaków - tworzymy projekt jamy ustnej ;)

Dziś nieco nietypowy sposób na przedstawienie nowego słownictwa. Pomysł został zaczerpnięty z jednego z blogów, znalezionych na Pintereście - zdjęcie zaczerpnięte z tego właśnie bloga. Moi uczniowie podeszli do projektu bardzo entuzjastycznie i mieli mnóstwo zabawy przy jego wykonywaniu. Do naszej jamy ustnej wykorzystaliśmy czerwone arkusze papieru oraz styropianowe wytłaczanki z jajek. Po wszystkim, jama ustna dekoruje naszą klasę, a dzieci pamiętają nazwy wszystkich smaków.

Dla tych, którzy nie mają czasu na takie zabawy, przygotowałam kartę z graficznym przedstawieniem smaków. Możecie ją pobrać TUTAJ

Do utrwalenie nazw smaków oraz nazw niektórych produktów spożywczych wykorzystuję zazwyczaj dwie zabawy:

Jest to gra z zawiązanymi oczami. Przy wykorzystaniu tego typu gier bardzo ważne jest, aby nauczyciel upewnił, że jego uczniowie nie mają problemu z zawiązywaniem oczu. Niektóre dzieci bardzo chętnie biorą udział w tego typu zabawach, jednak część dzieci w wieku przedszkolnym boi się ciemności, lub niepewnie czuje się z zawiązanymi oczami. Ze względu na to, nie polecam wykorzystywania gier z zawiązanymi oczami w grupach dzieci 4-5-letnich. W żadnym przypadku nie zmuszajmy też uczniów do brania udziału w takich grach, jeżeli nie mają na to ochoty.Upewnijcie się też, czy dzieciaki nie mają alergii pokarmowych.

Potrzebne materiały: produkty spożywcze - owoce, warzywa, orzechy i inne, obrane i pokrojone na małe kawałki.

Przebieg gry: nauczyciel zawiązuje oczy jednemu z uczniów i podaje mu do zjedzenia (lub tylko posmakowania) jeden z produktów. Zadaniem ucznia jest określić, jaki smak wyczuwa oraz jaki produkt został mu podany.

* Po zabawie, warto aby uczniowie zapisali nazwy produktów przy odpowiednich smakach. My wykorzystujemy do tego arkusz brystolu podzielony na 4 części podpisane poszczególnymi smakami, a następnie wieszamy go na ścianie w klasie.

Touch something...

Gra odpowiednia dla uczniów nawet od 4 lat. Nie wymaga zdolności pisania ani czytania. Idealnie nadaje się na zakończenie zajęć, kiedy zostało nam kilka minut czasu (zbyt długa zabawa, znudzi się dzieciom).

Potrzebne materiały: karty obrazkowe lub wyrazowe ze smakami (gotowe pobierzesz TUTAJ), ewentualnie karty obrazkowe z produktami spożywczymi.

Przebieg gry: karty ze smakami przyczepiamy w różnych miejscach w klasie. Nauczyciel wypowiada nazwy produktów spożywczych, a zadaniem grupy jest podbiec do karty z odpowiednim smakiem (np. nauczyciel mówi HONEY, uczniowie muszą podbiec do karty SWEET). Kiedy uczniowie poznają już dobrze zasady gry, mogą sami wydawać polecenia według ustalonej kolejności.

Polecam także wykorzystanie zabawy It's raining, której opis znajdziecie w TYM POŚCIE. Wystarczy karty z pogodą zastąpić kartami obrazkowymi ze smakami lub produktami spożywczymi (wówczas nauczyciel mówi nazwy smaków, a dzieci odnajdują produkt spożywczy o tym smaku).

Kubki smakowe - ciekawostki Dorosły człowiek ma około 10000 kubków smakowych. Kubki smakowe są wrażliwsze u kobiet w ciąży. Wrażliwość na smaki, przede wszystkim gorzki i słodki, jest różna u każdego człowieka, ponieważ jest to uwarunkowane genetycznie. Liczba kubków smakowych zmniejsza się z wiekiem. Istnieje choroba, polegająca na utracie zdolności odczuwania smaku - aguezja.

http://bonavita.pl/kubki-smakowe-na-jezyku-funkcje-rodzaje-i-ciekawostki

Kubki smakowe - ciekawostki Dorosły człowiek ma około 10000 kubków smakowych. Kubki smakowe są wrażliwsze u kobiet w ciąży. Wrażliwość na smaki, przede wszystkim gorzki i słodki, jest różna u każdego człowieka, ponieważ jest to uwarunkowane genetycznie. Liczba kubków smakowych zmniejsza się z wiekiem. Istnieje choroba, polegająca na utracie zdolności odczuwania smaku - aguezja.

http://bonavita.pl/kubki-smakowe-na-jezyku-funkcje-rodzaje-i-ciekawostki

Kubki smakowe - ciekawostki Dorosły człowiek ma około 10000 kubków smakowych. Kubki smakowe są wrażliwsze u kobiet w ciąży. Wrażliwość na smaki, przede wszystkim gorzki i słodki, jest różna u każdego człowieka, ponieważ jest to uwarunkowane genetycznie. Liczba kubków smakowych zmniejsza się z wiekiem. Istnieje choroba, polegająca na utracie zdolności odczuwania smaku - aguezja.

http://bonavita.pl/kubki-smakowe-na-jezyku-funkcje-rodzaje-i-ciekawostk

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Five senses - taste. Poznajemy zmysł smaku.

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Zasada ta nie dotyczy smaku gorzkiego. Niezależnie od tego, jak pełny jest nasz żołądek, wyczuwamy go zawsze, nawet w najmniejszych stężeniach. Poza tym smak pomaga nam w rozpoznawaniu produktów szkodliwych i zepsutych. Nasza percepcja smaku może być nieco modyfikowana przez użycie innych zmysłów.

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CONNECT WITH US:

Welcome to my guestmap
Please place a pin on the
guestmap to show where you come from.

