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This task can be done outside of class and then reviewed in class. Share good examples of student work with the class.

Task: Have students write a few emails back and forth with a partner describing their weeks. Have them cc you on the email thread so you can give feedback on email structure and language used.

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Go over email structure with students. Go over formal vs informal language for emails. Have students practice writing an email based on a template. Have students send you an email on a given topic so you can give feedback.

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Go over question structure for "how ____" questions. Allow students time to complete "how" worksheets/activity in pairs. Go over as a class. Have students create a dialogue featuring "how" questions.

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How long? worksheets:

HOW LONG-HOW OFTEN-HOW MUCH-HOW MANY
Level: elementary
Age: 11-14
Downloads: 654 WH Questions(4):Why-Who se-How long-How far(+Key)
Level: intermediate
Age: 9-14
Downloads: 583 How long, how far, how often, how old, how much, how many...board game for elementary to intermediate
Level: elementary
Age: 10-17
Downloads: 367 QUESTIONS - how much, how many, how often, how far, how long how wide,how deep
Level: elementary
Age: 9-17
Downloads: 360 How long did it take ... ?
Level: intermediate
Age: 11-17
Downloads: 329 Questions and Answers - how many * how much * how old * how long * explanation, examples and exercises * editable
Level: elementary
Age: 10-17
Downloads: 325 How often or how long?
Level: intermediate
Age: 12-17
Downloads: 288 HOW MUCH, HOW MANY, HOW FAR, HOW OFTEN, HOW LONG ETC.
Level: elementary
Age: 9-17
Downloads: 266 HOW MUCH, HOW MANY, HOW FAR, HOW LONG
Level: elementary
Age: 10-17
Downloads: 234 QUESTIONS HOW FAR, HOW LONG, HOW MANY, HOW MUCH
Level: intermediate
Age: 9-17
Downloads: 225 qustions with how:how far/how much/how many/how often/how long/
Level: elementary
Age: 10-100
Downloads: 223 HOW LONG DOES IT TAKE?
Level: intermediate
Age: 9-17
Downloads: 211 HOW OFTEN, HOW LONG AGO, HOW WIDE, HOW, HOW TALL, HOW MANY
Level: elementary
Age: 9-17
Downloads: 208 QUESTIONS 3 WITH HOW MUCH, HOW MANY, HOW FAR, HOW LONG ETC.
Level: intermediate
Age: 12-100
Downloads: 203 How many how much how long .......... question words. + KEY
Level: intermediate
Age: 9-100
Downloads: 147 How long does litter last?
Level: intermediate
Age: 12-17
Downloads: 124 Question words (who, how, when, where, how much, how long, how many)
Level: elementary
Age: 10-14
Downloads: 115 Board game to practise How long ago did you .. ?I .... ago
Level: intermediate
Age: 13-17
Downloads: 112 FOR and SINCE : How long have you had / been / known .......?
Level: intermediate
Age: 13-17
Downloads: 112 How long have you been doing it? Survey.
Level: intermediate Live Worksheets
Worksheets that listen. Worksheets that speak. Worksheets that motivate students. Worksheets that save paper, ink and time.

Age: 8-17
Downloads: 109

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Grammar worksheets >Questions >How long? > How often / how much / how far / how long / how many

How often / how much / how far / how long / how many

a useful ws to practise the different uses of HOW: a matching activity and a fill in the blanks one. hope u like it

Level:elementary
Age: 11-12
Downloads: 125

Copyright 21/2/2010 BRIKI RYM
Publication or redistribution of any part of this document is forbidden without authorization of the copyright owner.

see more worksheets by sa3ida

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How often / how much / how far / how long / how many - ESL worksheet by sa3ida

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How long? worksheets: HOW LONG-HOW OFTEN-HOW MUCH-HOW MANY Level: elementary Age: 11-14 Downloads: 654 WH Questions(4):Why-Who se-How long-How far(+Key) Level: intermediate Age: 9-14 Downloads: 583 How long, how far, how often, how old, how much, how many...board game for elementary to intermediate Level: elementary Age: 10-17 Downloads: 367 QUESTIONS - how much, how many, how often, how far, how long how wide,how deep Level: elementary Age: 9-17 Downloads: 360 How long did it take ...

