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ChatGPT is your AI chatbot for everyday use. Chat with the most advanced AI to explore ideas, solve problems, and learn faster.

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Teacher in the classroom and ask her students to open the book

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Open your book and turn to page 13.

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Listen to this post as a podcast:
A note on terminology: The acronym ESL is used less often now in schools than it used to be, because we recognize that many students who are learning English already speak several other languages, so English would not be a "second" language. I use it several times in the post because schools sometimes refer to the teachers as ESL teachers, and the term is still widely used as a search term for this topic. My intent in using the acronym is to make this post easier to find online.

You have a new student, and he speaks no English. His family has just moved to your town from Japan, and though he receives English as a Second Language (ESL) support, he will also be sitting in your room every day to give him more exposure to his new language. How can you be a good teacher to someone who barely understands you?

According to the National Center for Education Statistics, an average of 9 percent of students in U.S. public schools are English Language Learners (ELLs); that number is closer to 14 percent in cities. Although many of these students start off in high-intensity, whole-day English programs, most are integrated into mainstream classrooms within a year, well before their English language skills would be considered proficient.

How prepared are you to teach these students? If you're like most classroom teachers, you have little to no training in the most effective methods for working with English language learners (Walker, Shafer, & Iiams, 2004). So that means we have a problem here: Lots of ELL kids in regular classrooms, and no teacher training to ensure the success of that placement.

Below, three ESL teachers tell us what they know about the things regular classroom teachers can do to improve instruction for ELL students. These 12 strategies are simple, they are not very time consuming, and best of all, they will help everyone in your class learn better:

1. Make it Visual

"Avoid giving instructions in the air," says Melissa Eddington, an Ohio-based ESL teacher. "ELL kids have a harder time processing spoken language." So instructions - even basic directions for classroom procedures - should be written on the board whenever possible. Challenging concepts should be diagrammed or supported with pictures. And modeling the steps of a process or showing students what a finished product should look like can go a long way toward helping students understand. "Sometimes showing our students what to do is all they need in order to do it," Eddington says. Not only will this kind of nonlinguistic representation improve comprehension for ELL students, it will help all of your students grasp concepts better.

2. Build in more group work.

"Kids aren't just empty glasses that we pour stuff into and then at the end of the day they dump it back onto a test," says Kim, an ESL teacher who was the subject of my very first podcast interview. "If you really want the kids to learn, they've got to be engaged." That means less teacher-led, whole-class instruction, and more small groups, where students can practice language with their peers in a more personal, lower-risk setting. And if ELL students attend your class with a resource teacher, make use of that person: In most cases the resource teacher doesn't have to work exclusively with the ESL students; they can work with smaller groups that happen to contain these students, helping to improve the teacher-student ratio and give kids more time to practice.

3. Communicate with the ESL teacher.

Mary Yurkosky, a former ESL teacher in Massachusetts, credits much of her students' success to the strong relationship she had with the regular classroom teachers. "The classroom teachers were always talking to me about what they were doing in their classes," she says. "They made it so easy for me to support them: If a teacher was going to be doing a unit on plants, I could make sure we used some of that same vocabulary in the ESL class."

Ideally, this could be systematized, where ESL teachers could regularly get copies of lesson plans or collaborate with regular classroom teachers to build solid back-and-forth support, but "it doesn't have to be that much work," Yurkosky insists. "Just talk to each other. Talk about what's going on in your classrooms, invite each other to special presentations, share what your students are learning, and the words will naturally find their way into the ESL class."

4. Honor the "silent period."

Many new language learners go through a silent period, during which they will speak very little, if at all. "Don't force them to talk if they don't want to," says Eddington, "A lot of students who come from cultures outside of America want to be perfect when they speak, so they will not share until they feel they are at a point where they're perfect." Just knowing that this is a normal stage in second language acquisition should help relieve any pressure you feel to move them toward talking too quickly.

5. Allow some scaffolding with the native language.

Although it has been a hotly debated topic in the language-learning community, allowing students some use of their first language (L1) in second-language (L2) classrooms is gaining acceptance. When a student is still very new to a language, it's okay to pair him with other students who speak his native language. "Some students are afraid to open their mouths at all for fear of sounding stupid or just not knowing the words to use," Yurkosky says. "Letting them explain things or ask questions in their first language gets them to relax and feel like a part of the class."

