Angela's English classes

Exercises, resources, tips, ideas and a dose of fun


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Basic 6 -Unit: 5, electronics and appliances

Listening and speaking:

http://www.languageguide.org/english/vocabulary/electronics/

Exercise on appliances:

http://a4esl.org/q/h/vc-household-lb.html

http://www.elllo.org/english/Games/G038-Appliances.html

http://www.english-test.net/esl/learn/english/grammar/ei155/esl-test.php

Electronics:

http://www.englishexercises.org/makeagame/viewgame.asp?id=9630

More vocabulary:

http://www.blairenglish.com/exercises/technology_web/exercises/computer_problems/computer_problems.html

http://www.tested.com/tech/584-how-to-spot-5-common-defects-in-your-lcd-warning-cannot-unsee/

http://www.myenglishpages.com/site_php_files/vocabulary-lesson-household-appliances.php

 

featured image: outlet

CC0 Public Domain

Anuncios


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Basic 8: At the airport videos

Simple videos:

Getting through security:

https://www.youtube.com/watch?v=F3nv0JGgoAo

Video with captions: listen to past simple, going to, ideas related to travelling

https://www.youtube.com/watch?v=cadyeW9CRcU

 

BNET videos

You can turn on the captions and read after you watch a first time to understand.  The captions are very accurate for these videos.

How to Speed Through Airport Security:  https://www.youtube.com/watch?v=o0ySxQQeGAw

How to Score the Best Seat on the Plane: https://www.youtube.com/watch?v=48222aesNFs

 

Howcast video:

How to Get an Airline Upgrade: https://www.youtube.com/watch?v=teg4pYuH5PY

 

Movie extract with captions

https://www.youtube.com/watch?v=nOn3xbI6Vyk

 

 

Featured image: CC0 Public Domain

 


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Vocabulary to describe pictures – Advanced 7

http://www.englisch-hilfen.de/en/words/describing_pictures.htm

https://magic.piktochart.com/output/5159053-untitled-infographic

https://myvocabulary.com/word-list/photography-vocabulary/

https://www.ego4u.com/en/cram-up/writing/picture-description

 

Canvas image:  CC0 Public Domain

 


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Tongue twisters – vowel sounds

Some of my students wanted to read the tongue twisters I presented in class. So I am posting them here with some links where you can also listen to others.

  1. Don’t wait there in wet clothes, and don’t sell sails when it is raining.
  2. The rain in Wales in April and May makes people stay away!
  3. The fat cat had an *uncanny way of catching rats.
    *Strange and mysterious
  4. These pieces of cheese are big.

You can copy these tongue twisters and paste them here: http://text-to-speech.imtranslator.net/ and then if you click on Say it! you can listen to them. In addition, you can change the speed and you can choose between female or male voice.

Here are other tongue twisters if you are interested.

Read and listen

http://www.starfall.com/n/level-b/twisters/load.htm?f

http://english-tonight.com/12-tongue-twisters-in-english-with-audio/

http://www.download-esl.com/tonguetwisters/easy/easytongue.html


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Basic 7- Unit 7

Many of you requested listening practice for the past simple ending of regular verbs. Here I have some links with explanations (if you were absent), examples, audios and exercises.

https://www.youtube.com/watch?v=A7hi-ipU2n0

http://www.elementalenglish.com/ed-ending-t-d-id-slow-practice-english-pronunciation-lesson/

http://www.espressoenglish.net/105-regular-verbs-with-ed-in-the-past/

http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1413_gramchallenge26/

http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-66969.php

 http://www.englishmaven.org/Pages/Pronouncing%20ED%20Endings.htm

http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1413_gramchallenge26/

Intensifiers:

http://www.elementalenglish.com/very-pretty-so-really/

 


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Money talks – Basic level activity

Play money has proved to be a handy resource for teachers. I am teaching a very basic level course and the unit includes the family, the use of have, and numbers (tens and hundreds). During one of my downtown trips I finally got my hands on a stack of play money – soles, Peruvian currency – for a very affordable price.  Color printing isn’t an affordable option for me right now. That’s why, I chose buying ready made bills. I stll need to buy the coins. You could try printing bills and coins from http://www.printableplaymoney.net/

CAM00286

Today I brought them to class and my students set themselves up as banktellers, cashiers and customers. In simple language I explained they had to imagine they have a problem. The bankteller or cashier is distracted and gives you less money. Your quantity is incomplete. The bankteller completes the quantity by giving you the missing amount. Don’t forget to use body language and the items in question.

The following conversation is the model I presented.

A: I don’t have 120 soles. I have 80 soles.