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Choose a menu from a NY restaurant. Go over the menu as a class and discuss the items on the menu. Choose another menu, create a list of questions about the menu. Have students work in groups to answer questions about the menu. If students are able, consider having them create a role play about the menu where the customer asks the waiter/waitress questions.

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What?

Interactive reading and listening comprehension tasks should be designed and carried out using authentic cultural texts of various kinds with appropriate scaffolding and follow-up tasks that promote interpretation. Authentic texts are defined as "written by members of a language and culture group for members of the same language and culture group" (Galloway, 1998, p. 133, as cited in Glisan). Scaffolding refers to the support provided for learners to promote acquisition of skills and concepts. Follow-up tasks include activities that provide learners with the opportunity to apply or practice the new skill or concept.

Why?

Authentic materials provide real-life examples of language used in everyday situations. They can be used to add more interest for the learner. They can serve as a reminder to learners that there is an entire population who use the target language in their everyday lives. Authentic materials can provide information about the target culture and provide that culture's perspective on an issue or event. The rich language found in authentic materials provides a source of input language learners need for acquisition.

How?

The interpretive mode is receptive communication and the learner must negotiate meaning with the document itself. Since the reader, viewer, or listener is using both content and context to interpret and comprehend what they are reading, viewing, or listening to, learners benefit from making meaning from authentic cultural texts of various kinds with appropriate scaffolding and follow-up tasks that promote accurate interpretation.

Choose authentic texts that are

context appropriate

age appropriate

fit the students' linguistic level (with scaffolding as necessary)

Tailor the task to the proficiency level of the student (use the same text but change what you ask learners at each level to do with the text)

Give opportunities to make meaning with a text

Help learners use background knowledge, contextual cues, and interpretive strategies (many times the ones acquired in their first language) to construct meaning

Comprehension tasks might be done in the learners' first language if students are able to comprehend more than they can say. This is a limited use of first language in order for students to demonstrate their comprehension

Since the purpose of interpretive tasks is to assess learners' ability to deal with language that may be new for them in an authentic text, glossing or translating new words and expressions in the text should be avoided, as well as translation activities that do not demonstrate interpretation abilities. In authentic situations, students will not have such assistance, but use any strategy possible to make meaning to accomplish their purpose in the interpretive task

When giving feedback to students, they should have an opportunity to analyze their interpretation of the text so that they can see how well their strategies work. This involves examining the evidence that was used to make their conclusions about meaning or to verify an inference.

Find Out More:

Adair-Hauck, B., Glisan, E. W., & Troyan, F. J. (2013). Implementing Integrated Performance Assessment. Alexandria, VA: ACTFL.

Glisan, E. (2015). Core Practices Webinars. Alexandria, VA: ACTFL. Access at: https://www.pathlms.com/actfl/courses/2074

The National Standards Collaborative Board. (2015). World-readiness standards for learning languages. Alexandria, VA: Author. (See: http://standards4languages.org)

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Use of Authentic Texts in Language Learning

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Interactive reading and listening comprehension tasks should be designed and carried out using authentic cultural texts of various kinds with appropriate scaffolding and follow-up tasks that promote interpretation. Authentic texts are defined as "written by members of a language and culture group for members of the same language and culture group" (Galloway, 1998, p.

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There are several reasons for this, primarily a kind of fear that students will panic when faced with language that is largely unfamiliar, and a feeling that to prevent this the language should be edited to the students' level. This is an unnecessary fear, as using authentic materials can be rewarding and stimulating for both teacher and students.

Aren't authentic materials too difficult?

Dealing with unknown language

Sources
When people first think of authentic materials they usually assume that we are talking about newspaper and magazine articles. However, the term can also encompass such things as songs, web pages, radio & TV broadcasts, films, leaflets, flyers, posters, indeed anything written in the target language and used unedited in the classroom.