And this doesn't only apply to spoken language. If you give students a written assignment, but the ELL student doesn't yet have the proficiency to handle writing his response in English, "Don't make them just sit there and do nothing," Eddington says. "Allow them to write in their first language if they're able. This allows them to still participate in journal writing or a math extended response, even if you can't read what they write." There has even been some evidence that allowing second-language learners to pre-write and brainstorm in L1 results in higher-quality writing in L2 in later stages of the writing process (Yigzaw, 2012).

6. Look out for culturally unique vocabulary.

"For most of these kids, their background knowledge is lacking, especially with things that are unique to American or westernized culture," says Eddington. It's important to directly teach certain vocabulary words: "Show them videos of what it looks like to toss pizza dough, show pictures of a juke box or a clothing rack - things that are not common in their own language."

One way to differentiate for ELL students is to consider the whole list of terms you're going to teach for a unit, and if you think an ELL student may be overwhelmed by such a long list, omit those that are not essential to understanding the larger topic at hand.

7. Use sentence frames to give students practice with academic language.

All students, not just English language learners, need practice with academic conversations. Sentence frames - partially completed sentences like "I disagree with what _________ said because..." - show students how to structure language in a formal way. Keep these posted in a highly visible spot in your classroom and require students to refer to them during discussions and while they write.

For this kind of language to really sink in, though, Kim says it has to become a regular part of class. "They won't do it if it's not the norm in the class, because they'll be embarrassed to use it among their peers," she says. "But if they can put it off on the teacher and say, Oh, well, you know, Miss Kim makes me talk like this, then they don't look as hoity-toity as they would otherwise."

8. Pre-teach whenever possible.

If you're going to be reading a certain article next week, give ESL students a copy of it now. If you plan to show a YouTube video tomorrow, send a link to your ESL students today. Any chance you can give these students to preview material will increase the odds that they'll understand it on the day you present it to everyone else. "That kind of thing is wonderful," Yurkosky says. "The kids feel so empowered if they've had a chance to look at the material ahead of time."

9. Learn about the cultural background of your students...

Our second-language populations grow more diverse every year. Taking the time to learn the basics of where a child comes from - exactly, not 'somewhere in the Middle East/South America/Asia/Africa' - tells the student that you respect her enough to bother. Kim remembers one time when she had to set the record straight about the diverse South American population at her school: "I was listening to the teachers talking about the 'Mexican' kids in our building," she says, "and I was like, 'We don't have any Mexicans.'" Not taking the time to at least correctly identify a child's country of origin, much like not bothering to pronounce their name correctly, is a kind of microaggression, a small, subtle insult that communicates hostility toward people of color. Make a commitment to be someone who bothers to get it right.

Once you have the country straight, take things up a notch by learning about students' religious and cultural practices. If he is a practicing Muslim, he should be told if one of the pizzas you ordered for the class party has sausage on it. If she comes from a culture where eye contact with adults is viewed as disrespectful, you'll know not to force her to look you in the eye when she's talking.

10. ...but don't make a child speak for his entire culture.

In her podcast interview, Kim shared a story about watching a teacher ask a new Iraqi student how he felt about the war in his country, right in the middle of class. "That's not cultural inclusiveness," she explains. "I've seen teachers do this and then pat themselves on the back. The students' English is limited so they can't express themselves very well, and they don't want to 'represent'; they just want to be there." If you anticipate a theme coming up in your class that's going to be relevant to one of your students, have a conversation with them in advance, or check with your ESL teacher to see if they think it's appropriate for in-class discussion.

11. Show them how to take themselves less seriously...

By modeling the risk-taking that's required to learn a new language, you help students develop the courage to take their own risks, and to have a sense of humor about it. "I tried to say the word 'paint' ( pinta) in Portuguese and instead I said the word for 'penis' ( pinto). They all roared with laughter while I stood there with a What?? look on my face," Yurkosky says. "When they explained what I'd said, I laughed so hard! I told them that laughing was fine because sometimes mistakes are really funny, but ridicule is never okay."

12. ...but always take them seriously.