Many thanks for all your encouraging messages.
Much appreciated.

A mine of information and resources for learners.

English grammar rules, verb tenses and vocabulary, with exercises and word games. Learners will find what they need to refresh or improve their knowledge of English.
Grammar | Exercises

Over 3000 English idioms with their meaning and an example of use.
Every day a new idiom will appear in Today's Idiom .
500 proverbs are listed in alphabetical order.

Business phrases and terms, guidelines for letter-writing and presentations, business conversation topics, with exercises, word games and idioms.

Useful words, phrases and expressions for general and business conversations, travel and special events, including collocations, prepositional phrases and confusing words.

500 English phrasal verbs with their meaning and examples of use.
Phrasal verbs are an important part of the language in spoken English and informal texts.

Words and expressions coined in recent years, with their meaning. New words regularly enter every area of life to adapt to innovations and trends in the changing world.

Online and printable word games and vocabulary activities: crosswords, jumbled sentences, wordsearches, quizzes, missing words and more ...

Quotations from politicians, authors, actors, philosophers and scientists. Some are profound, some are beautiful and others are just funny!

Multiple resources for learners and teachers:
Reading, listening, conversation topics, exam preparation....
Learners
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English for learners - Grammar, Vocabulary, Idioms, Proverbs, Business | Learn English Today

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CONNECT WITH US: Welcome to my guestmap Please place a pin on theguestmap to show where you come from. Many thanks for all your encouraging messages. Much appreciated. A mine of information and resources for learners. English grammar rules, verb tenses and vocabulary, with exercises and word games.

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BrightSide - Inspiration. Creativity. Wonder.

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There's a saying that goes like, ''When I was 20, it seemed to me that those who turned 30 are already old. I must have had a great imagination.'' As we grow older, things really change. It's not just about our appearance, but also about how we treat our health, our family, our money, and other things. What was significant in our 20's, becomes not such a big priority when we turn 30, and vice versa.

Today Bright Side decided to show how people change over time.

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What Life Looks Like Before and After You Turn 30

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There's a saying that goes like, ''When I was 20, it seemed to me that those who turned 30 are already old. I must have had a great imagination.'' As we grow older, things really change. It's not just about our appearance, but also about how we treat our health, our family, our money, and other things.

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blog o języku angielskim, angielski dla dzieci, londonopoly, angielski przez gry i zabawy, blog dla nauczycieli języka angielskiego

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Dziś bardzo krótki post, w którym znajdziecie grę dobble w wersji walentynkowej. To jest jedna z najbardziej ulubionych gier - nie wiem na czym polega fenomen, ale mogę w nią grać i grać. Każda rozgrywka jest inna i wzbudza niesamowite emocje :)

i kilka innych, które znajdują się pod zbiorczym linkiem - KLIK

Chcesz być na bieżąco z nowymi postami? Szukasz ciekawych linków do stron z materiałami pomocniczymi? Zapraszam do polubienia fanpage'a bloga na Facebooku. Kliknij TU

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VALENTINE'S DAY DOBBLE PART 3 (printable)

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Dziś bardzo krótki post, w którym znajdziecie grę dobble w wersji walentynkowej. To jest jedna z najbardziej ulubionych gier - nie wiem na czym polega fenomen, ale mogę w nią grać i grać. Każda rozgrywka jest inna i wzbudza niesamowite emocje :) i kilka innych, które znajdują się pod zbiorczym linkiem - KLIK Chcesz być na bieżąco z nowymi postami?

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All Viralelt posts consist of three parts: an embedded viral video, 10 conversation questions (Question time) and a listening activity (Sitting comfortably?). 1. The embedded viral video Show your students the video a few times and ask them for their reactions. Although most videos are less than 2 minutes long, and are often without dialogue,...

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In this post I am writing about turning some classic icebreakers into more interesting, meaningful activities that allow for richer language use and actually getting to know each other.

Last year I posted about 5 icebreakers for the first day of class. As I have been using them on a fairly regular basis when meeting new students, I have realised that there was a lot missing from the existing formula in terms of some actual student interest in the content of the activity. I have been adding small, simple changes to these well-known activities in order to make them more engaging, increase students' participation, offer more meaningful context for speaking, and create a situation where some actual getting to know each other could take place.

The Twist: at the end of the activity students choose the most interesting fact about the teacher / their partner and talk about it in more depth.

The Twist: reformulate the instructions to enable the students to ask more open-ended questions, explore relevant topics in more depth, and find what they might have in common with their classmates.

Instead of Find somebody who likes English ask your students to Find somebody who has similar experience learning English.

Instead of Find somebody who likes Michael Jackson ask your students to Find somebody who shares your musical taste.

Instead of Find somebody who was to the seaside this summer ask your students to Find somebody who would enjoy your dream holiday.

Instead of Find somebody who likes comedy films ask your students to Find somebody who has seen your favourite film.

The Twist: after revealing which sentence is a lie, encourage your students to think of reasons and consequences of this fact being false and explore their ideas through conversation.

The false sentence: I won several swimming competitions as a child. ( It is false as I can't swim.)

Possible reasons:

Are you afraid of water?

Are you too lazy to learn?

Do you think swimming is a useful skill?

Possible consequences:

Do you ever go to the seaside?

What sports do you do?

Would you like to take swimming lessons?

Each question might then be directed at the person who asked it creating a conversation that might not necessarily entirely revolve around the topic of swimming. This activity enables more information and opinion exchange than simply learning that the teacher / one of the students can't swim (so what?).
Not sure how to plan your first class with a new student? Get my FREE GUIDE here. What do you think about these three classic icebreakers? Have you dropped them, modified them, or do you like them the way they are?

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In this post I am writing about turning some classic icebreakers into more interesting, meaningful activities that allow for richer language use and actually getting to know each other. Last year I posted about 5 icebreakers for the first day of class.

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This post features a list of 5 free tools for teachers who enjoy making their own teaching resources or would like to start and don't really know how. Below, I am talking about online tools you might use to create visuals, presentations, animations, comics, and quizzes.