B: I am sorry. Here you go, 40 soles.

A: Thank you.

B: You are welcome.

Do you have a child? Perhaps he or she can lend you his or her cash register. I forgot to ask my daughter for hers, but she usually  dislikes my using her toys for my classes.

Do you want to make the activity more realistic. Try my printable name tags

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TIME TO COOK! – Basic 3

Practise the vocabulary of cooking verbs with these interactive flashcards. Practise when you cook, too. 🙂

COOKING VERBS FLASHCARDS

vegetables image

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Activity to practice ‘going to’

Practicing grammar to talk about the future didn’t seem very challenging for my Junior classes, especially because it was something that had already seen before in another cycle. They practiced the use of going to make predictions  based on evidence and to talk about plans.

Finding a wallet with cash in it on the street presents a moral dilemma.  I took out a wallet and claimed I found it on the street in the morning. My students discussed what I was going to do with it. First, I gave them an idea and they had to think of more.

I am going to take a picture of the wallet and put Lost wallet signs on the streets.

After dealing with the grammar introduction on the book and some activities I had them perform a group task:

1. Individually think  of an action you are going to do.Don’t say or write the action.

2. Think about the following questions:

  • What do I need to do it?
  • Where am I going to do it?
  • When am I going to do it?
  • How long is the task going to take?

3.Complete the diagram but keep your action secret

EGp

4. Partners have to ask information questions first. Example answers:

  • I am going to need my running shoes.
  • I am going to do it in the park.
  • I am going to do it next weekend in the morning.
  • It’s going to take 30 minutes.

5. After collecting the information they have to make Yes/No questions:

Are you going to :

  • go for a walk ┌( ̄ー ̄)┘  ?
  • run ┌(;・_・)┘  ?
  • take your dog for a walk  U・ェ・U ?
  • play soccer    ┌(;・_・)┘ ))●?
  • They tried to guess with my example but they could’t. The answer was do Tai-Chi! They complained that that is only for elderly people. They don’t have to mention all the elements they need so it’s more difficult to guess.

I showed them parts of this video to clarify Tai chi isn’t only to exercise: Tai chi techniques application

*Other activities I included:

1)Flashcards of actions on the walls. SS walk around and discuss what is going to happen next.

2)Videos: Stop the video before an action takes places. SS predict what is going to happen Look for videos with unexpected outcomes.

3)Prediction: Show a crystal ball.

Discuss topics for predictions.

Give out strips of paper. SS write a prediction for someone in the class. Show examples of predictions.Mix strips and have ss take one. Make sure they don’t get theirs again. SS read them and tell their partner whether they liked their prediction or not and if they think it’s likely to happen.

Once I used paper fortune cookies.

Paper fortune cookies tutorial

 

 

 

 


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Art -why do we have to talk about it?

Art is everywhere. It can be anything or everything, something or nothing for some. Art is also a topic in many books we have to deal with. It can become thrilling or dull depending on how we present it to the class. I recall sharing experiences with colleagues and we thought the artists and pieces of art introduced in the unit weren’t very motivating for people who don’t adore art. By the time, you read this you must think there DO exist ways to stimulate your students. The aim today is only to show you some findings that will interest you and your students as well. In addition, I am sharing a simple lesson plan for a Speaking lesson. I hope you find it useful.

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Interesting ad image by brewbooks retrieved from Flickr licensed underdescarga

Guido Daniele-  Handimals

CC image courtesy of Sébastien Barré on Flickr

Another Flexible Paper Sculpture by Li Hongbo  (at Klein Sun Gallery, NYC) #lihongbo All paper, stretching.  by Sébastien Barré on Flickr licensed under creative_commons_license_logo

Li Hongbo video

http://artboom.info/sculpting/flexible-paper-sculptures-by-li-hongbo.html

“Storker metro”. Licensed under CC BY-SA 2.0 via Wikipedia – https://en.wikipedia.org/wiki/File:Storker_metro.jpg#/media/File:Storker_metro.jpg

Clear Tape art by Mark Jenkins 

AIM: students will be able to talk about art by using descriptive adjectives and by expressing their opinion on pieces of art.

Level: Upper Basic,Intermediate /Contents: Art / Skills: Speaking/ Interaction patterns: pairs,groups

Teaching aids: realis- handicrafts, pictures, drawings (made by the teacher), pictures, video, questions worksheet

I)ANTICIPATORY SET:

1.show students some drawings and handicrafts you have made (don’t make them perfect!). Have sstudents looks at them, touch them. In pairs discuss which they like.

