Uncategorized

Lesson Plan #2: Shane

Tuesday, August 13, 2019Tuesday, August 13, 2019 admin

For fun videos and songs, Super Simple Learning has a huge amount of free online resources. Their phonics fun videos are a great way to introduce a new letter to students. Another series of online videos are the Alphablocks. An important thing to remember is that students get bored if they have to do the same thing over and over again — they need variety to remain motivated. Think outside the box, look up some fun new games, and keep it fresh for your students to retain interest. For more games, activities, and teaching strategies, check out our Teaching Tips blog.

Are you looking for a new teaching opportunity? Teachers know that motivation in a class can make all the difference; however, motivating young learners is a different ball game. As such, motivation in an ESL classroom for young learners takes on an important part of any lesson — after all, you want your students to be engaged and learn. If they are unmotivated and uninterested in the lesson, then they are not going to learn, and this will make your job teaching them all the more difficult.

This source sums it up perfectly: Want to know more about different kinds of motivation? Planning is key to motivating young learners in an ESL class successfully. When planning your lesson, keep in mind:. Somewhat related to the first tip on this list of motivating young learners is keeping to a schedule. When you stick to a schedule in class, then students know what to expect and it can help them be organized, too, especially for those children who struggle.

You need to provide immediate motivation for the task that you are going to be doing at present time. Young learners are going to be learning better if they are having fun while doing so. Them having fun while working on a task means that they are active as well as engaged with the material. A variety of short activities work best. For example, do a drawing, writing, fill in the word, game, and song activity in one lesson for that variety factor. It is valuable to share your plans for the lesson with the students.

They will cooperate better if they know what they will be doing, and where suitable, give them a choice or say in the format of the lesson e. Giving praise where praise is due in a class full of young learners can work wonders. Verbal praise will only go so far; young learners respond better when that praise is tangible, like a star on the board next to their name.

A key reminder is to reward consistently. Related to the motivating tip above, you should relate to your young learner students according to their ability as they learn ESL. For example, one student might be more advanced and use nearly all of the language that you have been teaching while another might only be able to use some of the language taught.

In both of these two cases, you need to praise each student. This will only motivate the less advanced student s to continue to learn. You should be flexible enough to give your young learners more than just one opportunity to succeed. If one student is not able to name all of the 5 activities you can do for fun during the first week, give them a chance to do so in the second week of the teaching the theme.

No matter what the theme or what you are teaching in class, look at how you can personalise the language for your students. How can they use the language to talk about their world or themselves? Young learners, especially, like to talk about themselves, so use this to your advantage in class.

When students see that they can use English to talk about they are interested in, they will be more motivated and will also try harder in class. If you are interested in what you are teaching and make the subject matter interesting for your students, then chances are that your young learners will be motivated much more easily. To be motivated and keep yourself motivated, do activities in class that you are excited about. Motivating students, young or old, should always form part of your lesson planning and be kept in mind even while teaching.

As you can see, there are many different ways in which you can motivate young learners in an ESL class from being motivated yourself to incorporating fun into the class and sticking to a schedule. Want more like this? Visit our Teaching Tips blog. Or go to our learning tips blog for something to share with the students. Previously, she taught online English lessons to students from all around the world and, before that, she lived and taught English to young learners in Taiwan. In her free time, she likes to read, do scrapbooking and grammar quizzes, and travel.

In this article, we will focus on those types of games and activities in which no prep is required; thus, making them easy to implement at the top of the hat. You can also play this game with a ball or without one. You can start the game for the first time by giving a student any letter in the alphabet, e.

Pass the ball to a student, then they have to say a word that starts with that letter, e. And so the game continues. You can also play different variations with the game, e. All you need is a soft ball or die. Students stand in a circle, and the ball is passed from student to student, with each student saying the first word they can think of associated with the theme. This no prep ESL game is especially great if it is your first time teaching a class or if the whole class is new and students should get to know each other.

Students stand in two lines, facing each other. And so the activity continues. Not working for you? Check out these activities too. Students write down all the letters of the alphabet on a piece of paper.

