#basic ESL lessons

[nordic-language-love]

IRL Japanese 2: Things the kids I teach say all the time

If you're planning to work as an ESL teacher in Japan working with kids, this vocab is gonna be super useful for you! You'll pick up a lot as you go along, but it's good to have an overview from the start.

できた = done, finished (whenever they finish an exercise I've set them. The older kids will use the ます-form, but kids under like age 8 will use this one)

かえる？= is it time to go home? (lit: go home?)

わかった = got it (again, the older kids will use the ます-form)

わからない / わかんない = I don't get it (idk if わかんない is just dialect or if it's common overall, but I hear it more than わからない. Usually from the kids who don't wanna be there and are making zero effort)

ちがう = wrong / different (when they give an answer but realise it's not correct. It's basically like "wait, no")

ばか = idiot (sometimes boys say this to their friends)

全部？（ぜんぶ）= everything?! (asked in disbelief when I ask them to write more than one word)

やめろ = stop it! (used with friends when they're teasing each other)

いたいよ = that actually hurts, you know! (used with friends when they're rough-housing)

よし (more like 'yoshhh') = right then (filler word indicating the start of an activity or a change of activity)

水筒（すいとう）= water bottle (most kids bring one to class and frequently forget to take them with them when they go home)

忘れた（わすれた）= I forgot (usually in reference to the text book they left at home)

トイレに行きたい = I want to go to the bathroom

先生、大好き！（せんせい、だいすき！）= I love you, Sensei!

Other useful classroom/school vocabulary:

サイコロ = dice

トランプ = playing cards

ごろごろ = onomatopeia for the sound for rolling (I found the kids got confused if I just mimed rolling a dice/ball and said "roll!" but if I did the gesture and said "gorogoro", they understood)

ビリビリ = onomatopeia for ripping (useful for when you have tear-apart crafts in class)

ケシケシ = onomatopeia for erasing something (useful when you try to explain to a kid they spelled something wrong. Because it's easier to just say "A kesh-kesh, E" than "Not A, E. Okay great you wrote E, but A needs to go. No no no not the whole word, just A. Oh my God. Okay. Let me write it and you copy.")

ちょっと = a little, soon, wait a little (useful if the kids are getting a bit antsy and ready to go home a bit too early/don't want to wait their turn. Don't use it with parents though!)

がんばれ = do your best / you can do it!

あぶない！= dangerous / look out! (useful if a kid unexpectedly runs in front of me while I'm carrying a table)

せえの！= Altogether now! (When I need the kids to repeat something after me)

だめだよ = Don't do that (for when the kids repeatedly do something I've asked them not to do)

少々お待ちください（しょうしょう　おまち　ください）= polite form of "please wait a moment". Useful if you have a parent talking to you and you need to go get something (e.g. a communication sheet for them to point at so you know what they're trying to say)

授業参観 (じゅぎょうさんかん) = parent observation (PO). A couple of times a year, parents are invited into the classroom to watch the lesson (absolutely not a thing in the UK, not sure about other countries). The past two months I've had POs at my various schools, and so the parents come to the door and ask me if it's PO week. I don't understand most of the question, but I can pick out this one word and a question particle and figure out what they're asking.

It's also obviously a good idea to learn vocabulary related to stationery (eraser, pencil, crayon, pen, notebook, textbook, pencil case etc) because kids forget/lose their stuff all the time and will inevitably ask you if they can borrow something.

[feargender]

I think what frustrates me about the whole “they didn’t teach us this in school” “yes they did” “no they didn’t” argument is that like. Maybe the lesson was happening in your classroom. Or maybe the lesson was happening in the room across the hall, because at age 15 you were told to decide whether or not you were going to attend a four year university or pursue a trade, and then based on that decision (which is largely based on your family’s economic status) you no longer get to learn certain subjects.

My second grade class was over 30 students, many of whom didn’t speak English (and in this particular case these were all Spanish speaking children), but there were no more spaces in the ESL class. So my teacher paired the seven year olds who spoke both English and Spanish with the ones who only spoke Spanish, in the hopes that their translational skills would be enough to get everyone to third grade, where there still wouldn’t be more spaces in the ESL class.

In my current certification program, we are meant to do a research project. Just a simple essay. My classmates that I’m personally friends with are 18, 25, 29, and 43 years old. All of them finished high school with either a diploma or GED. None of them knew how to create a basic 5 paragraph essay structure. This weekend, I am going to demonstrate an outline from my own project topic, and we will learn to construct an essay together, and how to format citations.

At a certain point in teenage and adulthood, it is absolutely true that you are responsible for seeking out your own information. “We didn’t learn this in school” is not a good excuse for a 20 year old American who doesn’t know where Palestine is. And yes, a major component of K-12 is the English and language arts portion, in which you’re taught media interpretation and literacy skills. These things are impressed upon all children who attend American public school, which is the scope of my experience and what I am able to speak on.

But those classes are of little use to people who don’t speak the language they’re being taught in. Or if they’re in a desperately overcrowded classroom. An underfunded district without enough text books to go around. Or, after a certain point in high school, you’re pulled out of English because your transcript requirements changed, since you’re not expected to attend a traditional university. The examples go on.

