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Linguahouse - Innovation in Learning and Teaching English

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RhinoSpike : English Audio : Civil rights icon Rosa Parks dies

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Do you want to get language learning tips and resources every week or two? Join our mailing list to receive new ways to improve your language learning in your inbox!

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How might notions of freedom, as presented by Roosevelt and Rockwell during the World War II era, be reinterpreted for our times? What does freedom look like today?
Inspired by the legacies of Roosevelt and Rockwell, Reimagining the Four Freedoms is a juried exhibition inviting contemporary artists to consider two questions:

* How might notions of freedom, as presented in Franklin Delano Roosevelt's and Norman Rockwell's Four Freedoms, be interpreted for our times?

* What does freedom look like today?

This installation represents the diverse spectrum of responses received from artists across the nation and in Canada. Their compelling artworks in all media give voice to their observations and concerns about freedoms found and lost in our times.
Read the Press Release for Reimagining the Four Freedoms

Major support for Norman Rockwell: Imagining Freedom has been generously provided by Jay Alix | The Alix Foundation and George Lucas Family Foundation, and by national presenting sponsor The Travelers Companies, Inc. Additional support is provided by an anonymous donor, Michael Bakwin, Helen Bing, Elephant Rock Foundation, Ford Foundation, Heritage Auctions, Annie and Ned Lamont, National Endowment for the Arts, and Ted Slavin. Media sponsors include: Curtis Licensing, a division of The Saturday Evening Post, and Norman Rockwell Family Agency.

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Reimagining the Four Freedoms Archives - Norman Rockwell: Imagining Freedom

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How might notions of freedom, as presented by Roosevelt and Rockwell during the World War II era, be reinterpreted for our times? What does freedom look like today?

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Speeches: Franklin D. Roosevelt: The Four Freedoms - Learning English Online

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Diverse comprehension exercises and additional material on English audio texts: Listening Comprehension - Speeches - Franklin D. Roosevelt: The Four Freedoms - Learning English Online

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Australia: reading comprehension, à revoir

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Australia: reading comprehension, à revoir

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present perfect tense esl printable grammar test worksheet

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Exercises Explanation Downloads

Questions - word order and question words

Exercise 1

Choose the correct questions.

Word order in present simple questions

The order of words in an English question in present simple is: QWASI: ( Question Word) + Auxiliary + Subject + Infinitive.

What do you do?

Where do they live?

In Yes-No questions (questions that we answer saying yes or no) there is NO Question Word.

Do you speak English?

Does she live here?

The auxiliary verb in present simple is be or do/does. Below you can see a grammar chart on the order of words in present simple questions with be or do/does.

Questions with am/is/are

When the verb in the sentence is be, we use am/is/are as the auxiliary verb before the subject. Then the word order is QWAS: ( Question Word) + Auxiliary (am/is/are) + Subject

Questions with do/does

When we have a verb that is not be, we use do/does as the auxiliary verb.
We use does with he/she/it and do with I/you/we/they. Remember that the main verb after the subject is in the infinitive form (NO -s or -es).

What does she do ? (NOT What does she does?)

Where does he work ? (NOT Where does she works?)

Question words - grammar chart

What + noun

We often use the question word what + noun as a question word: what time, what colour, what size, etc.

How + adjective/adverb

We can also use how + adjective/adverb as a question word in phrases like how often, how old, how tall, etc.

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Questions – word order and question words - Test-English

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Learn about the question words and the order of the words in English questions. This is an English grammar lesson for beginners or elementary students (level A1 CEFR). In this lesson, you will find three English grammar exercises with answers. There is also a grammar explanation with grammar rules and grammar charts.

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You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teachers' section for more information.

You can share this page by using the link below.

This is a simple game for practicing question forms in English. The aim is to give ESL students practice in the correct use of question words, specifically: "What", "When", "Where", "Who", "How", "Do", "Is", "Are", "Can", "Does" and "Would".

There are 3 parts to the game. The first part aims to practice the different question words in a clear context. You are presented with an image to represent meaning and an incomplete sentence. You have to click on one of 5 words to complete the phrase. The second part aims to reinforce the link between meaning and question form. You are presented with a full question and then have to click on the image that matches. The third part displays responses to the questions. You are show different questions and then have to move the answers to match.