The materials used, will of course, depend on the 'usual' factors:

topic

target language area

skills

students' needs and interests

Aren't authentic materials too difficult?
It's no good trying to get your students fascinated by a text on the latest art movie if they are all fans of action films. You might as well save your time and energy and just use the text book!

Yes they are, but that's the point! Your text, written or recorded, is likely to be too hard, even, in some cases, for advanced students. The trick, regardless of the text used, is not to edit and grade the text, but to grade the task according to your students' abilities. This is for three reasons: most importantly, it reflects the kind of situation your students may face in an English-speaking environment, it saves you time and energy (more of an added bonus than a reason) and lastly it encourages and motivates your students when they can 'conquer' a real text.

The same text could be used in a variety of different ways. Let us take a tourist information leaflet. This kind of authentic material has the added advantage that it can be easily and swiftly ordered for free and in multiple copies from tourist boards and agencies. This also removes issues of copyright, which is a common problem of using authentic materials and should be checked depending on your particular situation. (Some countries allow a small number of copies to be made for educational purposes, but this can vary.)

With a little pre-teaching a low level class can use the leaflet to find out key information, 'What is the telephone number for..?' or 'When is..?' and so on.

At higher levels the same text could be used together with similar or related texts to form part of a research project (in this case, web sites, posters and similar leaflets spring to mind).

Dealing with unknown language Conclusion
The question of levels
Naturally certain texts will lend themselves more easily to certain levels.

At lower levels some possibilities include leaflets, timetables, menus, short headline type reports, audio and video advertising, or short news broadcasts. The task should be simple and relatively undemanding, and it is important to pre-teach key vocabulary so as to prevent panic.

At more intermediate levels this list could be expanded to include longer articles, four or five minute TV or radio news reports, a higher quantity of shorter items, or even whole TV programmes, if your copyright agreements allow it. Again pre-teaching is important, although your students should be able to deal with unknown vocabulary to some extent.

At higher levels it's a case of anything goes. At an advanced level students should have some tactics for dealing with new vocabulary without panicking, but it's still useful to have a few quick definitions to hand for some of the trickier stuff!

As can be seen, a key skill here is dealing with unknown language, in particular vocabulary. It is hard to cover this topic here, as there are several methods, although one which seems immediately appropriate is the skill of ignoring it, if they can complete the task without it!

Especially with lower levels, it needs to be emphasised that students do not have to understand everything. I've found that students don't often believe you until you go through a few tasks with them. Teaching them this skill, and developing their confidence at coping with the unknown is an important element in their development as independent learners.

As can be seen, using authentic materials is a relatively easy and convenient way of improving not only your students' general skills, but also their confidence in a real situation. This is only a brief introduction to the ideas involved, but some of these ideas could easily be expanded to form part of a motivating and effective course.

If you have any suggestions or tips for using authentic materials in the class you would like to share on this site, contact us.

Sam Shepherd, Teacher, New Zealand

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There are several reasons for this, primarily a kind of fear that students will panic when faced with language that is largely unfamiliar, and a feeling that to prevent this the language should be edited to the students' level. This is an unnecessary fear, as using authentic materials can be rewarding and stimulating for both teacher and students.

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by Claudia Pesce 72,543 views

Reading is an essential skill, and the coursebook certainly offers plenty of dialogues and texts to read - but the problem is they are written specifically for ESL learners. The conversations often sound stilted and contrived. The reading passages are simply not "real" enough.

When you think of authentic reading materials, you probably automatically think of books, newspapers and magazines, which are fine and dandy for advanced learners, but too difficult for beginners to tackle. The good news is there are plenty of authentic texts ESL students can read - at any level. And here are just a few suggestions:

8 Authentic Sources of Reading Material for ESL Students

1. Takeout Menus
Restaurant takeout menus offer a wealth of authentic food-related vocabulary, and not just the food items themselves, but the ways in which they are prepared (sautéed, fried, baked, etc.)
Suggested Reading Activity: After making sure that any new food-related vocabulary has been properly introduced, divide the class into pairs or small groups. Tell them that they are going to order some takeout, but first they have to decide what they are going to eat. Hand out role cards to make it more challenging:

You are a vegetarian, but you don't like onions.