The tools I'm mentioning here might be used by you, the teacher, to create something for your students, or you might choose to involve your learners: use the tools in the classroom together or let your students use them at home.

Let me start by saying that this is NOT a sponsored post. I'm just a humble blogging teacher trying to share some useful information with whoever might be reading.

I'm a big fan of creating my own teaching resources (as is probably pretty evident from this blog) and for quite some time now I've been trying to move past creating extra worksheets that accompany the coursebook. I have been basically trying to move past coursebooks as a) I teach loads of individual classes (some of them online) where I very often don't even use a coursebook b) I really enjoy planning whole lessons based on articles or videos I find online. Whenever I read or see something interesting, I try to assess it from a teacher's perspective:

Could I use it with any of the students I teach?

Does it represent any educational value?

Does it lend itself to practice any grammar point?

Could it be a useful prompt for a speaking class?

Is there anything there my exam-prepping students would benefit from?

Since the answer tends to be "yes" more often than "no", I've been looking for some solutions to help me make suitable teaching materials from scratch. Some teachers might not agree with me, but I firmly believe that eye-pleasing teaching resources are way more motivating for students to use, regardless of their age. This is why it is important for me to create materials that are not only meeting my students' learning goals but are also visually appealing. The five tools I mention below let me do just that.

Canva is my go-to online tool and my absolute personal favourite. I'm not sure whether there is anything Canva can't do: worksheets, flashcards, board games, infographics, posters ... you name it. It has made my teaching life so much easier: no more drawing, colouring or odd-looking tables I was trying to make in Word (yes, I'm not the best at that).

Canva is free to use (as long as you use free elements they provide and believe me, there are plenty to knock yourself out), very intuitive, and most importantly, allows you to make visually appealing and useful teaching materials in a matter of minutes and then download them to your device or store them online for as long as you want. I can't stress enough how useful and versatile this tool is. Almost every visual, worksheet, and infographic you will find on this website has been made using Canva.

Powtoon allows you to make your own animated presentations. Sounds cool, huh? There are plenty of free templates and elements to choose from, you might upload a background music track and a voiceover for your slides without having to use any external programmes and edit the animation using tons of fun effects. You might create cool presentations for your classes or engage your students in the process: writing the story, recording it, creating the visuals... yes, it's all possible in an English classroom.

Powtoon is very easy to use with its drag-and-drop feature and an intuitive interface (for those of you used to PowerPoint, Powtoon will seem like its cooler version). As a free user, you can't download your creations, but you can access them online at any time, upload them to YouTube, and share them via social media. Here you can see an example of a short and simple video I used in class to practice using Present Simple to talk about everyday routines.

Are you familiar with Buzzfeed and their quirky quizzes? What if I told you that you could make similar ones for your students? (dealing with English language matters more than with Ryan Gosling, though) This is where Qzzr comes in. It makes it possible to create online quizzes, share them via social media or embed them on your website. You can make your Qzzr quizzes visually attractive by adding pictures or even embedding videos. Sounds like a cool Here's an example of a quiz I've used with my online intermediate students to revise ed/ing adjectives. revision game idea, doesn't it.

Even though I've never been great with PowerPoint, I've always thought presentations were a very useful classroom tool and I've been trying to use them effectively in class on my quest to paperlessness. They are also one of my favourite online teaching tools. I've been using both prezi and emaze and it's hard to decide which one I prefer. They are both free (more free templates available on prezi), incredible visually, and have similar functionality (sharing and embedding). Recently I might have been using emaze more as I really enjoy the simple presentation template they offer (still easier for me than PowerPoint, how could that be?) but if you are a fan of funky slide transitions there is plenty of that offered by emaze as well. I've used emaze to create presentations for these lessons: Food waste lesson plan and Time capsule speaking activity.

I was introduced to Pixton by one of my students who is a big comics fan and he used it to make some really awesome comic strips. I decided to harness the interest (especially younger) students might have for comics and use it in the classroom.

Pixton allows you to create comic strips. If you think that's nothing special, think again. I've been using Pixton for longer projects with my students (I admit, when kids or teens get their hands on a character creation tool it might get time-consuming, this is a classroom management issue though) where creating a comic strip was the last step of a longer process: developing a storyline, characters, dialogues, and describing the setting. It's a great tool to promote both writing and reading. Other than creating your own expressive comics, you are able to browse through a library and find some interesting reading material for your students (or ask them to find something for themselves!)

These are my top 5 free tools for creating teaching resources. They are all very easy to use (and I'm seriously not all that great with technology), and most importantly, really helpful in developing effective materials for your students.
Are there any other cool tools out there you'd like to add to the list? Leave a comment!

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5 free tools to create your own teaching resources

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This post features a list of 5 free tools for teachers who enjoy making their own teaching resources or would like to start and don't really know how. Below, I am talking about online tools you might use to create visuals, presentations, animations, comics, and quizzes.

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blog o języku angielskim, angielski dla dzieci, londonopoly, angielski przez gry i zabawy, blog dla nauczycieli języka angielskiego

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5 Brilliant Language Learning Tips from Benny Lewis, the Irish Polyglot

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Benny Lewis gave us a bunch of simple, yet very useful tips on how to learn languages transcription: http://blog.vocapp.com/5-brilliant-language-learning-tips-from-benny-lewis-the-irish-polyglot,140/ http://www.fluentin3months.com/ https://vocapp.com - try our flashcards system

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5 Brilliant Language Learning Tips from Benny Lewis, the Irish Polyglot

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Benny Lewis gave us a bunch of simple, yet very useful tips on how to learn languages transcription: http://blog.vocapp.com/5-brilliant-language-learning-tips-from-benny-lewis-the-irish-polyglot,140/ http://www.fluentin3months.com/ https://vocapp.com - try our flashcards system

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Benny Lewis: TEDx talk on Rapid Language Hacking

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Language School TV Commercial - Hilarious!

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A TV commercial that's a triumph of copy. Hilarious but not for hilarity's sake.