The second and third parts include a countdown timer; the purpose of this is to add some excitement or challenge to the game. My worry here is that without the timer students might find the game boring. If you dislike the timer, you can remove it by clicking on the settings button in the bottom left.

In this game learning will, hopefully, take place through exposure and use of question language. Students will use the language in a context of questions and answers. In doing so, it is hoped that this will reinforce an association between question meaning and language.

There are 2 difficulty levels to choose from - easy and difficult. There is not much difference between them, but they do use different content. Each level has 5 sets of 8 questions and it is also possible to use all sets by clicking on "all". The sets cover a good range or question types: each typically has one question starting with each of the following "What", "When", "Where", "Who" and "How". Then 3 questions starting with any from the following "Do", "Is", "Are", "Can", "Does" and "Would". There is some progression in terms of difficulty as you move through the set, but that is typically more about the easy questions being at the start.

This game uses a different development framework to all the other content on this site. So, it is possible that some things may not work properly or at all. Please email me with any feedback by using the contact form, or you can leave a comment below.

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This game can be used to practice question formation in English. You see images and then have to click on the words to complete simple questions. This can be used to practice and reinforce making questions in English for ESL students.

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Ceci est un outil en ligne pour choisir le nom ou l'élément au hasard.Il a également appelé sélecteur de nom aléatoire, roue de noms ou roulette en ligne.Parfois, il est difficile pour les gens de prendre des décisions. Faites ensuite une liste d'options ou de candidats existants, puis sélectionnez-en une au hasard.

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Posted by: Jaksyn Peacock

The dangerous rivalry between two powerful countries that lasted over 40 years.

Pre-listening vocabulary

rivalry: a competitive relationship between two people or groups

ideology: a set of political beliefs

capitalism: an economic system where corporations control the production of goods and services

communism: an economic system where the government controls the production of goods and services

restrict: to put limits on something

treaty: a written agreement between countries

Listening activity

Podcast: Play in new window | Download (Duration: 1:46 - 1.6MB)

Subscribe: Apple Podcasts | Google Podcasts | RSS | More

Gapfill exercise

Comprehension questions

1. The Cold War started in

The Cold War started in 1947.

2. The government of the Soviet Union was

The government of the Soviet Union was communist.

3. In the 1980s, the two countries agreed to

convert to capitalist systems

stop interfering in wars between other countries

In the 1980s, the two countries agreed to restrict nuclear weapons.

Discussion/essay questions

Some historians have debated about which country was at fault for the Cold War. However, many believe that the Cold War was always going to happen, because the U.S. and the Soviet Union were powerful countries with opposing beliefs. Do you think it is possible for two powerful countries with different ideologies to exist without conflict?

Transcript

The Cold War was a political rivalry between the United States and the Soviet Union that lasted from 1947 to 1991. It was caused by the opposing ideologies of the American and Soviet governments. While the U.S. was a capitalist country, the Soviet Union had a communist system. After World War II, the Soviets controlled communist governments in Eastern Europe, while the Americans were allied with democratic governments in Western Europe. The divide between Eastern and Western Europe became known as the Iron Curtain. Throughout the Cold War, both the Soviet Union and the U.S. tried to prove their superiority by gathering and testing nuclear weapons. While the two countries never fought each other directly, they became involved in conflicts between other countries. In the 1980s, the U.S. and the Soviet Union began to sign agreements restricting nuclear weapons. However, the treaties divided the citizens of the Soviet Union. Some people still strongly supported communism, and didn't want to make peace with the United States. Others wanted to convert to a capitalist system. This division eventually led to the collapse of the Soviet Union in 1991, which ended the Cold War.

Written and recorded by Jaksyn Peacock for EnglishClub

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The dangerous rivalry between two powerful countries that lasted over 40 years.

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Martin Luther King - Reading comprehension

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diapo oral du brevet sujet problématique

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

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Helping Students Identify Fake News with the Five C's of Critical Consuming

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Red and Turquoise Playful Doodle Creativity Children Trifold Brochure

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This ESL flipped lesson plan deals with deepfakes, i.e. fake videos in which a person in a video is replaced with someone else's using computer science.