One of Kim's pet peeves about how teachers interact with English language learners is the way they often see students' efforts as 'cute,' missing the whole point of what the student is trying to say. "A student will be desperate to communicate, and the teacher will get distracted by the delivery and miss the message," she says. "That's painful for me to watch." It bothers her when teachers mistake a lack of language for a lack of intelligence or maturity. When a child can't express themselves as well as they would in their native language, it's far too easy to assume the concepts just aren't in their heads.

"It breaks my heart when I hear teachers say (ELL kids) don't know anything," says Eddington. "These are brilliant kids and they know a lot. They just can't tell us in English yet." Make a conscious effort to see past the accent and the mispronunciations and treat every interaction - every student - with the respect they deserve.

"They're doing twice the job of everybody else in the class," Kim adds, "even though the result looks like half as much." ♦

Further Reading

The ESL/ELL Teacher's Survival Guide is one of the highest-rated books on teaching English-language learners available. In addition to offering an overview of the research on second-language learners and best practices in teaching ESL, it also includes a whole section on teaching ESL in the content areas and another specifically geared toward teaching ELL students in mainstream classrooms.
References:
Walker, A., Shafer, J., & Iiams, M. (2004). "Not in my classroom": Teacher attitudes towards English language learners in the mainstream classroom. NABE Journal of Research and Practice, 2(1), 130-160.

Yigzaw, A. (2012). Impact of L1 use in L2 English writing classes. Ethiopian Journal of Education and Sciences, 8(1), 11-27.

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12 Ways to Support English Learners in the Mainstream Classroom

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Advice from three ESL teachers on the things regular classroom teachers can do to help English language learners thrive in mainstream classrooms.

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Introduce basic English phrases and common expressions used in everyday conversation. Use visual aids and real-life examples to make the learning process engaging.

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Organize students into small groups and assign them to create short dialogues using the phrases learned. Suggest using Padlet for sharing and discussing their dialogues.

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Encourage students to individual listening and speaking exercises using interactive online platforms like Quizlet.

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English Media Lab, Free English Video Lessons

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ESL Tower : There are grammar & vocabulary quizzes, crosswords, word search and several fun puzzles that make the learning and teaching of English easy and fun. Pronunciation is one area we have recently added more content. We have added phonetic vowel and consonant exercises in the form of videos, worksheets, self-tests and mp3 downloads.

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Interactive English Grammar Exercises Online

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Free ESL quizzes, Interactive English Grammar Exercises,interactive tests, games and quizzes, free online grammar studies, learning and teaching of english grammar

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For students ready for more challenge, provide additional phrases and idioms to incorporate into their dialogues or stories. This can be shared in class or on Padlet.

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English idioms, proverbs, and expressions are an important part of everyday English. They come up all the time in both written and spoken English. Because idioms don’t always make sense literally, you’ll need to familiarize yourself with the meaning and usage of each idiom. That may seem like a lot of work, but learning idioms is fun, especially when you compare English idioms

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Assign a worksheet that focuses on the English phrases learned during the lesson. Encourage students to practice speaking these phrases with family or friends.

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Welcome to our downloadable ESL worksheets section. Whether you're an ESL student looking to practice English, or an ESL teacher looking for printables/ handouts for the classroom, check out our list of topics below. The topics covered include verb tenses, phrasal verbs, articles, prepositions, pronouns, countable and non-countable nouns, and many others.

Click if you want to save time by downloading an exercise package in one zip file:

IMPORTANT: The worksheets are for classroom/home use only. WE DO NOT ALLOW THE REPOSTING OF ANY OF OUR WORKSHEETS ONLINE. If you plan to share any of our content, please review our content policy first.

WRITING SKILLS (for advanced/native speakers):

VERB TENSES:

PREPOSITIONS: EXERCISES/ QUIZZES:

PHRASAL VERB EXERCISES/ QUIZZES:

ENGLISH PRONOUNS:

COUNTABLE (COUNT) or NON-COUNTABLE (NON-COUNT) NOUNS:

ADJECTIVES/ADVERBS:

OTHER EXERCISES/ QUIZZES:

If you would like to suggest a specific English grammar quiz/test, please contact us :) For another great collection of English grammar and vocabulary printables, check out our sister-site ESLPDF.com

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learnenglishfeelgood.com - free esl worksheets

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Free ESL worksheets, ESL printables, English grammar handouts, free printable tests

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Welcome to our downloadable ESL worksheets section. Whether you're an ESL student looking to practice English, or an ESL teacher looking for printables/ handouts for the classroom, check out our list of topics below. The topics covered include verb tenses, phrasal verbs, articles, prepositions, pronouns, countable and non-countable nouns, and many others.