Tip #1: Speak, Speak, Speak

You can choose a topic or theme, and all words need to match the letters. Depending on their level, they can also write down more than just one word. Each word or phrase they write next to the letter of the alphabet needs to start with that letter, e. S — saw a dragon boat competition. This activity could be shortened if there are time limits and can also serve as a good way to see what words your students know prior to teaching a topic or theme.

Depending on your ability to think on your feet, this ESL activity might require a wee bit of prep or just looking online or in a dictionary for a long-ish word. This no prep Word in a Word activity presents students with one word to find all the words that they can within this word or using only the letters in the word in a certain time limit. As the teacher, you can impose several rules depending on the level of your students, such that all words, for example, should be four letters or more.

Students can work individually, in pairs, or in small groups. Depending on your class size, divide the students into two groups or four. Each player gets a word, and they can easily be chosen from the vocab list in the reading book or from a previous unit. While this is happening, the students in the group guess the answer. For each correct answer, the group gets one point. Achievable goals, and ones that are desirable results in healthy learning environments where efforts from students are rewarded, which, in turn, can lead to even more motivation and effort on their part.

Putting students in small mixed-ability groups creates more opportunities for them to do some personalised learning. Students can learn from their peers and develop their learner autonomy rather than also being dependent on the teacher for their learning. These are just some tips and strategies to help ESL teachers deal with mixed-ability classes; however, the best way to conquer teaching these classes is through. There are plenty of reasons why your TEFL class might end up not going to plan.

Even if you have twenty six-year-olds all running around screaming with paper planes in their hands, you can still regain control without losing your cool. Read through our top suggestions for how to reel them in without panicking. You can use these well-behaved students to your advantage in a number of ways. Ten points for Yuki — who else is sitting quietly? Most teachers of young children come to class armed with a few game tools, like a ball or soft toy. For example, throw the ball to a student and shout out a letter of the alphabet — students can then throw back and continue recalling the alphabet in sequence, or maybe name a word which begins with that letter.

Want more on classroom management? Whatever the reason, if your students are misbehaving because they have too much energy, rather than admonishing them a better move might be to join in. One way to use up energy in a structured way is to put on a piece of music that the kids love — something current that is popular, or an old favourite like Crazy Frog , Gangnam Style or PPAP. As soon as the song ends, call out a countdown to get back into their seats and dive straight back into your lesson plan. Seriously — this actually works.

When students are expecting their teacher to be standing sternly at the front of the class, a pillar of professionalism and probably telling them off for making so much noise, to glance down and see your teacher meditating and chanting really knocks them for seven.

When I tried this with my boisterous students, some of the more outgoing students came and sat on the floor with me. Within a minute or two I had most of the class sitting cross-legged on the floor, quietly chanting ommm and thinking that the whole thing was hilarious. Check out our primer on class management. There are all different techniques for regaining control of an unruly class — these are just a few ideas to get you started. For more teaching tips, check out our collection here.

She currently lives and teaches in Japan. While fuelling fun time with chocolates would be a bad idea for classroom management, there are tonnes of fun Easter-themed activities to practice new vocabulary, the four language skills and get your students into the spirit of the holiday. Here are four of the best egg-tastic EFL activities to try in your classroom this Easter! In preparation for the lesson, you will need an egg for each student. Then you can either blow out the insides of the eggs before class or demonstrate to your students how to do this themselves. At the beginning of the lesson, revise facial feature vocabulary with your class.

You can do this with a quick game of Simon Says to get your students engaged and ready for the next part of the lesson. Once you are satisfied that they know their vocabulary, hand out the eggs and some pens for the students to use. Next, give them step by step instructions on what they have to draw. If you students are advanced enough to put sentences together, a round of Easter Dice is a perfect themed game to play.

To make your custom dice for your classroom, print out two copies of this dice template and on each side write an Easter related word as well as the usual one to six numbers. In class, split the class up into two groups. If you have a large class, print out more dice templates and divide the class up into a more manageable number. Each student will then have an opportunity to roll the dice and have to make up a sentence using the word they rolled. If the student succeeds, their group will get the point equivalent to the number they rolled. At the end of the game, the group with the highest points wins!