The worksheet consists of many various activities and 2 videos: one which students are supposed to watch before class, and the other to watch during classes.

Generally, it is possible to do the whole lesson plan during the class as videos are short.

PRE-CLASS ACTIVITIES

At home, students have to do 3 exercises. First, they need to match words to create pairs of synonyms. These words will then appear in the video that students will watch in the classroom so it's important they know their meanings. Next, they fill in the gaps in the sentences provided with vocabulary from the first task. Both synonyms in each pair can be used in each gap. After that, we want students to watch a short video featuring Bill Hader who impersonates Tom Cruise. This video was manipulated and it's an example of deepfake. The idea behind this task is to introduce students to the topic and make them curious about the topic discussed during the class.

IN-CLASS ACTIVITIES

The in-class worksheet starts with discussion questions about the video students watched at home as well as fake news, manipulating videos and the proverb seeing is believing. Then, students move to an exercise on vocabulary. They need to match words to create phrases that will be part of the second video they'll watch. To practise a bit, students have to complete given questions with phrases from the previous task, and answer them in pairs. Finally, students watch the video about deepfakes and how to detect that a video has been manipulated, and answer five comprehension questions. This ESL flipped lesson plan finishes with discussion points to make students express their own opinions about the topic.

WORKSHEETS TO DOWNLOAD

Read this info before becoming a Patron!

Get this extra worksheet and many others if you subscribe for $10

Do you like Flipped Lesson Plans? See more https://eslbrains.com/flipped-classroom/

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Deepfakes - is seeing still believing? | ESL Brains

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This ESL flipped lesson plan deals with deepfakes, i.e. fake videos in which a person in a video is replaced with someone else's using computer science. The worksheet consists of many various activities and 2 videos: one which students are supposed to watch before class, and the other to watch during classes.

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Check out our activites about Fake News!

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In this insightful post, discover the impact of fake news on society and learn how to spot and combat misinformation. Stay informed and protect yourself from misinformation online.

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Wordwall - Create better lessons quicker

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Whack-a-mole - Moles appear one at a time, hit only the correct ones to win.

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Wordwall - Create better lessons quicker

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Whack-a-mole - Moles appear one at a time, hit only the correct ones to win.

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Wordwall - Create better lessons quicker

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Whack-a-mole - Moles appear one at a time, hit only the correct ones to win.

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All WandaVision opening credits/intro (Episodes 1-7)

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Billy Elliot (4/12) Movie CLIP - Not for Lads (2000) HD

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Hurdles (featuring Emma Watson) | Global Goals

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As we celebrate International Women's Day today, it is an appropriate time to think back through our mothers and grandmothers to 100 years ago.

What was life like for ordinary women living in Britain before the development of a national health service, a social welfare system and modern household appliances?

All women in 1910, irrespective of social class background, were seen as second-class citizens - a fact underlined by the denial to them of the parliamentary vote.

And all women were encouraged from childhood to strive to the ideal of serving others, to consider the interests of their menfolk first rather than their own.

Since most women were expected to become full-time wives and mothers, rather than earn their own living, options in life were limited.

This was especially so for ordinary, working-class girls and women who had fewer choices than their middle-class sisters and lived lives of toil and drudgery.

Working-class girls who attended state elementary schools were taught a limited curriculum.

Lessons focused on the 3 Rs (reading, writing and arithmetic), a little geography and history, and a large chunk of domestic subjects, such as needle-work, house manage-ment, cookery, laundry work and childcare.

It would appear Jthat few girls valued this domestic emphasis in their schooling, preferring their mother's training at home.

Grace Foakes, who spent her childhood in East London in the early 20th century recollected in her autobiography My Part of the River: "If we did the housewifery course we were taught to sweep, dust, polish, make beds and bath a life-size doll.

"We had great fun on this course, for it was held in a house set aside for the purpose and, with only one teacher, we were quick to take advantage when she went to inspect another part of the house. We jumped on the bed, threw pillows, drowned the doll and swept dirt under the mats."

Other women remembered how the collars of men's shirts washed, starched and ironed in school laundry classes were promptly re-washed by a schoolgirl's unimpressed and house-proud mother.