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手繪風格插畫 Hand drawn style illustration
色塊風格插畫 color block style illustration
寫實畫風插畫 Realistic style illustration
卡通風格插畫 Cartoon style illustration
漫畫風格插畫 comic style illustration
線條畫風插畫 Line drawing style illustration
復古風格插畫 retro style illustration
3D繪圖風格 3D Render
油畫 An oil painting
照片畫 A photo
未來主義 A futuristic
梵谷風格 A van Gogh style
手繪風格 A hand drawn sktch
油性粉畫 An oil pastel drawing
鉛筆+水彩畫 A pencil and watercolor drawing

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你對雙語教育的看法和想法是什麼呢？

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你對雙語教育的看法和想法是什麼呢？

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1.關於現在的教學現場?

2.教師層面？

3.學生層面？

4.未來發展?

5.其他?

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我平日可以在課堂上使用的對話。

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我平日可以在課堂上使用的對話。

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1.包含一句以上的課室用語。

2.對象：老師和學生、老師跟老師、學生跟學生。

3.每人三句以上的台詞。

4.請先打字後，在錄音。

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Kelly (名字，打招呼用的一句話）

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Kelly (名字，打招呼用的一句話）

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Good morning, everyone! (我不會畫圖，teacher greeting in the classroom and says: "Good morning, everyone!")

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Whether you're having school remotely or in person, online learning is a powerful tool teachers can leverage to support English language learners (ELLs). Research shows that ELLs' learning is enhanced by interactive visual aids and access to lessons they can follow at their own pace.

There are many free or inexpensive digital resources that teachers can use to create these learning experiences. Lessons can be recorded as they are conducted online in real time so that students can later access the content without a teacher present. Teachers can also incorporate audio, images, or videos into their lessons. These resources can support ELLs with fun, engaging tools that help them review and build vocabulary and literacy skills.

In a classroom, ELLs can benefit from online learning at a station that the teacher sets up as part of a lesson in which students rotate through centers or stations. A study published in the journal Language Learning & Technology concluded that "tablet computers, as well as other mobile technologies, are ideal tools to foster learner autonomy." Supplemental virtual lessons can help differentiate instruction to meet the needs of ELLs (as well as other students with diverse learning needs) who may be at different language proficiency levels or need additional practice with discrete skills.

I've collected a list of additional approaches and resources I've found especially helpful in my own English as a second language classroom. All of the resources below are helpful for all students, not just ELLs.

Using Videos to Support ELLs

Many computers allow users to record what is happening on the screen in real time, and also have the option to simultaneously record the user's voice. Your recording will be saved as a video file, which you can share with students or upload to your online learning platform. You might also ask students to do this themselves and share their recordings with you. Teachers can use narrated screen recordings for many activities: modeling read-alouds, conducting mini-lessons, editing essays, and showing students how to do effective online research. This Digital Trends article has information on different ways to record your screen.

YouTube Education, which is free and has no ads, curates YouTube's content for educational purposes and allows teachers to create a playlist that can be shared with students. Some of my favorite playlists are Essential Literature, which gives clear and concise summaries of popular texts, and National Geographic, which has videos of varying lengths about topics ranging from plants and animals to geography and history. Both of these playlists allow you to turn on closed captions so that students can read the text as they watch the video, which is particularly helpful for ELLs.

ELL Learning Apps and Websites

Kahoot! is a tool to create interactive audiovisual learning games, reviews, and assessments. Students can compete in games against each other in real time, from any device, by using a simple code. The premium subscription-based distance learning tools are currently free to support distance learning during the Covid-19 pandemic.

Quizlet is a digital flash card program that many students find useful for studying vocabulary. Teachers can use, and customize, premade study sets or make their own. The free version has ads; a paid subscription provides access to the ad-free platform.

Newsela has high-interest current events articles, with corresponding images and questions, that are offered in up to five different Lexile levels. To support distance learning during Covid-19, the entire site is currently free-usually most of the content is available only with a paid subscription.