And you can even give the winning team some chocolate eggs as their prize. Whether you want to revise emotion vocab or introduce the topic, this an egg-tastic activity that your students will love. In preparation for the lesson, you will need flashcards depicting the range of emotions you want to cover. These can include your basic happy, sad, or angry. For more advanced students you can use harder words like exhausted and excited.

Once you are ready to continue with the lesson, hand out an egg shell to each student. Next, ask them how they are feeling. Give your students about minutes to complete this task. Once they are done, you can go around and ask them how they are feeling individually, or you can pair students up and get them to practice asking each other. This is a fun activity that your students will love and an excellent opportunity for you to practice a variety of vocab and sentence structures.

For example, you could use this exercise to revise colours. Have your students draw stripes around the egg and assess their listening comprehension by having them decorate individual sections in a particular colour. Alternatively, if you want something a bit more advanced, you can use the activity to practice the use of present participles. First, revise vocab by making sure your students know the English names for all the decoration tools they will be using as well as the verbs they will need to use. After a quick revision, you can then ask your students to construct a sentence using the present participle to describe what they are doing.

It is an excellent way to let your students get creative in the classroom while still learning at the same time. There you have it, some of the best Easter-themed games for your ESL classroom! These quick and easy activities will keep your students engaged and thrilled to participate. Lesson planning is one of the most fundamental skills of teaching. Which way is right and which way is wrong?

As you can see, complete lesson plans are a lot of work and include a lot of different aspects. The only time teachers usually choose to use all these elements and their coinciding details is when there is a formal observation to take place, or for a professional development course. So, what are your options? This may not always be possible depending on your comfort level and personal style, but hopefully the following suggestions will have you headed in the right direction.

This might be helpful, too: There is absolutely nothing wrong with writing out a complete plan for every class. This would be something like was mentioned above that is normally used for formal observations. This method is especially recommended for teachers who are just starting out, but in reality can be created by anyone who prefers to be very structured, organised, and prepared.

Using a template is probably the best way to go about making a complete plan. Many of these templates can be found through a simple Google search. Often times, these types of plans have all the elements of a complete plan, but in place of writing everything out, there may simply be a note or two next to each stage or activity, instead of the whole procedure.

Archive : Tag

Most of the time, Shane English School teachers will use a method similar to this one for everyday lesson planning, though individual teacher styles differ, and so does their planning method. Using a timeline to dictate your classes is a good way of ensuring that everything that needs to get done will.

You can put as much or as little detail as you desire. Winging it in the classroom is a method that some teachers do use. It could be wildly successful or an utter disaster, and chances are if you choose this way on a consistent basis, you will experience both. Ultimately, you need to find a way of planning that fits your style.

What would make you feel most comfortable and secure before walking into the classroom? Having a plan and being flexible with that plan is a great way to start. Planning is vital to the outcome of a lesson, but teaching and learning are very practical and realistic practices.

Striking a balance is the key. Want some structure for your lesson plan? When most people think of a classroom and learning, the first word or thought that might come to mind is boring. Sure, some lessons might be boring; we all find different things interesting and not interesting. For the most part, however, you want your students to enjoy your class, to have fun while learning, and hopefully think of it as their favourite class. That might not happen every time, but it is something to aspire to and keep in mind when planning your lessons.

In this article, we will look at 5 ways to make learning, especially for English as a Second Language EFL , fun and interesting. Many teachers, or should I rather say, teacher supervisors, might think that showing your students a movie in class is you choosing the easy way out when you might not have prepared for a lesson in advance. This could certainly be true, but you can use a movie or scenes from a movie as a valuable teaching tool. Further to the above-mentioned points on how you can use movies constructively and how it can augment a lesson on a specific topic, movies allow your students to be exposed to a variety of accents — and that can even inspire a role-playing activity — and listen to authentic speech.

