Can You Pair Up The Vowel Sound.docx

Can you pair up the vowel sound? Can you pair up the vowel sound? phone care eat put tough bear state clock friend lawn her home book glove wash first food me door head weight shoe e.g. weight and state a)______and _______ b)______and... show more 1 following 2 answers Report Abuse Answers harpkilian Best Answer: Care and bear are the only two words I see that have the same vowel sound harpkilian · 9 years ago 0 Thumbs up 0 Thumbs down Report Abuse Comment deb.peg1 Phone home door Care bear eat me put book shoe food tough glove state weight clock lawn wash friend head her first

I'm sure there are other combinations, since you gave the possibility of 20 answers, yet provided 22 examples. Please tell me we are teaching kids to read using the phonics method again instead of word recognition. deb.peg1 · 9 years ago

https://hongkongtesol.com/blog/2016/05/how-succeed-your-certtesol-3

https://ell.stackexchange.com/questions/72479/the-difference-between-present-simple-and-futuresimple-usage-in-expressing-a-fu https://www.gingersoftware.com/content/grammar-rules/nouns/gerunds-infinitives/ https://english.stackexchange.com/questions/381858/start-gerund-vs-start-infinitive-is-there-a-subtletense-difference https://www.englisch-hilfen.de/en/grammar/gerund_infinitive_difference.htm

http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1837_aae/page14.shtml https://ell.stackexchange.com/questions/17809/see-somebody-do-and-see-somebody-doing telic /atelic verbs

https://www.teachingenglish.org.uk/article/a-shopping-role-play

https://www.theteflacademy.com/blog/2017/01/6-differences-between-teaching-adults-and-younglearners/

One of the best things about being a TEFL teacher is the fact that you could find yourself in a range of different classrooms. You could be teaching kindergarten in Shanghai, teenagers in Buenos Aires or businessmen in Istanbul. As a TEFL teacher you need to be flexible enough to be able to cope in whatever situation you may find yourself.

So if you are a bit unsure about what it will be like teaching the different age groups, here we give you five differences between teaching adults and young learners.

Autonomy Adult learners are very independent, while Young Learners aren’t. It is possible (and beneficial) to let adults work things out for themselves, organise themselves and even decide the direction of the lessons. With Young Learners, on the other hand, it is necessary to be in charge of the classroom, giving clear instructions and dealing effectively with learning strategies and classroom management.

Learning In terms of learning, Young Learners need to be given a wide variety of activities which relate to the different senses. Activities in a Young Learner classroom should be short. With adults it is possible to spend more time on learning tasks so it is possible to engage more deeply with the learning materials.

Anxiety Believe it or not, adults are generally more nervous in the classroom than Young Learners. Young Learners seem to have no fear and are willing to try anything – as long as they perceive it to be fun. Adults may feel anxious because of the fact that they are not the age of the “typical” learner and so they will approach activities with a sense of apprehension if they do not feel comfortable; they will need more positive encouragement.

Motivation Having said that, adults are more likely to be more motivated than Young Learners. Adults are generally in the classroom because they choose to or because they need to learn English for work or study, which means their motivation levels are naturally high. Young Learners usually have no choice, which means that they may lose enthusiasm if they are not interested in what is happening in the classroom.

Discipline Probably the most obvious difference is that of discipline. Teaching Young Learners is all about being able to deal with discipline calmly and effectively. When teaching adults, disciplines should not be an issue because, well, they’re adults.

Life experience Finally, the biggest difference between teaching adults and teaching Young Learners is what the students bring to the classroom. Young Learners bring enthusiasm, curiosity and energy, while adults bring life experience. While Young Learners are still learning about the world around them, adults have already had a lifetime of experiences and have their own ideas and opinions.

Though there may be a number of differences between teaching English as a Foreign Language to adults or to Young Learners, the fundamental practices will remain the same. Encourage communication and authentic language use, utilise your students’ previous knowledge and, above all, maintain a fun atmosphere in the classroom and you will be successful no matter the age of your learners.

https://ngl.cengage.com/infocus/index.php/2017/11/24/four-skills-activities/

n my previous post, Tips for teaching the four skills in every young learner lesson, I looked at getting organised in terms of focusing on the four skills in each lesson. In Part Two, I suggest ideas for adding skills practice into simple add-on activities, board activities and activities with images. I sum up by offering a practical framework to make sure you aren’t neglecting any skill.

Add-ons When an author writes a class book they are limited to a number of activities on a page and decisions are made about what to leave out. This means that teachers can easily add something on. An add-on is a quick and easy way to include practice in a neglected skill.