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We are sinking! (with English subtitles)

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This is an advertisement for Berlitz Language Schools, showing the importance of learning proper English. I've included these English subtitles, und ich hoffe, dass sie richtig sind!

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TeachingEnglish is brought to you by the British Council, the world's English teaching experts. If you want help planning your lessons or to find out more about our online training courses, you've come to the right place!

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Online training and teaching resources | British Council Poland

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If you are an English language teacher or ELT professional, we have many free online resources to support your work.

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English Freak | Blog o nauczaniu języków obcych

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Blog poświęcony będzie nauczaniu języka angielskiego. Nauka języka angielskiego. Nauka języka obcego. Darmowe materiały. Gry językowe.

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by Claudia Pesce 655,630 views

Most ESL teachers come to this hard realization. Most students who have learned English as a second language, effectively use only three tenses: present, past, and future. And they will most likely make themselves understood, but only by resorting to these three. The present perfect is one of those tenses that is soon forgotten, easily replaced by past simple.

But students don't realize just how important it is that they master it. To ensure your students will not let the present perfect slip into oblivion, it must be taught right. This article provides several clear steps that will help you teach the Present Perfect tense.

How To Proceed

1. Introduce the Present Perfect - Regular verbs
Give examples in past simple: Yesterday, I had a busy day. I received lots of emails.
Lead in to present perfect: I have received only a few today. Show students how the present perfect is formed: have/has plus the past participle. Tell them that the past participle of regular verbs ends in -ed, just as in simple past.

2. Contrast finished and unfinished time
One of the best ways to ensure that students understand when the present perfect is used is to contrast finished and unfinished time.
Ask students: Is yesterday finished? (They should say it's finished.) Ask them: Is today finished? (They should say it isn't.)

On the board, draw two columns. On the left column write examples of phrases that go with finished time: yesterday, last week, last month, last year, 1990, etc...On the right column, write those that go with unfinished time: today, this week, this month, this year, etc...
Make sure they notice the differences, then, give examples (only with regular verbs) with both tenses: Last month, I visited my grandmother twice. This month, I have only visited her once. But this month is not finished so I may visit her again before the month is over. Provide as many examples as necessary, in all persons, and then ask students to do the same with other regular verbs. Contrast the simple past and present perfect as much as necessary.

3. Introduce the Present Perfect - Irregular verbs
Proceed with the irregulars. Divide the board into three columns and write some irregular verbs in the first column, their simple past form in the second column, and finally the irregular past participle in the third. Give them examples as you go over each verb:
I've had two cups of coffee today.
I've spoken to John this week.
I've read all four of the Twilight books

Make sure students have a list they can use for reference. With the help of the list, they provide more examples with other irregular verbs.

4. Introduce the Present Perfect - Negative forms
Say, " I saw my grandmother last week. I haven't seen her this week."
Give more examples alternating between an affirmative in simple past and a negative statement in present perfect: I went to Rome last year, but I haven't been there this year.
Now, give each of your students just the affirmative statement in simple past and ask them to supply an example in present perfect negative:
T: I was at the bank earlier today.
S: I haven't been to the bank this week.

In this worksheet, students practice the present perfect negative, and you may also introduce the use of yet.

5. Introduce the Present Perfect - Interrogative forms
Model questions with have or has:
T: Have you seen Twilight?
S: Yes./No.
T: Ask me!
S: Have you seen Twilight?

Continue with more questions from students. Model questions with where and what, but make sure students understand that if they ask questions with when, where and why, they need to use the simple past because they are referring to a specific moment in the past. Write examples on the board. Make sure they ask questions in all persons, both singular and plural. If they are unsure as to how to ask a question, model it for them first.

6. Introduce the Present Perfect - Short answers
Ask yes or no questions and teach students to give short answers:
T: Have you seen my pen?
S: Yes, I have./No, I haven't.

Students ask classmates yes or no questions, and classmates reply with short answers.

7. Provide extended practice
Tell your students that the best way to remember the past participle of irregular verbs is through practice, in both written and oral exercises. At BusyTeacher.org, there are enough Present Perfect worksheets to keep your students practicing for hours!

Naturally, students should be taught all of the other uses of the present perfect, with already, just, ever, never, for, since, etc... For practical purposes, in this guide we cover what should be the best way to introduce the present perfect for the first time, i.e, the distinction between finished and unfinished time. Once they grasp this distinction, they should be ready to grasp everything else.

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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How to Teach Present Perfect: Activities and Examples

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by Claudia Pesce 655,630 views Most ESL teachers come to this hard realization. Most students who have learned English as a second language, effectively use only three tenses: present, past, and future. And they will most likely make themselves understood, but only by resorting to these three.

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by Susan Verner 512,676 views

Even the best students have days when they are not motivated for classroom learning. With a little nudge from you, you can turn those dreary days into successful classes in their ESL careers.

We have already discussed student motivation before. Here are 10 more ways you can motivate your students today.

10 Teacher-Tested Ways to Increase Your Students' Motivation Quickly and Easily

1. Children fulfill the expectations that the adults around them communicate. This does not mean that every student will score 100% on every test we write. It does mean that if you communicate to a child that he or she is failure, he or she will fail. If you communicate to that same child that he or she will succeed; you will often find that that is the outcome. With every opportunity, encourage your students that they are making progress in their language learning. Point out to them the areas in which you see progress and improvement. For areas in which a student struggles, try to portray a picture of what success will look like. Encouraging your students to visualize their success will aid them in accomplishing those goals you set before them.

2. Making sure you are teaching to all the learning styles in your classrooms is another way to motivate your students. It is unrealistic to expect an auditory learner to be successful and motivated if her sole instruction comes from reading a textbook. Likewise, a kinesthetic learner will be frustrated listening to his teacher lecture class after class. Make sure, as you plan your lessons, that you are teaching to all the learning styles in your classroom. If you do, you will engage students who might otherwise struggle to pay attention in class.