You can even decide to turn off the sound, have your students watch the movie in silence and work in pairs or a group to put their own dialogue to what they see. One way is to create an online community where you can share interesting topics, facts about English, and tips for making learning easier. This could also inspire an activity whereby they have to communicate on a social media platform and practice what they have learned.

Should your students ask you a question and you might not know how to respond, quickly bringing up a YouTube video or image could be a lifesaver! For new teachers, it is easy to always rely on the few games and activities that they know and that work in the classroom. Were the instructions clear enough? Could they have been even clearer? Did you forget to ICQ? Did you demonstrate or model how the game works and what you want your students to do? You might find that you avoid bringing games to an adult classroom, but even our older students need to have fun while learning.

The British Council has a bunch of ideas for activities for different age groups and also games across the different English proficiency levels that might prove useful. What methods do you incorporate into your lessons and planning to make your students enjoy your class? The use of real-life objects otherwise known as realia works exceptionally well in one on one lessons because you have closer contact with the student. For example, if you work with real city maps, you can sit next to your student while he or she gives you directions to a specific location and both of you follow the route on the map.

Needless to say, realia is absolutely essential in a one on one lesson with a child. Ask your student to tell you about their country? Say you know nothing about the country and ask him or her to tell you about it: In any case, your student will feel proud to share this information about something they do know. Using the Internet effectively in a large class can be a bit of a challenge; students may have to share computers and they usually wander to other sites, check their email, etc… But the Internet is absolutely perfect for teaching one on one.

The possibilities are endless. But remember that proper lesson planning is still essential. Make sure you check all links and websites before your lesson. Make sure you follow a very active speaking activity or game with a more relaxed and quiet exercise: Remember your students need some quiet time to gather their thoughts and relax.

Remember that the greatest benefit for students taking lessons one on one is that they have more time to speak. A great way to spark discussion is with video and audio. Show your student a video, check for listening comprehension, then discuss what you saw. Have your students draw stripes around the egg and assess their listening comprehension by having them decorate individual sections in a particular colour. Alternatively, if you want something a bit more advanced, you can use the activity to practice the use of present participles.

First, revise vocab by making sure your students know the English names for all the decoration tools they will be using as well as the verbs they will need to use. After a quick revision, you can then ask your students to construct a sentence using the present participle to describe what they are doing.

Lesson Plan #4: Shane.
.
Testing a hypothesis with the methods of conceptual biology: A literature-based approach (German Edition).
Le Mouvement flamand expliqué aux francophones: Préface de Bart De Wever (Espace Vital) (French Edition);
.
Love out of Time?
Ill Be Here In The Morning (The Professors Riddle Book 1);

It is an excellent way to let your students get creative in the classroom while still learning at the same time. There you have it, some of the best Easter-themed games for your ESL classroom! These quick and easy activities will keep your students engaged and thrilled to participate. So you will have no egg-scuse not to have a fun Easter lesson with rich learning possibilities.

How to Create Lesson Plans for Toddlers

Lesson planning is one of the most fundamental skills of teaching. Which way is right and which way is wrong? As you can see, complete lesson plans are a lot of work and include a lot of different aspects. The only time teachers usually choose to use all these elements and their coinciding details is when there is a formal observation to take place, or for a professional development course.

The AssistiveWare Core Word Classroom

So, what are your options? This may not always be possible depending on your comfort level and personal style, but hopefully the following suggestions will have you headed in the right direction. This might be helpful, too: There is absolutely nothing wrong with writing out a complete plan for every class. This would be something like was mentioned above that is normally used for formal observations. This method is especially recommended for teachers who are just starting out, but in reality can be created by anyone who prefers to be very structured, organised, and prepared. Using a template is probably the best way to go about making a complete plan.

Many of these templates can be found through a simple Google search. Often times, these types of plans have all the elements of a complete plan, but in place of writing everything out, there may simply be a note or two next to each stage or activity, instead of the whole procedure. Most of the time, Shane English School teachers will use a method similar to this one for everyday lesson planning, though individual teacher styles differ, and so does their planning method.