My point isn’t that we actually should never expect people to take responsibility for their own ignorance, just that we should not underestimate the impact of never being taught something, or the likelihood that many people genuinely were never taught.

[arunachauhan]

OVERCOMING COMMON CHALLENGES IN ESL INSTRUCTION

Teaching English as a Second Language (ESL) is a rewarding yet challenging profession. As educators, we encounter a diverse range of students, each with unique backgrounds, learning styles, and obstacles to overcome. The journey of an ESL teacher is often filled with moments of triumph and frustration, requiring a blend of creativity, patience, and empathy. In this article, we will explore some common challenges in ESL instruction and discuss strategies to overcome them, weaving in personal anecdotes and examples to provide a holistic perspective.

Language Barriers

One of the most obvious challenges in ESL instruction is the language barrier itself. Students come from various linguistic backgrounds, and their proficiency levels can vary significantly. For instance, I remember a student named Javier from Mexico who struggled with English grammar. Despite his enthusiasm and dedication, he found it difficult to grasp the nuances of verb tenses and sentence structures.

To address this, I incorporated visual aids and real-life contexts into my lessons. Instead of relying solely on textbook explanations, I used pictures, videos, and interactive activities to illustrate grammatical concepts. This multimodal approach helped Javier and other students better understand and retain the material. Additionally, I encouraged peer learning by pairing students with different strengths, fostering a collaborative learning environment where they could support each other.

Cultural Differences

Cultural differences can also pose significant challenges in ESL classrooms. Students bring their cultural norms, values, and communication styles, which can sometimes clash with those of their peers or the instructional methods. For example, in some cultures, students are taught to be passive learners, listening quietly and avoiding eye contact with the teacher. In contrast, Western educational systems often emphasize active participation and direct communication.

To bridge these cultural gaps, I made it a point to create an inclusive classroom atmosphere. I started by learning about my students' cultural backgrounds and incorporating elements of their cultures into my lessons. This not only made the students feel valued but also enriched the learning experience for everyone. I also set clear expectations for classroom behaviour and participation, explaining the reasons behind certain practices to ensure mutual understanding and respect.

Motivation and Engagement

Keeping students motivated and engaged is another common challenge in ESL instruction. Language learning can be a long and arduous process, and it's easy for students to become discouraged, especially when progress seems slow. I recall a time when one of my students, Aisha from Saudi Arabia, was on the verge of giving up. She struggled with pronunciation and felt embarrassed to speak in front of the class.

To reignite her motivation, I personalized her learning experience. I found out that Aisha loved cooking, so I incorporated cooking-related topics into our lessons. We discussed recipes, watched cooking shows, and even had a virtual cooking session where she demonstrated a traditional dish from her country. This approach not only made learning fun and relevant for Aisha but also boosted her confidence and willingness to participate.

Limited Resources

In many ESL programs, especially in underfunded schools or remote areas, limited resources can be a significant hurdle. Teachers may not have access to sufficient textbooks, technological tools, or even basic classroom supplies. I once taught in a rural community where we had to make do with outdated materials and a lack of internet access.

To overcome these limitations, I got creative with the resources at hand. I used recycled materials for teaching aids, such as flashcards made from old cardboard and markers. I also leveraged community resources, inviting local speakers to share their experiences and conducting outdoor activities to make lessons more engaging. Additionally, I utilized free online resources and encouraged students to practice English through accessible means, such as listening to English songs or watching English movies with subtitles.

Differentiating Instruction

Differentiating instruction to meet the diverse needs of students is another complex challenge. In any given ESL classroom, students' proficiency levels, learning speeds, and interests can vary widely. This requires teachers to be adept at designing lessons that cater to different abilities while ensuring that no student feels left behind.

I found success in using a differentiated instruction approach. I designed activities with varying levels of difficulty and provided choices for assignments, allowing students to select tasks that matched their skill levels and interests. For example, during a lesson on storytelling, advanced students could write and perform a short play, while beginners could create a simple storyboard with pictures and captions. This strategy not only accommodated individual learning needs but also fostered a sense of autonomy and ownership among students.

Emotional and Psychological Support

Language learning is not just an intellectual endeavour; it also involves emotional and psychological challenges. Students may experience anxiety, frustration, or low self-esteem, which can hinder their progress. I remember a student named Minh from Vietnam, who was extremely shy and rarely spoke in class. He often felt overwhelmed and anxious about making mistakes.

To support Minh and others like him, I focused on building a supportive and non-judgmental classroom environment. I implemented regular check-ins and one-on-one sessions to understand their concerns and provide encouragement. I also incorporated mindfulness and relaxation techniques, such as deep breathing exercises and positive affirmations, to help students manage their anxiety. Over time, Minh became more confident and began to participate more actively in class.

Conclusion

Overcoming common challenges in ESL instruction requires a multifaceted approach, combining creativity, empathy, and resilience. By addressing language barriers, cultural differences, motivation issues, resource limitations, the need for differentiated instruction, and providing emotional support, teachers can create a positive and effective learning environment. Personal stories, like those of Javier, Aisha, and Minh, highlight the importance of tailoring our methods to the unique needs of each student.