CommonLit is a free site that has over 2,000 fiction and nonfiction reading passages searchable by title, genre, grade level, literary device, and Lexile level. It also has a growing library of content in Spanish. Texts have guiding questions and assessments, and many are organized into units of study.

Duolingo is a helpful free language learning app that offers English as a second language courses in more than 20 first languages. Its adaptive software is designed to resemble a game and can allow students to compete against themselves-or their friends.

BBC Teach has an extensive collection of free teaching resources in over 30 subjects, including English learning for adults. It also has interactive lessons with rich videos and graphics.

The British Council is the United Kingdom's international organization for sharing British culture and language. Its website has a variety of useful links and mobile apps with activities, games, and audiovisual lessons.

These resources are all available on any computer or mobile device. While some of the video-rich resources require significant bandwidth, many of these resources automatically adapt to slower internet speeds, making them more accessible to all students. In classrooms, it could be helpful to set up a station with a few devices that leverage these digital resources.

For students at home, many internet service providers, including Spectrum Broadband, Mint Mobile, Comcast, Altice and Cox, are currently offering free internet access and mobile data packages to support distance learning-be sure to read the fine print because some providers will automatically charge people after the free period is over.

For students who don't have access to an internet-enabled device, tablets can cost as little as $35. Chromebooks, simple internet-enabled laptops, start at $75.

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Helpful Online Resources for Teaching ELLs

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Websites and teacher-created videos make content more accessible for English language learners-whether they're in the classroom or at home.

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classroom english for a chinese teacher who teach the preA1 students

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classroom english for a chinese teacher who teach the preA1 students

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Certainly! Teaching pre-A1 students can be challenging yet rewarding. Here are some common English phrases and expressions tailored for a Chinese teacher instructing pre-A1 students:

1. Greetings and Warm-ups:

- "Good morning/afternoon, everyone!"

- "Ni hao, boys and girls! (你好)"

- "Let's begin, shall we? (我们开始吧)"

- "Are you ready? (你们准备好了吗？)"

2. Classroom Instructions:

- "Listen carefully, please. (请注意听)"

- "Repeat after me. (跟我重复)"

- "Raise your hand, please. (请举手)"

- "Open your books, please. (请打开书)"

- "Close your books, please. (请关闭书)"

- "Work in pairs/groups, please. (请分组工作)"

3. Vocabulary and Concepts:

- "This is a [object]. (这是一个[物品])"

- "Repeat the word after me: [word]. (跟我重复这个词：[词语])"

- "What's this in English/Chinese? (这个用英文/中文怎么说？)"

- "Can you spell [word], please? (请拼写[词语])"

- "What color/shape is this? (这是什么颜色/形状？)"

4. Simple Instructions and Commands:

- "Sit down, please. (请坐下)"

- "Stand up, please. (请站起来)"

- "Walk to the door, please. (请走到门口)"

- "Point to [object], please. (请指着[物品])"

- "Line up, please. (请排队)"

5. Praise and Encouragement:

- "Good job! (做得好！)"

- "Well done! (做得好！)"

- "You're doing great! (你做得很好！)"

- "I'm proud of you. (我为你感到骄傲。)"

- "Keep trying! (继续努力！)"

6. Classroom Management:

- "Listen to me, please. (请听我说。)"

- "Quiet, please. (请安静。)"

- "Sit with your partner, please. (请和你的搭档坐在一起。)"

- "Respect each other. (互相尊重。)"

- "Time to tidy up. (是时候整理一下了。)"

7. Closure and Farewell:

- "Well done, everyone! (大家做得很好！)"

- "Class is over. (下课了。)"

- "See you next time! (下次见！)"

- "Goodbye, boys and girls! (再见，孩子们！)"

Remember to speak slowly and clearly, using gestures and visual aids to aid comprehension. Also, be patient and encouraging as your students learn and grow in their English skills!

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Classroom English: Vocabulary & Expressions for Students

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Hello, everyone.

Good morning, everybody.

Good afternoon, class.

Hello there, Tom.

Good afternoon, everybody.

How are you today?

How are you getting on?

How’s life?

How are things with you?

Are you feeling better today, David?

What a lovely day!

What a rainy day!

Today is very cold, isn’t it?

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Let’s begin today’s lesson.