Using a timeline to dictate your classes is a good way of ensuring that everything that needs to get done will. You can put as much or as little detail as you desire. Winging it in the classroom is a method that some teachers do use. It could be wildly successful or an utter disaster, and chances are if you choose this way on a consistent basis, you will experience both. Ultimately, you need to find a way of planning that fits your style. What would make you feel most comfortable and secure before walking into the classroom? Having a plan and being flexible with that plan is a great way to start.

Planning is vital to the outcome of a lesson, but teaching and learning are very practical and realistic practices. Striking a balance is the key. Want some structure for your lesson plan? When most people think of a classroom and learning, the first word or thought that might come to mind is boring. Sure, some lessons might be boring; we all find different things interesting and not interesting. For the most part, however, you want your students to enjoy your class, to have fun while learning, and hopefully think of it as their favourite class.

That might not happen every time, but it is something to aspire to and keep in mind when planning your lessons. In this article, we will look at 5 ways to make learning, especially for English as a Second Language EFL , fun and interesting. Many teachers, or should I rather say, teacher supervisors, might think that showing your students a movie in class is you choosing the easy way out when you might not have prepared for a lesson in advance.

This could certainly be true, but you can use a movie or scenes from a movie as a valuable teaching tool. Further to the above-mentioned points on how you can use movies constructively and how it can augment a lesson on a specific topic, movies allow your students to be exposed to a variety of accents — and that can even inspire a role-playing activity — and listen to authentic speech.

Whoever uses the most acronyms, wins a prize. Or, for homework, they have to find 5 other acronyms not taught in class and the meaning thereof. The use of a smartboard in your classroom can open up lesson possibilities as you can:. Should your students ask you a question and you might not know how to respond, quickly bringing up a YouTube video or image could be a lifesaver!

For new teachers, it is easy to always rely on the few games and activities that they know and that work in the classroom. Were the instructions clear enough? Could they have been even clearer? Did you forget to ICQ? Did you demonstrate or model how the game works and what you want your students to do? You might find that you avoid bringing games to an adult classroom, but even our older students need to have fun while learning. The British Council has a bunch of ideas for activities for different age groups and also games across the different English proficiency levels that might prove useful.

What methods do you incorporate into your lessons and planning to make your students enjoy your class? The use of real-life objects otherwise known as realia works exceptionally well in one on one lessons because you have closer contact with the student. For example, if you work with real city maps, you can sit next to your student while he or she gives you directions to a specific location and both of you follow the route on the map. Needless to say, realia is absolutely essential in a one on one lesson with a child. Ask your student to tell you about their country?

Say you know nothing about the country and ask him or her to tell you about it: In any case, your student will feel proud to share this information about something they do know. Using the Internet effectively in a large class can be a bit of a challenge; students may have to share computers and they usually wander to other sites, check their email, etc… But the Internet is absolutely perfect for teaching one on one.

Remember that the greatest benefit for students taking lessons one on one is that they have more time to speak. A great way to spark discussion is with video and audio. Show your student a video, check for listening comprehension, then discuss what you saw. The same can be done with any audio file. Keep in mind that there is a large variety of audio and video files available on the Internet, most of which are very easy to download.

A student who has to give presentations at work in English will be very thankful for having the chance to practice with you first. But children can also have a show and tell session: Naturally, the teacher is at an advantage because you manage the most words and expressions. This works great when you reverse roles: Many one-on-one lessons are with adult learners. Check out some of the differences between teaching children and adults.

The structured activities give students a solid framework for target language, and familiarity means less time explaining activities and more time teaching. Here are 7 more language drills for EFL learners. It is suitable for most levels. Have the students in two teams, and give each kid a foam alphabet block the blocks are nothing to do with the language. What sport do you like? At this point, the teams race to build a tower from the blocks one block per student with one hand behind their backs.

The game needs close monitoring to make certain that all the children are saying the language. The class is split into two halves, and each side is assigned the question or answer form of the target language, which through substituted prompts from the teacher, they will ask and answer each other.