You're allergic to shellfish.

Etc...

2. Classified Ads

Folks who place classified ads have to pay per line, which makes abbreviations absolutely necessary. But some are quite cryptic. With the use of classified ads you can give students a reading task that is challenging but not too difficult.

Suggested Reading Activity: First, go over a list of abbreviations; don't tell them what each one means - have them guess. Include several like: a/c, furn., bdrm., kit., bath., lg., sm., etc... Then, give each student a real ad that they must decipher: 1 BR apt. in downtown Manhattan, near subway, lg. kit, central a/c, 2000/mo. They must answer questions about the property in question: How many bedrooms/bathrooms does it have? What are its main features?

3. Company Websites
Company websites provide opportunities to read about and discuss services and what people/companies do.
Suggested Reading Activity: Hand out role cards that include specific information your students have to look for: Go to (a moving company's website) and find out if a) they offer services to your area; b) if they can take care of the packing, and c) if they can move pianos.

4. E-commerce sites or Print/Online Catalogs
Put your students to the test, and see if they can find the item they're looking for, with the characteristics they seek.
Suggested Reading Activity: Give your students print catalogs or direct them to an e-commerce site like eBay. Hand out cards that specify what they have to look for: You want a medium-sized, v-neck sweater in navy blue; you're allowed to spend up to 30 dollars.

5. Travel Brochures
With an assortment of travel brochures, you can not only practice reading comprehension, but also grammar like conditionals: Where would you go if...
Suggested Reading Activity: Have students sit in a circle on the floor and place a variety of travel brochures in the center. Students pick up and read the brochures. When they find a place that interests them, they must each say: a) what place they picked for a vacation; b) why they picked it; and c) which features of the location/hotel/attraction mentioned in the brochure they like best.

6. Resumes/CVs
Professional CVs/resumes give students the chance to practice reading skills and vocabulary they'll need for job hunting.
Suggested Reading Activity: Print out several different CVs. There are plenty of websites that have great samples for a wide range of careers. Divide the class into pairs; one student will be the job applicant, and the other will conduct the job interview. The student conducting the interview will have to read the CV/resume and ask the applicant questions about his/her background.

7. Movie/Theater Showtimes
Students will need to carefully read the showtimes to decide which show/movie to see and when. www.google.com/movies is a great resource and shows listings for your area, as well as information about each film.
Suggested Reading Activity: Hand out copies of newspaper clippings that show what's playing that week. In pairs, students must read them and decide what movie they'll see and when.

8. Magazine Ads

You'd think that the best texts for reading tasks are the magazine articles themselves, but they're often too long and filled with vocabulary students find hard to grasp. Read the ads instead!

Suggested Reading Activity: Choose an ad from a magazine; make sure it has plenty of text, describes features/advantages, etc...Students read the ad and discuss the product's characteristics. A great alternative is to give students different role cards:

You love to try out new types of exercise.

You are an outdoorsy type who loves mountain climbing and trekking.

You are an executive in a top firm and love to buy electronic gadgets.

Give the class a pile of magazine ads to look through; they must read them and find a product they would love to have. And be ready to tell the class why.

Authentic reading is not just about reading long newspaper articles or blog posts. Students must also learn to apply the reading skills that will get them what they need. The beauty about these real reading sources is that you'll have the chance to give even real beginners, real texts to read.

What is your experience using authentic reading materials in an ESL class?

Share it below!

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Keepin' It Real: 8 Best Authentic Sources of Reading Material

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by Claudia Pesce 72,545 views Reading is an essential skill, and the coursebook certainly offers plenty of dialogues and texts to read - but the problem is they are written specifically for ESL learners. The conversations often sound stilted and contrived. The reading passages are simply not "real" enough.