After a speaking activity

Retell with a new audience. After a pair work task, learners tell a new partner what their first partner said. Learners write a summary of the dialogue/speech . This can be as simple a task as ‘Write three sentences you remember’. Learners ask and answer questions about the dialogue/speech in pairs or small groups. This can be writing or speaking. After a writing activity

Learners’ written work can become student-generated material and used in a number of ways. E.g. Read and write a short summary. Learners read each other’s writing and then write 3 questions about it.

Provide a speaking opportunity after writing a story by getting learners to act out a scene or having a guided discussion in small groups. After a Reading activity

Learners write a diary entry (as a character in a text they have read). Give learners two or three discussion questions in small groups. Provide language models and support as appropriate. Learners make a ‘Wanted!’ poster* about one of the people mentioned in the text. They include a drawing and a written description of the person and explain the ‘crime’. *Thanks to Cheryl Palin for this idea. After a Listening activity

Class book audios are a great resource to revisit and use in new ways. In this section I suggest new ways of including more listening practice using old recordings.

Select 5 or 6 words from the audio and write or draw them on the board in a jumbled order. Learners listen and order the words. Select 12-15 words from an audio (some from the beginning, the middle and the end). Write them on the board. Learners choose 4-8 to write into a Bingo grid. Play the audio and play the game. For dialogues, select some words that each speaker mentions. Write them in a list on the board (or dictate them). Play the audio. Learners write the name of the speaker next to each word. Make sure only one speaker says each of the chosen words. Images

Teachers don’t need to go far to find images. They are everywhere: in class books, flashcards, posters and story books and in a million places online. Here are a few ideas of how to use images to build in more skills practice with the minimum of preparation.

Alternative personas*.

Choose a photo with a number of people doing something. Learners choose a person ‘to be’ and write simple texts. Provide support as necessary.

This is me! I’m wearing …

My name is …

In this photo I’m with …

We are …

*This is also a great activity for developing children’s empathy.

activities

Answers first! Show learners an image and write three ‘answers’ on the board. Learners work alone or in pairs to write questions for the answers. There will be multiple correct ‘questions’, depending on learners’ interpretation of the questions. This is also a fun way to practice question forms

Memory game Show learners an image for a couple of minutes and tell them to pay attention. Remove the image and ask them a few questions about it. This can be done as a writing or a listening/speaking activity.

Board activities *

All children like drawing on the board and collaborative drawings are a great way to get children working together and sharing ideas and experiences.

*Thank you to Anna Pires for these ideas.

activities

Draw your answer! Write a question on the board. E.g. ‘How are you feeling today?’ Learners draw pictures on the board to illustrate their answers. Then they sit in a circle, facing the board and talk about their picture. This activity encourages sharing and caring.

Draw a story Learners draw elements of a story on the board. They draw their own ideas independently, building up a collaborative picture. Then they sit in a circle as in the previous activity and take turns to ‘tell’ the story, using their imagination and creativity.

Our street

Draw a street on the board and draw your own house on it. Add your name to indicate it’s your house and any other features. Learners then come up to the board and draw their own houses along the same street, adding their names and other details. Learners sit and talk about the picture afterwards, saying who lives next to who and describing different houses. This is a great activity for community building and can lead to a simple writing activity in which they describe their street.

Summing up Most of us teach integrated skills these days but it is easy to neglect one skill or another. Use a simple framework or a graphic organiser to help you keep track of skills work over a couple of weeks until you are sure that you are practising the four skills in every young learner lesson.

A simple framework

Add a ‘skills’ section to your lesson plan. Notice and highlight all examples of explicit skills focus in the class book. Look for less obvious examples of skills focus in the class book. Make a note of any skill being neglected. Think about where you can easily add in some practice. Staying organised and skills-focused feedback

Use a simple color-coded bar chart or circular graph to keep a record each time you practise a skill or skills in a lesson. A visual record will help you see at a glance where one skill dominates or, more importantly, is lacking. Sometimes learners are more aware that they are practising a skill than the teacher. At the beginning of a lesson appoint a ‘skill recorder’ for each of the four skills and explain that each time they find themselves speaking (for example), they make a note of it, either by drawing a tick or by making a note of the activity.

Over to you Can you think of any add-ons, image or board activities which provide learners an opportunity for extra practice in one of the four skills? Please share your ideas with us. We’d love to hear from you. https://www.britishcouncil.org/voices-magazine/how-use-inquiry-based-learning-young-learners

https://www.educationcorner.com/motivating-your-child-to-learn.html

http://www.onestopenglish.com/teenagers/skills/games/

A guide to using games in the classroom with lots of games and activities. Many of these games can be used by all ages.