As educators, it’s essential to remain adaptable and open-minded, continuously seeking new strategies to enhance our teaching practices. By doing so, we can help our students not only learn a new language but also gain confidence and skills that will serve them well in all aspects of their lives. About Author :

Dr. Aruna Chauhan is a Certified Career Counselor and educator from Canada with 17 years of teaching, research, & counseling experience. She is also an author, having many publications in international journals and conferences. She talks about selecting a career path and the different aspects that affect a student’s judgment during his/her career choices.

[resourcesforteachingau]

Streamline Your ESL Lesson Planning with Data and Digital Tools

In the modern classroom, teachers face the constant challenge of balancing effective lesson planning with the increasing demands on their time. For Australian educators, particularly those involved in ESL (English as a Second Language) instruction, the task can be even more daunting. However, by leveraging data and digital tools, you can not only streamline your lesson planning process but also deliver better outcomes for your students.

The Power of Data in Lesson Planning

Data-driven teaching is no longer just a buzzword—it’s a transformative approach that allows teachers to make informed decisions about their lesson plans. By analysing student performance data, you can identify learning gaps, understand student needs, and tailor your ESL lesson planning accordingly. This personalised approach ensures that each student receives the attention they need to succeed, whether they are struggling with basic grammar or are ready to tackle more advanced language skills.

Utilising data also helps with tracking student progress over time. This can be particularly useful in ESL classrooms, where students often come from diverse linguistic backgrounds. By regularly assessing data, you can adjust your teaching strategies to ensure that every student is on the right path.

Digital Tools: A Teacher’s Best Friend

Digital tools have revolutionised the way teachers approach lesson planning. Gone are the days of manually creating lesson plans from scratch. With the right tools, you can access a wide range of teacher lesson plan templates that can be customised to fit your specific needs. These templates save you valuable time and provide a structured framework that ensures your lessons are well-organised and aligned with curriculum standards.

For ESL teachers, digital tools offer additional benefits. Interactive platforms allow for the integration of multimedia resources, such as videos, audio clips, and interactive quizzes, which can make lessons more engaging for students. These tools also facilitate collaborative learning, enabling students to work together on language exercises, thereby enhancing their communication skills. Digital tools are a great addition to the ESL classroom and an effective lesson plan for teachers.

Join Resources for Teaching Today!

If you’re looking for ways to simplify your ESL lesson planning and improve student outcomes, Resources for Teaching is here to help. Our website offers a comprehensive store of teaching materials, including lesson plan templates and data-driven resources designed to save you time and enhance your teaching effectiveness.

By subscribing to Resources for Teaching, you’ll gain access to our entire collection of classroom materials and resources tailored to Australian students. Don’t miss out on the opportunity to elevate your teaching and provide your students with the best possible learning experience. Sign up today and take the first step toward more efficient and effective lesson planning!

The author is a writer who often publishes articles on health and education for their readers online. She also manages a website that offers a range of teaching resources online. Visit https://resourcesforteaching.com.au for more information.

[mathslear]

What are the Top 5 Interesting Facts About Learning English Grammar?

For non-English-speaking people, English grammar can often be a source of frustration, confusion, and difficulty. However, it’s also full of fascinating and surprising facts. Understanding the rules of English grammar for kids trying to learn English as a second language can help in effective and confident communication. In this blog, we’ll explore the top 5 interesting facts about learning English grammar, and show why mastering this subject can be both rewarding and enlightening. It will help young students further in their English learning classes.

5 Interesting Facts about Learning English Grammar

Let’s take a look at the interesting facts that you will discover while taking English learning classes.

English grammar is easy to learn

Despite its reputation for being complicated, English grammar is quite simple. With a few basic rules, you can quickly and easily start speaking and writing correctly in English.

English grammar is constantly evolving

English grammar has changed throughout its history and continues to change today. New words are added to the language, and old words take on new meanings, which can cause shifts in the way we use grammar. These shifts are documented well in English grammar for kids’ lessons.

There is the influence of other languages

English has borrowed words and grammar rules from many other languages, including Latin, French, and German. This is why some grammatical constructions in English may seem strange or inconsistent compared to other languages.

More than one correct way to speak English

There are many different dialects and varieties of English, each with its grammatical rules and pronunciation. These are things you learn in English learning classes. Some of these dialects, such as African American Vernacular English or Indian English, are often stigmatized, but they are just as valid as any other form of English. If you want to learn British English with proper pronunciation, any reputed English learning classes can help.

Learning English grammar can improve your communication skills

By understanding the rules of English grammar for kids, you can communicate more effectively, convey your thoughts and ideas more clearly, and make a better impression on others. Whether you are speaking or writing, good grammar can help you connect with others and get your message across.

On a Concluding Note

English grammar is a complex and evolving subject, but it is also full of fascinating facts. From its roots in other languages to its role in improving communication skills, learning English grammar paves a path for future growth, since the language has global status. By understanding the rules of grammar, you can become a better communicator and express your thoughts and ideas more clearly. If you want your child to learn the language early on, enrol in a class that teaches English grammar for kids.

For reference, you can check out the English classes in Portland & Seattle by BYITC. It is one of the leading institutes with English learning and grammar classes designed to help children perfect their ESL skills. So don’t be intimidated when attending English learning classes – let your child embrace it and see how far it can take them.