3. When a student disengages from class, it is a good opportunity for you the teacher to notice what methods you are using in class. Although some practices may be fine for most students, timed tests, independent learning time, self checking methods, for example, there will be students who not only do not connect with these methods but who suffer negatively when you use them in your classroom. If a student begins to disengage, be aware of the methods you are using and look for patterns. Though it is difficult to meet every need of a classroom full of language learners, you can take pains to avoid certain methods when it is possible to help certain students perform better in class. This will also help you be intentional about using a variety of methods with your class further engaging all of them.

4. Sometimes motivating your students is as easy as changing the material you are using. For most teachers, the school chooses a curriculum that they expect each teacher to follow in his or her classes. Even when this is the case, it does not mean that you cannot bring additional resources to class. Sometimes students are turned off by the style or approach of certain curriculum authors. Bringing a different perspective into the class will reengage your students who are turned off by your current materials. In addition, it will challenge those who are already seeing success from the assigned curriculum.

5. Varying your environment can also be just the thing a reluctant student needs to find fresh motivation. Field trips are always a great way to learn in a practical setting, but even if that is not possible, take your class outside for today's lesson. Your students may also benefit from a class meeting in the library or in another classroom. You can still meet your daily class goals even if you take your class beyond the classroom walls. Try setting your students to research at the library, observe another class, or listen to native speakers in a public area. There is always language to be learned, so meet your listening, speaking, and reading goals outside the confinement of students' tables.

6. Providing students with accountability is an important element of being a teacher. Without the idea of a deadline and a grade, many students would never have the self-motivation that is required to successfully learn a language. Be clear with your students when you tell them your expectations. Make sure they know the deadline for a project's completion and what standards you will use to assess that project. You may also consider contracting grades with your students who are at more advanced levels. When you contract grades, your students sign a contract which outlines the requirements to receive an a and a b. Do not give options for lower grades. The student selects which grade he or she will receive in the class and then must complete those requirements satisfactorily. From the start of class, your students know what they need to accomplish, and they know that their success is completely dependent upon themselves. This will get them to be self motivated learners and help them engage themselves in the learning process.

7. Have you ever seen a child, or perhaps you have one, who is angelic when in public and a terror at home? Some young people have similar behavior patterns when it comes to the classroom. For you they misbehave repeatedly, but a substitute teacher would never know it. You can break them out of this pattern by bringing outside influences into your classroom. Invite a guest speaker or trade classes for a period with a fellow teacher. The change in style and authority, even for a short period, may be enough to spark some motivation in your students who have become accustomed to your teaching style and expectations.

8. Competition is a great way to motivate students. We do not suggest posting grades publicly or otherwise embarrassing your students, but there are many ways to foster a friendly spirit of competition in your class. Games are fun for reviewing and they motivate and engage students. You can also group your class into teams and set them to a challenge. Who can collect the most authentic examples of the grammatical structure you are currently studying? Which team can write the most entertaining skit with this week's vocabulary words? Whatever you are studying, there is some way to add some competition to the mix.

9. One never fail motivational method you can use with your students is giving rewards. Tell your students that if everyone in class earns an 80% or higher on a test you will have a pizza party. Tell them that with successful completion of the class novel you wills spend a day to watch the movie together. Even something as little as a sticker on a teenager's paper can be enough to spark some giggles and winks but with it some fresh motivation. Design your rewards to your students' personalities, and tell them what your plans are. Students look forward to even the simple pleasures that you can dole out on an ordinary day.

10. Finally, though not as enjoyable as other techniques to motivate, consequences of certain actions can also be a motivator to students. Make your expectations clear, and communicate to your student what the consequences will be to certain behavior or work ethic. No one likes to be punished, but when positive reinforcement and lively change ups do not work, sometimes there has to be negative consequences to your student's actions. Keep your students after school if you have to. Communicate with a child's parents if possible and when necessary. Discipline should be a last resort motivator and only used sporadically.

Everyone struggles to be motivated at some point. When you see your students in that place, try some of these fun ways to engage and enliven your class. If all else fails, it may be time for some consequences.

Variety is enjoyable for students and teachers alike. Avoid getting stuck in a rut and your students will probably find themselves motivated without you even trying to make it happen.

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by Susan Verner 512,676 views We have already discussed student motivation before. Here are 10 more ways you can motivate your students today. Children fulfill the expectations that the adults around them communicate. This does not mean that every student will score 100% on every test we write.

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by Stacia Levy 609,409 views

And with good cause: there are thirteen verb tenses in English, if you look at tense as ways to discuss time. The English-speaking world is obsessed with time and its passage: clocks of various types are ubiquitous in most English-speaking countries; a watch is still considered a fine gift marking the passage into adulthood; tardiness is frowned on, and so forth. This value of time may be why so much attention is given to verb tense instruction: given our obsession with time, we need a way to talk about it. So the attention to verb tenses is not the problem. The concern is student papers coming in, even after weeks of drill in the simple present and past, missing all of the "-ed" "-s" endings. Teachers often shrug and say " It's developmental. "

That may be so, but it begs the question of whether drills in verb tense make sense if students aren't "developmentally ready" for the material anyway. I suspect, however, something else is going on-there is a problem with the sequence of instruction. Rather than plowing through simple present, then simple past, and simple future, because supposedly these are easier to learn, I suggest all of the present tenses be taught together, then all of the past, and then future. Why should the tenses be taught in this manner?

There are multiple reasons tenses should be taught within a time frame.

1. Put the verb tense in context

Language learning, like learning in general, occurs in relation to other learning. The simple present tense is best learned in relation to the present continuous: " I drive a car every day, but I am not driving right now," demonstrates the contrast between the simple present and present continuous: a habitual activity rather than one engaged in at the moment.

2. Give students more language to use

Students have a difficult time with a typical assignment like "My Likes and Dislikes" and "My Daily Routine" if they only know one present verb tense well. Even if the assignment calls on the use of mostly the simple present, students can write more, and write more correctly, with other present tense verbs, like the continuous and the perfect.

