Category Archives: Teaching English
Need a guide to making your lessons WIDA compliant? Download these!
Secondary School Samples
Argumentative Writing (Writing a Critical Review)
The Ultimate Field Trip
Progressive Era (Social Studies)
Vincent Van Gogh: His Life and Artistic Principles in his Work
Annotation of a Novel
Elementary School Samples
Addition of Zero through Five
Stop! Don’t Draw Yet!
Why Do They Make Us Say This “Pledge of Allegiance”?
The War with Grandpa (Inferring Feelings)
If You Give a Kindergartner a Cookie
What Do Bears Do All Summer?
SIOP Plan 1
SIOP Plan 2
SIOP Plan 3
Resources can be found here: http://www.canyonsdistrict.org/title-iii/resources-3/wida-lesson-plan-share-space
Teachers are indeed also students…
Have you ever taught ESL to adults?
I have. For the past two years, I have taught a short-term English conversation class to Korean adults at the Andong City Library; the class lasted for 15 weeks in the spring and again in the fall. It has been a positive experience for me as I have been able to learn new skills and try different strategies. Teaching ESL to adult learners comes with its own issues, but also has some advantages that don’t come with teaching children.
One thing to remember when teaching adults, is that they’re autonomous learners, they have already acquired a set of study skills from their earlier education while growing up. Well, at least adults can read, write, speak and comprehend what’s being said to a better degree than children. Adults also show a greater desire to learn and practice…
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How to write your own English as a Foreign Language materials: Part Two – Thinking about context and flow
John Hughes has co-authored a number of titles for OUP including three levels in the Business Result series, Successful Meetings, and Successful Presentations. He will be giving a practical workshop on how to write materials at the upcoming BESIG conference in Bonn on 15th November. This is the second of two blog posts in which John explores three key areas which he believes underpin effective materials writing.
In part one of my blog on this subject, I wrote about the importance of writing materials at the correct language level and cognitive level, as well as writing exercises and tasks at an achievable level. In this next post I want to consider the importance of context and flow in the writing process.
Context is the second area of EFL materials writing that affects how and what you write. By ‘context’ I’m referring to a number of different elements: First…
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Better late than never 🙂
As Halloween is nearly upon us, Stacey Hughes, teacher trainer in the Professional Development team at OUP, has been busy creating a collection of ghostly classroom activities for you to use with your class.
It seems that everyone likes a scary story. As autumn days grow shorter and darker, forcing us indoors, this is the perfect time to tell ghost stories.
Ghost stories and tales of the supernatural have been around for centuries and are a feature of nearly every culture. Though many people may not believe in ghosts today, stories about haunted castles, enchanted ruins and spooky spectres are still very popular.
Why do we like to be scared so much? One theory is that frightening stories cause a release of adrenaline which makes us feel a ‘rush’. Adrenaline is the same hormone that is released in a fight or flight situation, and, because there is no real danger, we enjoy this…
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How to write your own English as a Foreign Language materials: Part One – Writing for different levels
John Hughes has co-authored a number of titles for OUP including three levels in the Business Result series, Successful Meetings, and Successful Presentations. He will be giving a practical workshop on how to write materials at the upcoming BESIG conference in Bonn on 15th November. This is the first of two blog posts in which John explores three key areas which he believes underpin effective materials writing.
If you want to write your own EFL materials, where do you begin? Let’s start with a question: What do most established EFL materials writers have in common? First of all, they’ve all taught for a number of years and they are fairly confident about what will and won’t work in the classroom. Secondly, throughout their teaching career, they have always loved creating their own materials. Thirdly, most materials writers that I know have also spent time working as teacher trainers. In…
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