Originally Published at: https://www.byitc.org/what-are-the-top-5-interesting-facts-about-learning-english-grammar/

[hopefulpenguincreator]

The "Silent Period" in Language Acquisition: Truth or Myth?

Problems with the silent period.

Another comment (OP):

I do not assume anymore that language happens naturally. Actually, I don’t assume that any learning happens naturally. Learning of all sorts needs some smart scaffolding, and all children, including the brightest ones, need some help at one point or another. But returning to languages, how can we assume that learning a new language happens naturally when our schools are filled with ESL students that struggle for years and years to learn English? Why is it that Latinos have so much trouble graduating? And why do so many heritage students never master their home language? Could it be that we should be doing a better job at scaffolding speech? I think so. I’ve seen speech therapists at work with my 3 kids and I am a total convert. 

My thoughts:

I'm back to liking my previous method of practicing speaking (after some mimicry) Eng to Target.

Just maybe with more emphasis on listening and mimicry/echoing. (kinda as im already doing, but adding in comprehenisble input content, not just lessons, that do this).

I looked into the suffix effect too - basically, my take away is when echoing is not possible (people speaking very quickly and adding unexpected words to the words you were just trying to repeat), just focus all energy on listening.

https://www.tumblr.com/polyglot-thought/734579508777287680/language-learning-resource-video?source=share

while yes, speaking practice is necessary, good speech is the result of lots of exposure. listen, read, (maybe write).

[aluna-hipster]

7 Infallible Tricks to Help ESL Students Remember New Vocabulary

(BUSY TEACHER) BY CLAUDIA PESCE

As we strive to help students improve English fluency, words are one of the basic buildings blocks.

They are the principal carriers of meaning in speech and without them, students simply can’t communicate. Introducing vocabulary to ESL students is usually not a problem. We try to elicit vocabulary as much as we can. Still, despite our best efforts, students don’t remember as many words as we’d like them to. Lots of new words are understood when introduced, but then disappear into oblivion. How can we help students remember (and use) more words? Try these tricks.

How to Help Your ESL Students Remember New Vocabulary

Always teach vocabulary in context

You’ve probably heard this again and again but it can’t be emphasized enough. The first step in helping students remember vocabulary is teaching it in context. This means you should never provide a list of isolated, and unrelated words, for them to learn. Words should be introduced within the context of a story, everyday situation, sport, activity or any context your students are familiar with.

Try this: We often teach words related to weather with pictures of clouds, rain, sun, etc…and that’s perfectly fine, but try this instead. Print out the weather Channel’s 10-day forecast. Talk about what the weather will be like today, tomorrow and the day after tomorrow. Will there be any thunderstorms in the next 10 days? When that storm hits you can be sure your students will remember the word “thunderstorm”.

Use the right timing for repetition

There are plenty of scientific studies and papers on vocabulary teaching and learning, but let me summarize the results. Most studies agree that it is essential to repeat or practice a new set of words immediately after being exposed to them. And then repetition should follow at progressively longer intervals. So, to ensure that students will remember the words you teach them, they must use them again – and again.   Try this:

Use new words immediately after they are introduced (introduction followed by practice)

Use them again one hour later (quick review at the end of class)

Use them again one day later (review the words they learned the previous day)

Use them one week later (general review of words learned in the previous week)

Use them one month later (review/preparation for a test)

3) Use pictures and visuals whenever you can

When we speak, words are gone with the wind – they disappear in a matter of seconds. Students may understand them, but their minds are quickly filled with other thoughts. Our brains, however, are wired to process visual information differently – it sticks, whether we are visual learners or not.

Try this: Whenever possible use flashcards, pictures, or posters when introducing new words. Use the same visuals, or different ones, to test students’ memory of the words previously taught.

Make the words memorable

By definition, “memorable” event or occasion is easily remembered. You can make new words more “memorable” by using techniques that engage students and get their attention.

Try this: Introduce vocabulary related to feelings by making exaggerated faces. It will make your students laugh, and chances are they will remember them more. The same thing will happen if you draw funny pictures on the board or use realia. These types of experiences are memorable for students, which makes the vocabulary you use easier to remember as well.

Use Word Clusters or Webs

Organize words into word clusters, and it’ll help students create associations between words. For each set of new words, create the first cluster together, then for future clusters have students recreate them on their own.

Try this: Let’s suppose you have taught animals in different lessons throughout the year. Write the word “animals” at the center of your cluster and let students branch out from there by supplying different types of animals, like farm, jungle, domestic animals. Students then continue by naming the different animals in each category.

Use words in phrases or collocations

When practicing new words, make sure students not only remember the “word” itself but its proper collocation or usual verb-noun combination.

Try this: When teaching Business English, don’t just teach words like “appointment”, “contract” or “meeting”, teach phrases like “make an appointment”, “sign a contract” or “cancel a meeting”.

Practice out loud

Quite often we give students vocabulary exercises to complete, and while this is important to help them practice writing the new words, studies also show that practicing words out loud is more effective in improving retention than practicing them silently. Apparently, the ear is an important ally when it comes to remembering vocabulary.