How to Teach Verbs According to their Time Frames

1. About Verb Tense in English

Verbs in English actually have two parts: the time and the aspect, or way of looking at that time. So, for example, within the present time frame, there are three aspects commonly used: simple, continuous, and perfect. In the present time frame, simple is used to show habitual activity: " I drive every day." Continuous shows ongoing activity or activity in the moment: " I am driving right now." Perfect in the present time frame shows activity that began in the past but continues into the present time frame: " I have driven this car for ten years." The past and future time frames also have simple, continuous, and perfect aspects (and in some cases, perfect continuous tenses).

2. Introduce students to the system

Give students an overview of the entire verb system in the different time frames. The purpose of this is not to get students to learn or memorize the material right away but to get an overview of this variety of tenses and see how they relate to each other. I find it helpful to put the time frame across the top of the board or handout and the aspect down the side:

Students will get an overview of the various tenses with a chart like this. I keep it simple on a chart like this, whose purpose is just to introduce students to this complex system, not addressing for now variations of these basic tenses like the perfect progressive: I have been walking. I also use a regular verb to model the tenses, such as "to walk," whose variations and inflections are easier to teach and remember: "-ed" for past, for example. I also try to use intransitive verbs, or verbs that don't require a direct object, like "walk," when introducing the verb tense system, so focus can stay on the verb. If I used a verb like "to throw" to introduce verb tenses, students would have to focus on the irregular forms of the verb "threw," "thrown," and also consider a direct object that makes sense.

3. Focus on one time frame at a time

It's very helpful to students to learn all the present verb tenses together rather than switching from present to past to future because this is how we tend to use language: when relating an incident that happened to me on the way to work yesterday, for example, I'm going to tend to stay in the past time for the duration of that story, perhaps switching between past progressive and simple past: "I was driving to work yesterday, and this other car appeared out of nowhere..." I am not going to suddenly switch to present or future tense until perhaps the end: "Now I need to call my insurance company."

4. Focus on only one tense at a time but show it in relation to other tenses in that frame

When introducing these tenses, stay in one tense at a time, practicing its form and meaning, as you would have before, but keep showing the tenses in relation to each other, keep referring back to the chart. Meaning is learned best in context and how an item relates to the overall picture.

5. Practice

Give plenty of authentic opportunities to practice: have students tell a story, plan out a schedule, give a series of directions in writing, and so forth, all authentic writing tasks that highlight different verb tenses.

6. Review

Understanding verb tense is indeed developmental, in the sense that it takes time and practice to really understand the tenses in English, more than passing a test will show, so continually revisiting the tenses will help students in this process.

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Past, Present, Future: Teaching the Verb Tense System

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by Stacia Levy 609,409 views And with good cause: there are thirteen verb tenses in English, if you look at tense as ways to discuss time. The English-speaking world is obsessed with time and its passage: clocks of various types are ubiquitous in most English-speaking countries; a watch is still considered a fine gift marking the passage into adulthood; tardiness is frowned on, and so forth.

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"She sells sea shells by the seashore!" "Peter Piper picked a peck of pickled peppers!" And the ever-famous, "Toy boat! Toy boat! Toy boat!" Ahh, tongue twisters - we all know 'em, and we either love 'em or hate 'em. But for your ESL students, tongue twisters can provide a break from the repetition of board work - and give them an introduction to some of the silly ways we native speakers play with our language.

Tongue twisters certainly aren't an essential part of English - and many textbooks just ignore them altogether. So why bring them into your classroom at all? Because they're fun, of course! They're a breath of fresh air in pronunciation and grammar practice - and they can even help students distinguish between similar sounds, so their diction becomes clearer and more precise. Plus, they're great for students to share with their friends.

Whether your class consists of level-one ESL beginners or advanced level-five students, BusyTeacher.org's 34 tongue twister worksheets are sure to please. From simple exercises with similar-sounding words all the way to English puns and poems, these worksheets will have your students trying their tongue-twisters, cracking up as they stumble, and challenging each other to do better. And that laugh factor makes these worksheets great for warmers and ice-breakers, too.

Some of BusyTeacher.org's 34 tongue twister worksheets even focus on specific themes, like holidays or certain English letters - which is handy if you're working through a theme unit. But no matter when in your class you choose to introduce these exercises, they'll loosen students up, and show them that ESL learning isn't just all about rigid rules. When you try out some of these tongue twisters yourself, in front of your class, they'll see that even native speakers can get tangled up in English sometimes.

How, you might ask, did BusyTeacher.org pull together 34 worksheets on tongue twisters for ESL students? It's all thanks to our worldwide community of ESL teachers, who've generously shared their work for free. And by "free" we really do mean "free" - you're welcome to download, modify, and reproduce every worksheet here as you see fit. All we ask is that if you've ever got a worksheet of your own to share, you upload it by clicking the "Submit a worksheet" button at the bottom of this page.

If you're looking for a place to dive in, you can check out our top ten most popular tongue twister worksheets - or you can use the search function to find some that match your keywords. Or, if you're feeling adventurous, you can browse our entire collection in thumbnail view - with the help of our special "Quick View" feature, which lets you pop out and preview the first page of every worksheet before you download it. What a time saver!

Where you start is all up to you - so take a look through BusyTeacher.org's collection of 34 tongue twister worksheets, and see what looks interesting. We guarantee you'll find something you like - and we guarantee that your ESL students will love it, too!

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"She sells sea shells by the seashore!" "Peter Piper picked a peck of pickled peppers!" And the ever-famous, "Toy boat! Toy boat! Toy boat!" Ahh, tongue twisters - we all know 'em, and we either love 'em or hate 'em.

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by Claudia Pesce 926,283 views

Although most don't make any sense at all, they can certainly help your students improve their pronunciation skills.

Besides, they're a lot of fun! So, to spice things up a bit and inject a dose of silliness in the classroom, try using some of these classic tongue twisters combined with our useful suggestions for teaching them below:

Classic Tongue Twisters

1. Woodchuck
How much wood would a woodchuck chuck if a woodchuck could chuck wood? He would chuck, he would, as much as he could, and chuck as much wood as a woodchuck would if a woodchuck could chuck wood.

