For beginning level students, a Google Slide presentation of regular verb activities we do to celebrate Thanksgiving as a family. (You might want to add a slide, “We watch football games!) Use the language prompts to generate conversation. (Who cooks at your house? Do you cook? What do you cook? Does your husband cook? What does he cook? Do your children cook, too? What do they cook? What time do you cook? Etc. Don’t forget to have your students ask you questions. (Be sure to include negative questions and responses as well as short answers to the students’ questions.)
In keeping with the Halloween season and the body/health posts of recent here on Web 2.0 for ESL, the link below is to a nice little video about “Dem Bones,” which identifies and explains the purposes of the bones and joints. The English will be somewhat difficult for beginning ESL students, but see what “body” vocabulary the students do recognize. You can then sing or play the song and have the students point to the bones. Later, they can sing along with you while pointing to the appropriate bones. Enjoy, and happy Halloween!
Filed under: Health & Welfare, Language in Society, Listening, Science, Teaching Strategies, Vocabulary, Web 2.0 Applications | Tagged: bones, Halloween, health, music, songs for learning English, TeacherTube | Leave a comment »
Aches and Pains, another Nearpod presentation with audio and interactive activities, is to help your beginning-level ESL students learn to say what hurts. It requires minimal computer experience and will give the students practice using a computer mouse, mouse pad, or tablet/iPad. I suggest that this lesson be presented by the teacher first to demonstrate how to advance the slides, use the audio, and complete the interactive activities, and then assigned to the students to use either individually or in pairs as a study tool.
For additional practice for your students on describing how they feel and responding to others’ feelings, take a look at these online resources: ESL Health Unit, Aches and Pains, Injuries/Parts of the Body, Expressing Pain, Showing Sympathy/Injuries.
Many thanks to the producer of the Body-Parts presentation.
Filed under: 21st Century Learning, Conversation, Health & Welfare, Language in Society, Presentations, Vocabulary, Web 2.0 Applications | Tagged: health, human body, Nearpod, Telling what hurts | Leave a comment »
Here is a Nearpod presentation with audio and interactive activities to help your beginning-level ESL students learn the basic parts of human body. It requires minimal computer experience and will give the students practice using a computer mouse, mouse pad, or tablet/iPad. I suggest that this lesson be presented by the teacher first to demonstrate how to advance the slides, use the audio, and complete the interactive activities, and then assigned to the students to use either individually or in pairs as a study tool.
For additional fun practice on the parts of the human body, play this Jeopardy game with your students.
Many thanks to the producer of the Body-Parts presentation and English 101.c0m for the Jeopardy game.
Once you have met a True Human Being, let him not disappear from the horizon of your Heart.
Ask your students to explain what this quotation means. Ask them to define what Rumi meant by a “true human being.” Why do they think this picture was chosen to accompany this quotation? Do they agree with the choice of image? Why or why not?
What do your students know about Rumi? Locate where he was from on the map. When did he live? What was the world like during Rumi’s lifetime?
Is there anyone your students could name as an example of a “true human being? Who and why?
1. Practice the pronunciation of each word in each box. In the first set, (nice), each word is stressed on the first syllable except three of them. Which three are they?
2. In the next or “good” set, there are six words that are stressed on the second syllable. Which ones are they? (dictionary.com is a good resource for meaning and pronunciation.)
3-4. In the “sad” set, is the -ed in “depressed” pronounced like a <t>, <d>, or <id>? What about the -ed in “delighted” in the “happy” set?
5. In the “laughed” set, which synonym is a silent action?
6. In the “like” set, which synonym is first in the dictionary, and which is last (alphabetically)?
7. In the “said” set, how many words end with the <t> sound, the <d> sound, or the <id> sound?
8. In the “big” set of words, which words contain a diphthong?
7. In the “little” set, which word is a derivative of another one listed there?
8-9. In the next two sets of past tense synonyms, each contains at least one word that has another acceptable form. Which are they?
10. In the “pretty” set, which word is used most often to describe a man?
11. In the “looked” set, which synonym is used most often to mean “looked with admiration?”
12. In the last set, which word might be used to describe wood? How does that meaning relate to being afraid?
Thanks to Pinterest for Other Ways to Say (A Teacher Created Resource)
This Haiku Deck is meant to assist in the instruction and clarification of the present tense and present continuous tense uses of the “to be” verb and the present tense auxiliary verbs “do/does” and “don’t/doesn’t.” Additionally, this Deck lends itself to discussing the seasons of the year as well as seasonal holidays in the United States.