Let’s begin our lesson now.

I hope you are all ready for your English lesson.

I think we can start now.

Is everybody ready to start?

Now we can get down to work.

It’s time to begin, please stop talking.

I’m waiting for you to be quiet.

Settle down now so we can start.

We won’t start until everyone is quiet.

Stop talking and be quiet.

# data[].attributes.body
Do you get it?

Are you with me?

Are you OK?

Do you follow me?

OK so far?

Do you understand?

What did you say?

One more time, please.

Say it again, please.

Like this?

Is this OK?

# data[].attributes.body
Open your books at page 75.

I want you all to join in.

The whole class, please.

All together now.

Come out and write it on the board.

Listen to the tape, please.

Get into groups of four.

Finish off this song at home.

Everybody, please.

Could you try the next one?

I would like you to write this down.

Would you mind switching the lights on?

It might be an idea to leave this till next time.

Who would like to read?

Which topic will your group report on?

Do you want to answer question 4?

Can you all see the board?

# data[].attributes.body
Any questions?

Do you have any questions?

Now I’m going to ask you some questions.

Who knows the answer?

Raise your hand.

Please raise your hand if you don’t understand.

Try to answer by yourself.

Try again.

A full sentence, please.

Use a full sentence please.

Make a sentence.

Say it in a loud voice.

Louder, please!

Again, please.

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That’s interesting!

That really is very kind of you.

Don’t worry about it.

Don’t worry, I’m sure you’ll do better next time.

I’m really impressed. I knew you could do it!

Have a go! Have another try!

Practise makes perfect.

Good! Excellent! Well done! That’s great!

That’ much better! You’re really improving.

Your marks will get better if you practise more.

Stop making excuses.

Don’t pretend you can’t speak English, I know you can.

Your marks are getting better all the time.

# data[].attributes.body
Let’s stop now.

It’s time to finish now.

It’s almost time to stop.

I’m afraid it’s time to finish now.

We’ve run out of time.

We’ll have to stop here.

There’s the bell. It’s time to stop.

That’s all for today. You can go now.

Have you finished?

Stop now.

Any questions?

Collect your work please.

Pack up your books.

One minute to finish that activity. It’s nearly time to go.

Are your desks tidy?

Don’t forget to bring your … tomorrow.

The next class is waiting (outside/ to come in)

You’ll be late for your next class (if you don’t stop now)

We’ll have to finish this tomorrow/ in the next lesson

Look at the time/ What time is it now?

That’s all (we have time) for today.

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Remember your homework.

Take a worksheet as you leave.

What do you have to do before the next lesson?

This is your homework for tonight.

Finish this exercise

Do the next exercise tonight, and we’ll check it tomorrow.

Prepare the next chapter for Tuesday.

Do exercise 5 on page 36 for your homework. There is no homework today.

There is no homework tonight (but there will be tomorrow)

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Do you eat lunch

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Are you ready?

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A teacher is in math class with three students.

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what do you eat today

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A teacher is in math class with three students.

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T: Hi May, can you help me add some numbers together?

S: Sure . What numbers do you need to add?

T: I have 5 apples, and I bought 3 more. How many do I have now?

S: 5 apples plus 3 more equals 8 apples.

T: Got it! Thanks, May.

S: You're welcome.

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T: what’s your favorite subject?

S: my favorite subject is mathematic.

T: why do you like it?

S: because I’m good at calculate, so l like mathematic.

T: excellent, but calculate is not all of the math, so you need to concentrate in the class.

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T: What fruits do you like

S1: I like banana

S2:I like orange

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T: Today’s topic is animals. What’s your favorite animal?   For example: My favorite animal is the rabbit. How about you?
S: My favorite animal is the dog.
T: OK. Can you draw it?
S: Yes, I can.  I am done.
T: Wow! Good job.

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T: Is everyone here?

S1: Simon is not here.

S2: Sorry, I am late. May I come in?

T: Come in. Have a sit.

T: Please open your book and turn to page 20.

S1: Sorry, I didn’t bring my book.

S2: I can share with you.

.

.

.

T: Have any questions?

S1: Is time for lunch?

S2: This is my question, too.