Easy Tongue Twisters

2. I Saw Susie
I saw Susie sitting in a shoe shine shop.

Medium Tongue Twisters

3. Two witches, two watches
If two witches would watch two watches, which witch would watch which watch?

Difficult Tongue Twisters

4. Betty Botter
Betty Botter had some butter, "But," she said, "this butter's bitter. If I bake this bitter butter, it would make my batter bitter. But a bit of better butter - that would make my batter better."
So she bought a bit of butter, better than her bitter butter, and she baked it in her batter, and the batter was not bitter. So 'twas better Betty Botter bought a bit of better butter.

Tongue Twisters Teaching Tips

The first thing you'll need to consider is your students' ages and level. Tongue twisters are typically not very easy, but even very young ESL learners can learn to say, "I scream for ice cream!" Some of the tongue twisters that are longer can be cut down to a smaller bite size; most often only the first question in "Woodchuck" is used. You know your students better than anyone else, so choose the right tongue twisters for your class.

Choose a tongue twister with teaching potential. For example, "Peter Piper" is a great tongue twister if you want your students to practice the pronunciation of -ed endings (past form of regular verbs). "Betty Botter" has lots of great consonant sounds like the "b" sound. "I have got a date" is filled with words with the same vowel sound.

How To Proceed

1. Hand out copies of the tongue twister to your students and have them read it to themselves.

2. Discuss any words they may not be familiar with, like " batter" in Betty Botter. Make sure they understand what the tongue twister is trying to say; there's usually a logic to what initially seems to be a random jumble of words.

3. Ask a student to read it out loud, but don't make any corrections. Make a note of the problem areas. Do the same with the rest of the students in the class. Have them take turns reading the tongue twister, and you'll see which have greater difficulties.

4. Read each line or section, one at a time, and ask students to repeat after you. You may wish to do this with one student only, small groups, or the entire class, but this is a great opportunity to work especially with students who have pronunciation difficulties.

5. Focus on specific consonant or vowel sounds. This is a great time to practice sounds like the " t" sound in " better", " batter", and " bitter ".

6. For extended practice, ask students to come up with more examples of homophones, like " which" and " witch"; or more words that sound like " date", other than the ones included in the tongue twister; you may also choose to focus on the different pronunciations of the past form of regular verbs.

And don't forget to have fun with them!

Try to read the tongue twister as fast as you can. Your students will be pleased to know that even YOU may get tongue tied! Or they may be very impressed as you roll one off your tongue perfectly. But remember that tongue twisters are not only fun. There are plenty of pronunciation lessons held within each and every one.

What do you think about our top ten tongue twisters? If you're looking for even more good ones to use in class be sure to check out our Tongue Twisters Worksheets, where you'll find plenty to choose from. What's your personal favorite?

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Top 10 Tongue Twisters: True Teacher's Treasure?

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by Claudia Pesce 926,283 views Although most don't make any sense at all, they can certainly help your students improve their pronunciation skills. Besides, they're a lot of fun!

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by Susan Verner 548,888 views

Try These 7 Best Games for Your Next Vocabulary Class

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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7 Best Games for Your Next Vocabulary Class

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by Susan Verner 548,888 views 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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Zobacz wszystkie wpisy, których autorem jest Aleksandra Macenowicz

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6 kroków dzięki którym w tym roku nauczysz się języka

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Pewnie uczyłeś się angielskiego dobrych X lat. Masz zatem jakieś przemyślenia i doświadczenia dotyczące nauki. Może już zakończyłeś naukę, a może nadal chcesz się uczyć języka. Nigdy nie jest za późno. Chętnie poznam Ciebie i Twoje opinie na temat nauki i nauczania angielskiego. Czego uczniom brakuje? Jak wspierają nauczyciele?

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Zobacz wszystkie wpisy, których autorem jest Aleksandra Macenowicz

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1 błąd, którego już nigdy nie popełnisz.

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Bądźmy szczerzy: Nie nauczysz się angielskiego oczekując szybkich efektów. Nauka, tak jak odchudzanie i wiele innych dobrodziejstw, nie dzieje się przez noc. Tak samo jak nie działają metody odchudzające oferujące Ci utratę X kilo w tydzień, tak samo nie nauczysz się angielskiego w tydzień/noc/10 min. Nie nauczysz się angielskiego w miesiąc.

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Zobacz wszystkie wpisy, których autorem jest Aleksandra Macenowicz

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Nauka języka dla opornych. Lekcja numer jeden. Dziś poznasz pierwszą podstawową rzecz, którą musisz zapamiętać na zawsze i pamiętać nawet, gdy obudzą Cię w środku nocy. Przedstawimy podstawową wiedzę, która może odmienić Twoje dotychczasowe myślenie o języku oraz prawdę, która być może nie została Ci objawiona przez żadnego nauczyciela.

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Zobacz wszystkie wpisy, których autorem jest Aleksandra Macenowicz

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Czas nagli, chcesz szybkich efektów. Za niedługo delegacja, egzamin, rozmowa o pracę. Chcesz szybko powtórzyć język, nauczyć się nowych zwrotów, osłuchać się. Niestety, jeśli przeczytałeś mój wcześniejszy post TUTAJ wiesz, że jest to niemożliwe, bo nie można uczyć się języka licząc na szybki efekt. Liczy się jakość a nie szybkość.

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Zobacz wszystkie wpisy, których autorem jest Aleksandra Macenowicz

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Gotowy na wielkanocną lekcję? Na jej przeprowadzenie masz jeszcze tylko dzisiejsze popołudnie i jutrzejszy dzień. Myślisz sobie, że nie warto nic przygotowywać, bo i tak nie masz czasu? Nic bardziej mylnego :) Dzięki nam nie będziesz musiał z niczego rezygnować. Lekcje kulturowe są bardzo ważne w nauce języka.