Try this: Games are a great way to practice vocabulary out loud. Play a Clothing Memory Game, for example, but make sure students make sentences with the words or try a game like Guess the Sport.

Most students have no trouble comprehending new vocabulary; the problem is getting them to remember to use these new words.

[aditijainportfolio]

Discussion Posts

On the article "How can we, as teachers, utilize the dialects of our students in the classroom?" I have read up on the subject of dialects many times over the years, and I agree that it is important to view dialects more as a skill than as something to be corrected. Dialects can bridge communication gaps and build rapport between people. For instance, many jobs view being fluent in a second language as a positive skill since you would be able to reach out to people who do not speak English to do business with them/help them/recruit them/etc. Similarly, knowing a dialect should be considered a cultural competency skill. Especially in my line of work, building trust with minority groups is especially important, and if you are fluent in the dialect/body language, it can make it much easier to help people get the treatment that they need.

How can the knowledge of morphology help in teaching ESL/EFL? How can the knowledge of morphology help students in studying English? The morphology of a language can be likened to the "rules" of the language. Language is so expansive that we cannot hope to learn all of it in our lifetime. However, we can make guesses to meanings using morphology. If I understand the rules of a language, if I encounter a word that I don't understand, I can use the rules to guess the meaning of the word. This is helpful in several contexts. If I'm reading a book in another language, it can be cumbersome to look up every word I don't know. If I understand the morphology of that language, I can summarize the basic meaning of the sentences/words and read more smoothly. It can also be helpful to make conversation more smooth, and understanding media easier. Below are listed some words followed by incorrect definitions: "Stalemate" - The word 'stale' is when something that has been long standing starts to rot/go bad. The word 'mate' can refer to a romantic partner. As such, the definition that a husband/wife is no longer interested can be concluded from the compound of the two morphemes. However, stalemate refers to a situation where two parties come to an impasse and cannot move further/are tied. "Ingenious" - The word 'genius' refers to someone who exhibits extreme intelligence, moreso than a large portion of the population. 'In' is a bound morpheme/prefix that usually, when attached to a word, will inverse the meaning of the word. As such, it's reasonable to think that Ingenious means "not very smart." However, the word 'Ingenious' is actually an adjective for something/idea/etc. that has genius qualities to it.

I think knowing a word is not just memorizing it, but embedding it in a context so that you may pull it out in conversation seamlessly. I think that the best way to learn a word is to contextualize it by creating a schema around it and attaching a real life meaning to it that relates to yourself. I.e, adding a hand gesture to it, a memory, a voice tone modulation, etc. Explaining multiple meanings of a word can also be a good way to memorize a word. In learning another language, if a word has two meanings, I always think to myself "oh! that word means these two things" and am able to remember it. Unique words can also be easily known.

I think my concerns for writing is that students will be unmotivated and intimidated by writing. I would like to teach them writing in a way that is relaxed and fun, so that they don't get overwhelmed. I would also like them to write about things that are relevant to their futures and things that they might be interested in. I think for the future it is important for them to be able to write well. I think when I was younger, my teachers kind of let us do whatever and I was so bad at writing. I ended up having to read a lot of books to improve my writing. Although, book reading can also be quite intimidating. I think taking it slowly and tailoring the lessons to the student's individual paces.

I think having lunch meetings with students might be interesting? I don’t know if that’s possible per say, maybe it could be an extra credit type thing or something that happens in class during busy work time? Having a one on one with students so that you can understand where they are coming from/their home life might create more empathy for them, and allow you to adjust your lesson plan based on that child’s needs/passions/funds of knowledge/culture, etc.  I’m having trouble coming up with activities but another activity could be something like watching media like “Everything Everywhere All At Once” or “Encanto” in class together, which I feel is a great open door to talking about more sensitive topics about one’s homelife. Every time I watch these movies, everyone I know starts crying and spilling about their home lives. It could also be a fun activity that doesn’t make the students feel like they are being forced to open up.

[blogs-for-academics]

Exploring Syllabus Preparation: Their Similarities and Differences

Welcome back to my daily academic blog! Today, I will delve into the fascinating world of syllabus preparation as part of our course on the Preparation of Instructional Materials. In our latest assignment, we were tasked with studying different syllabuses, identifying their styles of preparation, comparing and contrasting them, and preparing for a group presentation. Let's dive right in!

Identifying Syllabus Preparation Styles

The first step in our assignment was to study different syllabuses and identify the styles of preparation employed. Syllabus preparation styles can vary depending on factors such as educational institution, subject area, and instructional approach. Some common styles include:

Structural (Formal) Syllabus

The structural syllabus focuses on organizing language instruction based on the grammatical and structural elements of a language. It emphasizes the sequencing and teaching of grammatical structures and language patterns. The syllabus typically follows a predetermined order of presenting grammar points, starting with basic structures and progressing to more complex ones. The main goal is to provide learners with a solid understanding of the language's grammatical system.

Example: In an English language class following a structural syllabus, the teacher might introduce the present simple tense first, followed by the present continuous, the past simple, and so on. The lessons would focus on teaching and practicing these grammatical structures and their associated rules, with minimal emphasis on functional or situational contexts.