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Do a pre-listening activity where students talk about the topic of the listening. Have students listen and write down key words they hear from the listening. After the listening, have students work in groups to create a summary of the listening. Share as a class.

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ELLLO - 50 High-Beginner Listening Lessons

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50 free ESL listening lessons for beginner students featuring naturally spoken English. ESL students and teachers can access free listening lessons that come with audio, script, quiz and vocabulary support.

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Below is a list of words that vary only by one having the sound /b/ and the other the sound /v/.

You can use this list to practise the sounds, or as a list of words to be careful in pronouncing.

/b/ has the same mouth position as /p/, but using your voice. Try saying /p/ and then holding your neck to make sure that your voice is being used when you say /b/. There should be a sudden release of air as you say the sound, meaning that it is impossible to extend it.

/v/ has the same mouth shape as /f/, but using your voice. Put your top teeth on your bottom lip. It is possible to extend this sound for as long as you like.

If you are practising on your own, try saying both words and making sure your pronunciation of each is different, for example by looking at your mouth shape in the mirror.

Elementary

B V

berry very

Pre-Intermediate

ban van

bat vat

beer veer

boat vote

bowl vole

serb serve

Intermediate

bars vase

best vest

bet vet

bowels vowels

gibbon given

Upper-Intermediate

bale veil

bent vent

bury very

bow vow

Advanced

bane vein

bat vat

beer veer

bid vid

bile vile

biz viz

bolt volt

bowels vowels

bowl vole

broom vroom

curb curve

dribble drivel

dub dove

fibre fiver

jibe jive

lobes loaves

rebel revel

verb verve

Next: /b/ and /p/

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Below is a list of words that vary only by one having the sound /b/ and the other the sound /v/. You can use this list to practise the sounds, or as a list of words to be careful in pronouncing. /b/ has the same mouth position as /p/, but using your voice.

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How many berries could a bare berry carry,

if a bare berry could carry berries?

Well they can't carry berries (which could make you very wary)

but a bare berry carried is more scary!

Vivacious Vivian loved to voice vigorous verses vociferously.

Engoo is a service that offers lessons for those learning English. Although the lesson materials can be used for self study, they are intended for use with a teacher. To book a lesson with one of our professional teachers, please visit Engoo.

© 1998 - 2022 DMM.com LLC. All Rights Reserved.

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How many berries could a bare berry carry, if a bare berry could carry berries? Well they can't carry berries (which could make you very wary) but a bare berry carried is more scary! Vivacious Vivian loved to voice vigorous verses vociferously. Engoo is a service that offers lessons for those learning English.

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Listen to the tongue twisters below, practice saying them out loud

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If your mother tongue is Spanish, you may confuse the sounds /v/ and /b/ in English. Listen to these two words:

https://thesoundofenglish.org/wp-content/uploads/2016/03/vorb1.mp3

So what is the difference?

/b/ is a plosive sound - you block the air fully with both lips and then release it.

/v/ is a fricative sound - you squeeze the air between the top teeth and lower lip.

Both sounds are voiced.

English indicates which of these sounds is to be pronounced in the spelling (except 'of' pronounced /əv/).

Drill: Sounds

ba aba ab
va ava av
bavab vabav

https://thesoundofenglish.org/wp-content/uploads/2016/03/vorb2.mp3

Drill: Words

bowel vowel
vine bine
ban van
vroom broom
jive jibe
rove robe

https://thesoundofenglish.org/wp-content/uploads/2016/03/vorb3.mp3

Drill: Sentences

A very beautiful berry.
Hoover the bathroom.
I love to rove the Balkans.
Basically, we've broken the blind.
It's vastly better than before, Vicky.

https://thesoundofenglish.org/wp-content/uploads/2016/03/vorb4.mp3

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If your mother tongue is Spanish, you may confuse the sounds /v/ and /b/ in English. Listen to these two words: https://thesoundofenglish.org/wp-content/uploads/2016/03/vorb1.mp3 /b/ is a plosive sound - you block the air fully with both lips and then release it. /v/ is a fricative sound - you squeeze the air between the top teeth and lower lip.