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1.你是一個國小的英文老師，要交CEFR(歐洲語言共同參考架構)分級標準，PreA1級別的EFL學生，請根據文本，針對PreA1級別的EFL學生，提出事實性問題、概念性問題、同理性問題、推論性問題、評論性問題、可辯論性問題，各三個，問題請以中英問同步呈現，文本如下：

2.請將以上內容製成表格，第一欄是提問類型（事實性問題、概念性問題、同理性問題、推論性問題、評論性問題、可辯論性問題），第二欄是比PreA1等級在更簡單的提問，第三欄是模擬PreA1等級的學生的回答，第四欄是教師可使用的教具或活動，第五欄是提供一個sentence frame讓學生回答，第六欄是IDEA BOX提供輔助教具或活動用來提示學生可以回答的方向、文扮線索等。

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繪圖 姓名 心情 (風格，主角，場景，動作)

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繪圖 姓名 心情 (風格，主角，場景，動作)

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手繪風格插畫 Hand drawn style illustration
色塊風格插畫 color block style illustration
寫實畫風插畫 Realistic style illustration
卡通風格插畫 Cartoon style illustration
漫畫風格插畫 comic style illustration
線條畫風插畫 Line drawing style illustration
復古風格插畫 retro style illustration
3D繪圖風格 3D Render
油畫 An oil painting
照片畫 A photo
未來主義 A futuristic
梵谷風格 A van Gogh style
手繪風格 A hand drawn sktch
油性粉畫 An oil pastel drawing
鉛筆+水彩畫 A pencil and watercolor drawing

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使用以下單字
hamburge、hot dog、 juice、 milk、water、 ice cream。
以及Sentence Pattern:
What do you want for lunch? I want a hot dog. /I want two hamburgers. /I want some juice
創造一個50字左右適合pre A1等級閱讀的的對話，主角是動物，並附上中文

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結合單字，創造一首詩(國小)

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結合單字，創造一首詩(國小)

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使用以下單字，
hamburge、hot dog、 juice、 milk、water、 ice cream。
.創造一首適合pre A1等級閱讀的詩，並附上中文

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給予學生的句子框架和提示(國小)

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給予學生的句子框架和提示(國小)

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請製表，表格第一欄是問題類型(事實性問題、概念性問題、同理性問題、推論性問題、評論性問題、可辯論性問題)；第二欄是問題；第三欄是模擬 pre A1級別學生回答；第四欄是提供一個的sentence frame讓學生回答；第五欄是IDEA BOX提供輔助教具或活動提供學生可以回答的方向、文本線索提示、靈感、面向

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結合單字創作故事文本(國小)

# data[].attributes.subject
結合單字創作故事文本(國小)

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使用以下單字，
hamburge、hot dog、 juice、 milk、water、 ice cream。
以及Sentence Pattern:
What do you want for lunch? I want a hot dog. /I want two hamburgers. /I want some juice.
創造一個50字左右適合pre A1等級閱讀的英文故事並附上中文

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請製表，第一欄是提問類型(事實性問題、概念性問題、同理性問題、推論性問題、評論性問題、可辯論性問題)，第二欄是比pre A1層級再更簡單的提問，第三欄是針對 pre A1等級的學生的問題、第四欄教師可使用的教具或活動，提問請用英文，後面是(中文)

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結合單字，創造謎語(國小)

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結合單字，創造謎語(國小)

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請以
hamburge、hot dog、 juice、 milk、water、 ice cream
為謎底。.創造適合pre A1等級猜測的英文謎語

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步驟八:出單字相關的填充題(國小)

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步驟八:出單字相關的填充題(國小)

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請幫我出英文考題，生成一篇英文文章，文章裡有空格，答案需要填入使用以下單字，
hamburge、hot dog、 juice、 milk、water、 ice cream，
請將答案在文章中用( )讓pre A1等級學生可以填充。並附正確答案在最後面

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我要找英文影片給CEFR（歐洲語言共同參考架構）的分級標準， pre A1 級別的 EFL學生，主題是關於食物
Sources

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https://www.perplexity.ai/search/fd9c631c-dad6-4481-a3c0-7829e64b7cd9

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如要加入這場視訊會議，請按一下這個連結：https://meet.google.com/bby-dssx-qjw

你也可以透過電話加入通話，只要撥打 +1 669-220-6380，然後輸入以下 PIN 碼即可：966 154 972#