Notional / Functional Syllabus

A notional/functional syllabus focuses on teaching language based on the communicative functions and meanings it conveys. It emphasizes the practical use of language in various real-life situations and contexts, focusing on specific communicative tasks and purposes. Language is taught in terms of its functions, such as making requests, giving advice, expressing opinions, etc., rather than focusing solely on grammatical structures.

Example: In a notional/functional syllabus for English language learning, the curriculum might include units on making reservations, ordering food at a restaurant, or asking for directions. These units would integrate vocabulary, grammar, and other language components necessary for learners to perform these specific communicative functions effectively.

Situational Syllabus

A situational syllabus organizes language instruction around specific situational contexts or settings. It focuses on teaching language that is relevant to particular situations learners may encounter in their daily lives. The syllabus aims to equip learners with the necessary language skills and vocabulary to navigate and communicate effectively in different real-life scenarios.

Example: In a situational syllabus for a foreign language course, lessons might be structured around common situations like introducing oneself, going shopping, or asking for information at a hotel. The language instruction would revolve around the vocabulary, phrases, and cultural conventions associated with these specific situations.

Skill-based Syllabus

A skill-based syllabus focuses on developing specific language skills, such as reading, writing, listening, and speaking. It aims to improve learners' proficiency in these skills through a systematic and progressive approach. The syllabus may integrate different language components, such as grammar and vocabulary, but the primary focus is on building and enhancing the targeted language skills.

Example: In a skill-based syllabus for an English as a Second Language (ESL) class, the curriculum might allocate specific units for reading comprehension, writing essays, listening to recorded dialogues, and participating in speaking activities. Each unit would concentrate on developing and refining the corresponding skill through appropriate exercises and practice tasks.

Content-based Syllabus

A content-based syllabus integrates language instruction with subject matter or content from other academic disciplines. It aims to teach both language skills and content knowledge simultaneously, using the content as a vehicle for language learning. The syllabus helps learners develop language proficiency while acquiring knowledge in a particular subject area.

Example: In a content-based syllabus for an English for Science course, language instruction would be intertwined with scientific concepts and topics. Students would learn scientific vocabulary, read and comprehend scientific texts, write reports on experiments, and engage in scientific discussions using English as the medium of communication. The content of the science curriculum would drive the language learning objectives.

Comparing and Contrasting Syllabuses

Having examined different syllabuses, our next task was to compare and contrast them. This exercise allowed us to uncover both similarities and differences among the syllabuses. Here are some common observations:

Similarities

Learning objectives: All syllabuses included clearly defined learning objectives, outlining what students are expected to achieve by the end of the course.

Assessment methods: Various assessment methods, such as exams, projects, and presentations, were present in all the syllabuses to evaluate students' progress and understanding.

Resources and materials: Syllabuses provide a list of required textbooks, supplementary readings, and other resources needed to support learning.

Differences

Content sequencing: While all syllabuses covered similar topics, the order and arrangement of these topics differed across different syllabuses. This reflects varying pedagogical approaches and the instructor's preferences.

Weightage of assessments: The proportion of marks allocated to different assessments varied. Some syllabuses emphasized exams, while others incorporated more project-based assessments to encourage the practical application of knowledge.

Teaching methods: Syllabuses differed in terms of the instructional strategies and methods suggested for delivering the course material. Some highlighted collaborative learning, while others emphasized individual study.

Preparing for the Group Presentation

With our observations in hand, we are now ready to present our findings as a group. Collaborating with our classmates, we will combine our individual insights, compare our chosen syllabuses, and prepare a cohesive presentation. This collaborative effort will allow us to showcase the diverse approaches to syllabus preparation and foster a deeper understanding of the underlying principles.

As we prepare for the presentation, we will ensure that our key points are clearly articulated, supporting evidence is provided, and visual aids are incorporated to enhance audience engagement. Additionally, we will allocate time for a discussion segment, where we can address questions and encourage an exchange of ideas.

[indianhour]

An ESL Lesson Plan On Articles: General vs. Specific

Mixed Article, Singular/Plural Nouns, General | Views: 8,023 | Level: Pre-Intermediate | 5 out of 5, rated by 1 teachers |   This lesson is for students at a pre-Intermediate level, who have mastered the basic language skills and are familiar with plural nouns, a/an, frequency, and time. Before starting this lesson, students should also have a solid understanding of how to use the present…

[anyarabic]

Arabic for English speakers | learn Arabic for English speakers | Arabic...

Arabic for English speakers | learn Arabic for English speakers | Arabic English speakers| AnyArabic

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[wern]

Hey how did you go about teaching English online?? I want to try it but idk which companies are legit/ which is the best to work for. Thanks!

ok so first i took a course about teaching esl just to have that on my resume. the course i took was called myTEFL but i can't give any kind of recommendation on that bc i don't even remember it honestly. google can refer you to plenty of lists of good courses. it's really just a line on your resume so don't spend too much money or time. i would only take a course if you dont have any teaching experience irl.

the website i taught on was nativecamp.com. kind of a weird unfortunate name. the pay is really low and the requirements are annoying like you have to use headphones and have a blank white background and use whatever lesson the student picks (from dozens of books), with no preparation. but it's the easiest site to get onto as a teacher so i would recommend it if you have no relevant experience and just want a jumping board for a better job. it's pretty easy and so flexible but the pay isnt something you can live on.