Have one team shout out the question, and the other shout out the answer. This is repeated until the teacher is happy with the drilling. The two teams then line up facing each other. The losers sit down. The winners are awarded a team point. The students stand or sit in a circle. The first student is given a prompt, such as a flashcard, and makes a target statement about it. They pass it on to the next student who repeats the statement. This continues around the circle.

Once the flashcard has left moved past the first couple of students, another flashcard can be fed in. The teacher should be moving around the circle monitoring as the flashcards are passed around. Therefore it will be necessary to assess how the flashcards are fed in. The teaching assistant could be used, or the first student can pick up the next one from the pile once the subsequent flashcard has moved on sufficiently. Similar to the chain drill except one prompt is sent one way around the circle, while another is sent in the opposite direction.

Obviously, there will be a point where a student will be trying to pass it to his neighbour, and his neighbour will be trying to pass it to them. This does add an element of chaos, but once the students become familiar with the drill, this can be quite fun. This drill again will need careful monitoring to run smoothly. For example, if the cards start building up on one student the teacher will need to take some of the cards and re-distribute them elsewhere in the circle. This is similar to a chain drill and a dribble drill, except that the order of the students is more varied and less predictable.

One student is given a prompt or answers a question, and they then choose any other student to go next using a prompt or question. This continues until all students in the circle have used the target language. It is often useful if the first student is given a ball, and then, having made their statement, they throw it on to the next chosen student, commonly accompanied by a question-form.

Younger students, with less developed motor skills, could roll the ball along the floor. When the music stops, the student left holding one of the objects will ask the TL question-form to the student with the other object. Similar to the Death Ball drill, this is a good activity for checking individuals and can be done very quickly.

language learning tip Archives - Page 2 of 2 - Shane English Schools Worldwide

It usually works best when you have a question and an answer. The teacher can do this for 1 or 2 minutes and in that time will get to hear every student in the class, probably more than once. At times the teacher will need some picture prompt for the question and answer, but the students could also be given flashcards which will dictate the question asked and the answer given. The important thing with this is to have some pace to it. A short prompt like this will increase the tempo and keep the momentum up.

One idea when using this is to see how many questions and answers the students can do in 30 seconds or a minute, with some sort of reward or incentive being set for a certain target number. Want even more language drills? Language drills do not have to be a dry or static stage of the lesson, employing mere parrot-fashion repetition. Instead, by utilising a variety of drills, and using thought and imagination, it should be fun.

The practise stage of a lesson should be a gradual progression from controlled teacher-student drills to freer student-teacher drills that give them a chance to get to grips with the language being developed and really internalise it. Then students can move on to even freer drills — student-student, students-teacher, or students-student — that enable the students to interact with each other and rely less on the teacher. Therefore, think carefully when planning a lesson about what drills to employ in relation to the demands of the target language and in what order.

Also, remember to always drill both the answer and question forms before combining them together. Most of the drills outlined below can be adapted so as to change the interaction patterns. These drills are ideal for the practise phase of the PPP method. The teacher carefully monitors the group remembering not to chant with them, but listening instead! The teacher isolates individuals through gestures. This is especially useful for picking out those students with pronunciation problems. Try not to go around the class in a circle; instead pick students in an unpredictable, random order.

It is also often preferable to isolate stronger students first before concentrating on those with any problems, bearing in mind sensitivities regarding ability and confidence. The four drills can then be used together, with the teacher orchestrating the type of drill with the position of the prompt. Actions can be chosen to go with the high, low, loud and soft voices. The students stand up with the high voice, sit down with the low voice, run to the back of the room with the loud voice, and run to the front of the room with the soft voice. Each strips contains different language prompts.

This is very useful for students who are having problems pronouncing long words. The teacher holds up a certain number of fingers, relating to the number of syllables in the word e. This technique is useful for long sentences or sentences that the students may be having trouble with. Write the sentence on the board. When drilling the sentence, move from the end of the sentence and build it up word by word until you get to the beginning.