Although the age of compulsory school attendance had been raised to 14 in 1899, many working-class girls left a year earlier, on possession of a labour certificate to enter dead-end, poorly-paid jobs, especially in domestic service.

The lowest paid was the maid-ofall-work or general servant, earning £12 to £18 a year, plus board and lodging. Other single working-class women might earn 13 shillings a week (65p) in the non-textile industries, but even that was not enough for a fully independent existence.

Marriage became a practical necessity for working-class women, few of whom wanted to be left on the shelf.

Once married, working-class husbands were usually against their wives going out to work, believing that a family wage was the way to earn respectability - and keep their wages high.

But most wives lived in a cycle of poverty, especially in urban areas where working-class families lived in damp, dark, overcrowded tenements infested with bugs.

When times got tough, the family wage would be supplemented by a wife asking kin or neighbours for help, or taking in lodgers or washing. Credit or the pawn shop were sometimes used too.

Most working-class wives were ignorant about birth control and had to manage a household of six children and two adults on a pound a week. After rent of 7 shillings (35 pence) was paid out, only 12 shillings (60 pence) was left for coal, gas, burial insurance, clothes, cleaning materials and savings.

Such conditions took their toll on the health of all the family, but women were hardest hit. They scrimped and scraped, often depriving themselves of food to buy a 'relish' for a husband's tea or bacon for his breakfast.

Even when pregnant, a wife might live on bread and jam. Often the soonto-be-born baby died young.

"No one but mothers who have gone through the ordeal of pregnancy half starved, to finally bring a child into the world, to live a living death for nine months, can understand what it means," wrote one sad mother from those times in a letter to Margaret Llewelyn Davies for her book Maternity, Letters from Working Women.

Since contraceptives could not be advertised or openly displayed, some women tried well-known but dangerous methods to end a pregnancy - knitting needles, bottles of gin, hot baths, falling downstairs.

Often they failed and it was not uncommon for women to spend 15 years nursing or expecting babies. Keeping a damp tenement clean was hard work, and all done by manual labour. Few husbands helped with housework, shopping or childcare.

Since the only heating was by open fire, the grate had to be cleaned daily and scuttles of coal brought up and down stairs from the basement.

Washing was a particular chore since there was no hot water, only a cold tap, usually shared. Water had to be heated in a copper pan for washing clothes in a 'dolly tub' and children would be given a bath in a tin tub, once a week, before the fire. Few homes had indoor lavatories but shared an outside privy.

It was the deplorable state of working-class women's lives that prompted Emmeline Pankhurst, in 1903, to found the Women's Social and Political Union (WSPU), a women-only organisation that was to campaign for the vote for women.

She believed the lack of the vote was the key factor underpinning the inferior status of women in Edwardian Britain and they "would remain a servant class until they lifted themselves out of it".

The campaign her suffragettes fought was never a single issue campaign but a broad based reform movement that sought to bring equality for women in the family, education, employment and the law.

Now in 2010 women are still not equal in all aspects of British life - but we have travelled a long way from the wretched conditions experienced by so many of our foremothers more than 100 years ago.

100 YEARS APART: STATS FROM 1910
LIFE EXPECTANCY
1910: Men 52, Women 55
2010: Men 78, Women 82

AVERAGE FAMILY SIZE
1910: 3.5
2010: 1.7

HEALTH
1910: 63% died before 60
2010: 12% die before 60

MOST POPULAR NAMES
1910: Boys,John. Girls, Mary
2010: Boys, Jack. Girls, Olivia

NOT THERE YET: STATS FROM 2010
21.4%: How much less UK women are paid than men for full-time work
4: Total number of female chief executives of FTSE 100 companies
30,000: Women predicted to lose their jobs each year as a result of becoming pregnant

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Everywoman in 1910: No vote, poor pay, little help - Why the world had to change

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As we celebrate International Women's Day today, it is an appropriate time to think back through our mothers and grandmothers to 100 years ago. What was life like for ordinary women living in Britain before the development of a national health service, a social welfare system and modern household appliances?

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BBC Radio 4 - Radio 4 in Four, What did the suffragettes do for you?

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Scarlett Moffatt tells the story of women's suffrage.

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Kamala Harris: Why is her new job so IMPORTANT? | Newsround