honestly that's all i can personally advise you on. anything else would just be regurgitating advice from google. btw basically the way i looked for companies to apply to is putting every company name i came across into a word document. check each one out by looking at their requirements and reviews online, and when you eliminate one, cross it out on your list along with the reason (e.g. bc they require a year's experience, their hours don't work for you, they want a degree you don't have, etc.). there are so many websites and it can be hard to remember which ones you've already ruled out

hope this helps! sorry the advice was pretty limited

[nahasem]

Mcgraw hill english language learners

#Mcgraw hill english language learners how to

#Mcgraw hill english language learners download

With commonsense, easy-to-remember usage tips throughout, this handbook features incorrect and correct grammatical examples, a short review of basic grammar, a glossary, and more.

#Mcgraw hill english language learners how to

is available in two versions, Read-ing Mastery Classic. Grammar and Usage shows you how to fix these everyday English language mistakes. McGraw-Hills American Idioms Dictionary shows you the ropes of English and helps you: Expand your. provide explicit, systematic instruction in English language reading. Teaching Social Studies to English Language Learners. Built by instructional designers, ELLevate is a complete course framework designed to help students master critical language benchmarks. McGraw Hill employees raise 58,000 for local food banks: Learn how Red Cube Cares. Learn about our team's unique paths and how we're making an impact. This important tool includes a handbook as well as vocabulary, spelling, and composition lessons. English Language Learners SeptemReading Mastery 1 /SRA/McGraw-Hill Program description Reading Mastery is a direct instruction program designed to. McGraw Hill India is pleased to offer ELLevate English Teen which is a digital-first English language learning course for middle and high school students. As lifelong learners, we are passionate about the future of education. You’ll find clear examples of usage and as well guidance on communication via text, email, and social media. McGraw-Hill Education Math Grade 6, Second Edition The Grammar and Language Workbook offers sequential language instruction along with extensive drill and practice in grammar, usage, and mechanics. The present volume examines the relationship between second language practice and what.

#Mcgraw hill english language learners download

Written by two expert grammarians, the book provides bottom-line definitions, tips, and simple rules that summarize the essentials you need to know. Download mcgraw hill education essential esl dictionary learn. Whether your skills need drastic improvement or a quick brush-up, The McGraw-Hill Handbook of English Grammar and Usage will get your grammar back on the right track. Precision in language can be the deciding factor when it comes to getting a job or winning a promotion. The go-to guide for perfecting your grammar and communication skills in every situationEnglish teachers aren't the only ones who expect careful and correct language choices.

[aluna-hipster]

7 Infallible Tricks to Help ESL Students Remember New Vocabulary

(BUSY TEACHER) BY CLAUDIA PESCE

As we strive to help students improve English fluency, words are one of the basic buildings blocks.

They are the principal carriers of meaning in speech and without them, students simply can’t communicate. Introducing vocabulary to ESL students is usually not a problem. We try to elicit vocabulary as much as we can. Still, despite our best efforts, students don’t remember as many words as we’d like them to. Lots of new words are understood when introduced, but then disappear into oblivion. How can we help students remember (and use) more words? Try these tricks.

How to Help Your ESL Students Remember New Vocabulary

Always teach vocabulary in context

You’ve probably heard this again and again but it can’t be emphasized enough. The first step in helping students remember vocabulary is teaching it in context. This means you should never provide a list of isolated, and unrelated words, for them to learn. Words should be introduced within the context of a story, everyday situation, sport, activity or any context your students are familiar with.

Try this: We often teach words related to weather with pictures of clouds, rain, sun, etc…and that’s perfectly fine, but try this instead. Print out the weather Channel’s 10-day forecast. Talk about what the weather will be like today, tomorrow and the day after tomorrow. Will there be any thunderstorms in the next 10 days? When that storm hits you can be sure your students will remember the word “thunderstorm”.

Use the right timing for repetition

There are plenty of scientific studies and papers on vocabulary teaching and learning, but let me summarize the results. Most studies agree that it is essential to repeat or practice a new set of words immediately after being exposed to them. And then repetition should follow at progressively longer intervals. So, to ensure that students will remember the words you teach them, they must use them again – and again.   Try this:

Use new words immediately after they are introduced (introduction followed by practice)

Use them again one hour later (quick review at the end of class)

Use them again one day later (review the words they learned the previous day)

Use them one week later (general review of words learned in the previous week)

Use them one month later (review/preparation for a test)

3) Use pictures and visuals whenever you can

When we speak, words are gone with the wind – they disappear in a matter of seconds. Students may understand them, but their minds are quickly filled with other thoughts. Our brains, however, are wired to process visual information differently – it sticks, whether we are visual learners or not.

Try this: Whenever possible use flashcards, pictures, or posters when introducing new words. Use the same visuals, or different ones, to test students’ memory of the words previously taught.

Make the words memorable

By definition, “memorable” event or occasion is easily remembered. You can make new words more “memorable” by using techniques that engage students and get their attention.

Try this: Introduce vocabulary related to feelings by making exaggerated faces. It will make your students laugh, and chances are they will remember them more. The same thing will happen if you draw funny pictures on the board or use realia. These types of experiences are memorable for students, which makes the vocabulary you use easier to remember as well.