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Zobacz wszystkie wpisy, których autorem jest Aleksandra Macenowicz

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Engspiracje Biznesowe: Emaile / writing - jak to ugryźć? (gotowiec DO DRUKU 3w1)

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Nie wiesz jak zmusić uczniów aby uczyli się i używali zwrotów w writingach? Każdy z nas kocha swoją strefę komfortu i nie chce z niej wychodzić, mimo to, że czasem trzeba! Jak zacząć używać nowych phrases jeśli przyzwyczailiśmy się już do starych? ŁAP GOTOWCA DO DRUKU!

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Zobacz wszystkie wpisy, których autorem jest Aleksandra Macenowicz

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CLIL. Geography: lekcja kulturowa o Australii :)

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Po egzaminie gimnazjalnym bardzo trudno jest zmotywować klasę do nauki. Sama coś o tym wiem. Dlatego właśnie mam dla Ciebie propozycję: zamiast lekcji, zacznij podróżować z uczniami po świecie :) To jedna z pierwszych propozycji, które (mam nadzieję) wkrótce się tu pojawią. Lekcje kulturowe nie trafiają się zbyt często.

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Zobacz wszystkie wpisy, których autorem jest Aleksandra Macenowicz

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Dlaczego warto tworzyć własne materiały a nie ciągle korzystać z ksero. Przygotowania do cyklu lekcji CLIL o USA

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Przeczytaj i znajdź gotowy plik :) Kserowanie jest łatwe: naciśnij guzik i gotowe. 30 kopii w jedną chwilę. Wszystko obudowane przez metodyków, więc jesteśmy pewni, że materiał ma też funkcję dydaktyczną. I tak, i nie. Z góry chciałabym zaznaczyć, że ja też korzystam z ksero. Każdy korzysta. Wiele materiałów jest dobrych.

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This worksheet is for pre-intermediate students. In the first part - there are 4 texts about the US most famous symbols (about dollar, the flag, the White House and the Statue of Liberty) First of all distribute the sheets with True and False statements and questions. Ask students to decide whether the statements are true or false. Then distribute the texts to students - they should be divided into groups of 4 students (Student A,B,C,D) These students should then read the texts for themselves and then they shoud report to the other students in the group what they have learned. Then the T/F statements should be checked as well as the questions.

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This worksheet is for pre-intermediate students. In the first part - there are 4 texts about the US most famous symbols (about dollar, the flag, the White House and the Statue of Liberty) First of all distribute the sheets with True and False statements and questions.

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Zobacz wszystkie wpisy, których autorem jest Aleksandra Macenowicz

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Za wcześnie by mówić o wakacjach? I Ty i Uczniowie marzycie o wyjeździe? -podróżujcie! W klasie! Pora na lekcję o USA :) Poniżej znajdziesz materiały do pobrania :) Linki pochodzą ze strony busyteacher.org lub z mojego bloga. Znasz tę piosenkę? Dzięki niej nauczysz się wszystkich stanów w kolejności alfabetycznej ;) Fifty Nifty United States: https://www.youtube.com/watch?v=OWGc6AZQlAE...

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Zobacz wszystkie wpisy, których autorem jest Aleksandra Macenowicz

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Jak możesz uczyć dziecko angielskiego podczas wakacji? To łatwiejsze niż myślałeś!

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Nie ma znaczenia czy dziecko ma 3 lata czy 13 - i tak możesz je sporo nauczyć . I nawet powinieneś. Czemu? Dlatego, że najlepiej uczymy się przez zabawę. Niestety, czasem kiepscy nauczyciele albo przeładowany materiał szkolny uniemożliwiają przekazanie tej istotnej, życiowej prawdy. Jeśli wprowadzisz zmiany i podczas wakacji zastosujesz moje pomysły, to gwarantuję, że...

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Zobacz wszystkie wpisy, których autorem jest Aleksandra Macenowicz

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Tym razem się uda: 7 sposobów na powrót do angielskiego

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Po wakacjach jesteś wypoczęty i gotowy na nadchodzące miesiące. Zaczyna się wrzesień, więc pewnie obiecałeś sobie, że wrócisz na zajęcia z angielskiego. Jakiejkolwiek formy nauki nie wybierzesz, czy będzie to profesjonalny kurs z lektorem, czy korepetycje, lub też samodzielna nauka, pamiętaj, żeby nie przeszkadzać sobie w nauce ;) Co to znaczy?

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Zobacz wszystkie wpisy, których autorem jest Aleksandra Macenowicz

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Co to jest CLIL, czyli co powinieneś wiedzieć o najskuteczniejszej metodzie nauki języka

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Współczesny rynek oferuje kursy prowadzone różnymi metodami. Która jest najskuteczniejsza? Oczywiście taka, która jest najbardziej naturalna i która przypomina sposób w jaki Ty nauczyłeś się języka polskiego. Czy siedziałeś wtedy przy komputerze? :P Czy powtarzałeś zdania w nieskończoność? Czy rozwiązywałeś zadania z gramatyki? Czy mama sadzała Cię do chodzika i rozpisywała Ci na kartce zasady...

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Zobacz wszystkie wpisy, których autorem jest Aleksandra Macenowicz

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W moim poprzednim poście pisałam o tym czym jest CLIL. Opisywałam na czym skupia się lekcja, jak uczy się gramatyki i słownictwa a także wymieniałam zalety takiego podejścia do nauczania języka (jeśli Cię to ominęło kliknij TUTAJ). Natomiast jak to wygląda od tej drugiej strony? Jak to jest być uczniem w klasie CLIL?

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Zobacz wszystkie wpisy, których autorem jest Aleksandra Macenowicz

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Temat tabu, bo "dobry nauczyciel przecież kryzysu nie przechodzi", "wstyd o tym mówić", "wszyscy widzą, ale głupio spytać wprost". Wypalenie. Kryzys. O tym się nie rozmawia. Ja piszę jak jest. Praca nauczyciela to praca z żywym człowiekiem, praca z emocjami, komunikacją, świat lekcji i świat prywatny.