Games make us laugh. We all like to laugh. Pleasure is very motivating. Laughter makes us more awake and relaxed – and not only I say so, so does the Department of Cognitive Psychology, University College, London.

Laughter raises blood pressure just long enough to increase oxygen and blood supply to tissues. It alters the breathing cycle so that more oxygen is inhaled and carbon dioxide exhaled. Muscles throughout the body tense and relax during laughter in exactly the same way as with stress reduction techniques such as yoga.

If we find something funny, it is often memorable as it strikes a resonant chord within us. Many games are competitive and while I do not like the idea of making children feel like failures when they do not win, team games promote co-operation and if teams are regularly mixed up, everyone’s a winner. Some games rather than being amusing, encourage us to use our knowledge of the world around us rather than linguistic knowledge, which brings the world into our classroom. If lessons are long or daily we need to have plenty of variety, while still focussing on English language development – games provide variety. Games can be used as a ‘carrot’ with less motivated students. The promise of a game at the end of class may encourage them to complete less inspiring activities well. There’s a game there

Many activities can be made into games by making them competitive. For example course books usually have grammar exercises. I get my students to work on these in ‘teams’. The teams with most right get a point and we collect points on the board during a lesson, so that points from later games and exercises can be added. The team with the most points at the end is the winner. I rarely give prizes (teachers are not rich!) but the joy of winning is enough. Again I must stress that I mix up teams form one lesson to the next so that the same students are not always the winners!

The games

Not all may be suitable with all ages, especially with the under eight year olds. You know your students and what their language level is, but don’t underestimate what they are capable of especially when it’s presented as a game.

https://www.teachingenglish.org.uk/article/retelling-story Materials

Paper and pencils or

A selection of ‘scene’ pictures for each member of the class. (The pictures should contain a number of different aspects such as people ‘doing things along with vocabulary related to the scene’) Examples of these can be found in many teaching resource books particularly those aimed at young learners. The activity itself can be used at all levels. Procedure

Draw or find a picture of a landscape or scene. Make sure you fill the picture with people doing things and vocabulary related to the scene. Give out blank pieces of paper and pencils. Describe your picture and ask the students to draw a picture based on your description. Students then describe their pictures to each other and compare results. At this point don’t allow them to show each other their pictures. After they have described the pictures the students can then show each other their pictures and compare drawings. You can then show your picture in order for students to compare. Ask the students to draw a picture similar to the example. They should be encouraged to choose different scenes such as in a park. At the fun fair. At a sports event. At a concert etc. or

Give out a selection of pictures depicting various scenes. It’s ok for students to have the same pictures as long as they are not working together in the next part of the lesson. Put students into pairs. Make sure they have a different picture from each other. Ask students to write a description of their picture similar to your example. Monitor and correct where necessary.

It might be good at this point to highlight any common errors and put these on the board. Elicit corrections and leave these on the board. Ask student A to dictate what is happening in his or her picture. Student B draws a picture. Student B then dictates what is happening in his or her picture. Student A draws a picture. Both students now write sentences about each others picture. Draw students’ attention to the language on the board and monitor and help where necessary. Students can ask each other for clarification but dictation directly from the text should be discouraged. When finished students compare pictures and texts to find commonality. Extension

Try the activity again using different scenes and different vocabulary. Give a description as homework and ask students to create pictures based on the description.

https://www.teachingenglish.org.uk/article/chain-drawings

Author: Jo Budden Just select a follow-up activity that is appropriate for the age and level of the class but the basic procedure is the same for everyone.

Procedure

Give each student a piece of paper and some coloured pencils. Tell them that you are going to play some music and you want them to draw whatever comes into their heads. As music is playing, all students should be drawing. After 20 or 30 seconds, stop the music.

Students stop drawing and pass their picture to the person to the left of them in the circle. Play the music again and they continue with the drawing the person next to them had started. Stop the music again, pass pictures on and this continues until the end of the song. When you have finished each student will have a picture that several students contributed to. Then it's up to you what to do with the pictures. Here are some ideas: Label everything on the picture. Describe the picture to the group or a partner. Imagine that the picture represents the dream you had last night. Explain your dream to the group. (You could ask another student to analyse the dream.) The picture is actually a postcard. Write the postcard to a friend telling them all about the place where you’re on holiday. If there are people in the picture, use them to create a dialogue. Imagine the picture was a photo taken at 5pm yesterday. Describe what was happening. Put the pictures up around the room and create your own art gallery. Note: Different types of music tend to produce very different pictures. Reggae or Latin American music tends to get tropical island or beach scenes, dance music tends to get cityscapes and classical or chill out tends to get more abstract pictures. Experiment and see what your students produce and adapt followup activities accordingly.

First published 2008