The reason for doing this is because your ultimate aim is to turn it back into an oral drill. This can be particularly useful to encourage the elimination of superfluous vowel sounds at the end of words e. The students stand in front of their chairs. The teacher gives them a prompt such as a flash card , and the students repeat — or say — the target language three times and then quickly sit down.

The last student to sit down loses a point for their team or must answer a penalty question. If the students tend to garble the language in their haste to sit down, the teacher can orchestrate the speed of the drill through gesture: You need two teams, two hammers, and two sets of flashcards for the target language. Number the students in each team.

Put one set of flashcards on the floor between the two teams. Put one hammer on the floor near each team. Hold up a flashcard from the second set and elicit the target language from the students. The students then drill the language. They continue to repeat the language as a group, until the teacher is happy with the drilling. The teacher then shouts out a number. The student from each team with this number then races to pick up the hammer and whack the appropriate flash card.

This could entail subject or possessive pronouns or both , for example:. This drill is especially valuable for practising language with complicated grammatical or gender-based demands. Then another student rolls the die to dictate how many times the word is drilled. It is often fun to accompany this kind of drilling with total physical response TPR. This is an adaptation of the dice drill. Number some flashcards or prompts for the target language One team throws a dice.

If they throw a 4, then they have to drill the language for the fourth flashcard. The second team throws another dice. If for example a 5 is thrown, then the first team would have to say the language for the fourth flashcard five times. If the students have to say the target language 5 times, they can be awarded 5 points for this.

Teaching Students Age 3-5

Have a target number of points to reach, say When a team reaches or passes this point, they are the winner. Looking for more class activities? Check more out here or here. Here are some tips on teaching the seasons to EFL students. Start With The Basics To teach your students about the seasons, you first need to explain the four seasons. What Happens in Each Season Apart from the temperature changing, various other things happen when the seasons change.

What to Wear With a change of season, comes a change in attire. Once you are confident your students have grasped the concept, try this fun twist on a board snap game to test their knowledge: What Holidays Take Place in Each Season One of the best parts about learning about the seasons is being able to incorporate it with holidays and the weather. Looking for teaching opportunities? Check out Saxoncourt Recruitment for teaching jobs abroad. Teaching EFL to students in elementary school is a unique experience. The students develop so much from year to year, it can be difficult to set specific rules, but there are some general pointers that will make their English lessons far better.

Write Down the Rules A fundamental part of any classroom is to set expectations regarding behaviour. Homework In some countries, elementary students go to extra, after-school EFL classes to learn English. Remember to Add Fun Elementary students are still young children, and EFL teachers should remember to make learning fun. While it can be frustrating for both teachers and students, mixed-ability classes are an inevitable part of EFL teaching. Here are some tips from a veteran English teacher.

Differentiating Tasks There are basically three ways in which you can differentiate classroom activities for students in a mixed-ability class. Adapting Tasks An example of how to adapt an exercise: Circle the correct option By taking into consideration how challenging the original task is and the strengths and weaknesses of the students in your class, you can choose to make the original task either more or less challenging.

Extending Tasks To deal with early finishers, you should try to extend activities, so that for the advanced students, it takes them as long to complete as the less advanced students takes to complete the original, unextended version. More examples For reading activities: Advanced Students Less Advanced Students Write the new vocabulary words on the board once they have finished with their activity and use this for review.

Pre-teach difficult vocabulary words and leave these up on the board as a guide. Make use of visuals where possible. Rewrite a part or the whole of the text in a different tense. Set the scene before diving into the reading activity. Look at any pictures, the heading, etc. Write a short summary of the reading text or write a paragraph or two giving their opinion on the piece Break up the text and give them the option of only reading part s of the text if necessary. Focus on accents or intonation and have the students copy it. Also, focus on the why of the intonation where needed.

Give the students time to discuss the answers with a peer before feeding back. When it is time to listen for a second time, give the students a script to follow along with. Advanced Students Less Advanced Students Provide creative tasks so that students can complete it at their own ability level. Correct the draft with the student before they rewrite it neatly. Let the students self-correct by using correction codes SP — spelling, etc. Reduce the word limit or increase the time limit. Let them write more or write within a certain time limit.