Honeycomb technique – DIY tutorial

2.Ask students : In your opinion, can my artwork be presented in a museum? Why (not)?

provide some input:

original/creative/special/imaginative

common/ordinary/imperfect,flawed/inferior

List of Descriptive Words to Critique Art

II)PRESENTATION:

  1. Do you visit art galleries? why(not)?
  2. What type of art do you know? ideas on board
  3. Which artists know do you? elict information.
  4. What about the following artists? Show pictures.

In pairs discuss the materials and the procedures to make the artwork. Students share ideas with class, clarify if necessary.

4.video: present comprehension questions. Then have students watch and discuss their answers in pairs.

Worksheet with answers

  • What do people think when they first see Li Hongbo’s sculptures?
  • What can his sculptures do?
  • When did his interest in paper begin?
  • What inspired him to create his sculptures?
  • How many sheets of paper did his man sculpture need?
  • Which aspect is important for a sculpture’s balance – depth, width, mass or  center?
  • What could happen if this aspect isn’t right?

5. Vocabulary: look at the pictures and match with the verbs.

III) PRACTICE:

1.Critical Thinking questions:

  • Do you believe art is only in art galleries?
  • In your opinion, can anybody do art?
  • To your mind, what makes someone an artist?
  • Do you believe  today’s modern artists better than the artists in the past?
  • What have the artists we have talked about obtained through their work?
  • What have the spectators obtained?

model:

I believe art is something only very skilled people can do. I can do something innovative but it might not look so nice. Besides, if I wanted create something similar to what we saw I would need a lot of practice.

I liked the artwork we saw. Thanks to it I was entertained and it motivated me to continue with my hobbies. Perhaps I create something interesting and I can sell it!

input:

where: streets, houses, parks, people’s bodies,buildings,stadiums, hospitals,restaurnts,salons, etc

what we can get from it :

recognition,fame,money, satisfaction,personal growth, motivation,inspiration, entertainment

it can help :

  • learn about yourself,other cultures, other ways of thinking
  • your children to eat (food art)
  • people to express themselves
  • deliver political/social/ecological messages
  • teach a subject
  • develop skills

IV)REFLECTION:

We have talked about art. Now think and reflect with your partners: Why is art important?

Extra reading for you or your students:

V)PROJECT:

Groups: Together choose one artist and create a similar piece of art with a personal message. They could also innovate and use their own ideas or mix ideas,too.

Bring it to class or bring the materials and explain:

  • your reasons to choose the artist
  • the process to create you art
  • the message you want to deliver

This lesson plan is simple as you can see. Adapting and improving it depends on you and I am sure there are tons of creative people out there.

I have to thank my students (again) for insipiring me!

Featured image: Brush

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VOA Learning English

USA VOA sticker

Tweeting around I came across VOA. They started following me or viceversa. Then, after some of their tweets I realized it’s a helpful resource for learners and teachers. VOA has more than one site and they have resource in different languages. The site provides lessons divided into two levels, 1 and 2. They  have news and their scripts with highlighted words that are explained on the bottom of the script. People can also make comments on the news and await for feedback.  It’s awesome to have the chance to practice and be assessed for free! I’ve read some responses that have been written  one or two days after being posted. In addition, they have videos.

Perhaps you are thinking that news are boring. VOA has divided their news into topics: World,America,Health,Entertainment,Business & Economics,Science & Technology. There will be something that suits your interests. Another interesting feature I found was ‘Words and Their Stories’ which explains American English expressions (audio and script,too.)

VOA’s website

VOA pronunciation guide

Talk2us Skype call-in show

Talk2us schedule

Confessions of an English learner A place for you to practice your writing. They post a weekly prompt, to give  a chance to practice your writing and to comment on others’ writing. I haven’t read any comments, though. I’ll try writing something myself to see what people respond.

They also offer a free Wordbook with some explanations about parts of speech and  informative images.It’s a simple and comprehensible dictionary with 1500 Words used by Voice of America’s Special English Announcers. It has a Special Words & Information section including  basic business and computer terms, thus it contains maps and some diagrams.

Another  resourceful site to add to the list  is American English,  a website for ESL teachers and learners  managed by The Bureau of Educational and Cultural Affairs, U.S. Department of State. If you browse VOA websites you can find nice surprises.

You can’t get enough from VOA. Try  VOA Interactive Learning: Wordbooks. So many learning opportunities!

Other sites they have :

VOA youtube channel captioned videos!

http://voalearningenglish.org/ daily news reports with subtitles. English in minute: idioms explained in a minute

The use of the images and logos on this post is intended for noncommercial and educational purposes. The images were taken from http://learningenglish.voanews.com/