Use Word Clusters or Webs

Organize words into word clusters, and it’ll help students create associations between words. For each set of new words, create the first cluster together, then for future clusters have students recreate them on their own.

Try this: Let’s suppose you have taught animals in different lessons throughout the year. Write the word “animals” at the center of your cluster and let students branch out from there by supplying different types of animals, like farm, jungle, domestic animals. Students then continue by naming the different animals in each category.

Use words in phrases or collocations

When practicing new words, make sure students not only remember the “word” itself but its proper collocation or usual verb-noun combination.

Try this: When teaching Business English, don’t just teach words like “appointment”, “contract” or “meeting”, teach phrases like “make an appointment”, “sign a contract” or “cancel a meeting”.

Practice out loud

Quite often we give students vocabulary exercises to complete, and while this is important to help them practice writing the new words, studies also show that practicing words out loud is more effective in improving retention than practicing them silently. Apparently, the ear is an important ally when it comes to remembering vocabulary.

Try this: Games are a great way to practice vocabulary out loud. Play a Clothing Memory Game, for example, but make sure students make sentences with the words or try a game like Guess the Sport.

Most students have no trouble comprehending new vocabulary; the problem is getting them to remember to use these new words.

[timesmains]

Esl social questions responses

#Esl social questions responses how to

What” is the most common question word used by children as old as 2 years old. This type of questions gets their name from the fact that most of them start with wh- or h. Given their nature, these are the first words children use to acquire facts about their worlds. Questions words are terms specifically used to gather information about a topic, person, or situation.

#Esl social questions responses how to

Now, let’s start taking a look at how to make questions in English. Usually, the need to ask for information arises in children as young as 2 years old, at least by using basic spoken language, since they are able to make simpler questions before this time just by pointing at something or looking inquisitively around them.Ĭonsidering the need for information that children have from an early age, it’s advisable to start by teaching them question words and their uses. Questions are an important form of communication, through questions children start figuring out their world. And even though that making question is a knowledge that comes naturally, reinforcing the lessons about the so-called wh- questions and how to make them is always useful, both for English speakers and English learners. By being curious, children get to l earn about the world and the people that surround them, and they fulfill that ongoing search for information as they grow up. Children tend to be curious by nature, and this curiosity it’s a great asset for them. “What day is it today?” or “ When are we going to the park?” These are questions all parents are used to hear.

[eslfasts-blog]

Best ESL language learning Activities for English language learners

Eslfast is one of the best online English learning platforms. This platform provides high quality for beginner and intermediate learners. This platform provides high-quality courses which attain all the major points which are important to clear the concept of the English language.

This platform helps people ace their speaking, reading, and understanding of English language skills with the help of courses. The course of Eslfast is divided into 2 different parts

For beginners and

For intermediates

Both courses attain different activities for English language learners. In this blog, let's discuss the activities which are performed under Eslfast.com for providing better knowledge to English learners.

Activities for English language learners.

All the major activities which are performed in the courses for the betterment of English learners are listed below:-

Board Race

This is one of the best activities for English learning which is performed by Eslfat.com for improving the vocabulary section of their users. This activity for English learning involves a board game that is played to improve the vocabulary section of the students. Also, this activity will check the knowledge level and how much your student understands the subject. This game is played with 6 or more students.

To play this game, divide the class into 2 parties or teams. Now, come up with  2 students and make a dividing line on the board. Ask the student to write as many words to the related topic to win the relay race.

Call my Bluff

This activity is one of the best activities for analyzing speaking skills. Under this activity, the students will have me come on the blackboard and have to write 2 lies and 1 truth about him. Now, they allow them to ask questions regarding the statements and the students will have to find what is the truth in the written 3 statements.

This improves the working skills of the students. It is initiated to develop the skill of analyses of statements in the students.

Taboo

Taboo is also recognized as one of the best activities for English learners. People make this more effective by adding more variations to it. This activity not only enhances the guessing power of the students related to words of the English language it also improves their vocabulary.

In this game, one student will come in front of the point screen and describe the word. The rest of the students will have to catch the word by its description only. This game is very interesting and the whole class will play it together.

Debates

This is one of the most challenging and enthusiastic activities for the improvement of English. Under this activity, 2 parties will place their point of view on a single topic like Pollution or population control. Here, one party tries to prove that they're right and the other party does the same. Both the teams place strong points on what they think about the topic and try to manipulate people into their thinking. The team which has the best convincing abilities will win the debate.

This activity is done in the class to check and enhance the fluency of students in the class so that how much they speak and connect to the audience.

Storytelling

This activity is another best activity for improving the English language speaking skills of the students. To perform this activity you can make a group of 4-5 students and ask them to tell a story in a team to the class.

This improves the speaking skills of the class students and they learn how to get Interacted with the class and tell the story. Whether you have a small class or a class which has plenty of students you can easily perform this activity for enhancing the fluency of English speaking of their students.

So, these are some major activities that are performed for improving the English language skills of the students. Come and visit Eslfast.com and get our high-quality English learning courses which are designed to ace you in the basic and intermediate level English language concepts. Visit the website amd get the course today because we have a lot to serve you.