Displaying 421 - 430 of 1635

In this Teaching Technique, learn how to help students improve their spoken grammar through pair counting.

Format: Text
Availability

In this article, the author presents an interactive evaluation method for use with upper-beginner and intermediate students in communicative English courses.

Format: Text
Availability

Learn about an activity using podcasts to model narrative writing techniques in this article.

Format: Text
Availability

This article presents a three-strand approach to help L2 writers in EFL and English as a second language (ESL) instructional contexts achieve greater cohesion in their written work.

Format: Text
Availability

In this article, the author describes a study on the use of a self-designed ESL online curriculum to cultivate self-authoring.

Format: Text
Availability

This week’s Teacher’s Corner helps students prepare for the future while practicing using infinitives. This week’s lesson introduces WOOP, which is a way of planning for future success. When using WOOP, you think of a future wish, make an outcome to achieve, consider obstacles, and finally develop a plan to make your wish come true.

Level

Intermediate to Advanced

Language Focus

Speaking, reading (primary focus); listening, writing (secondary focus)                  

Goals

During this activity students will

  • Review infinitives while making future plans
  • Practice speaking skills by discussing their wishes for the future

Materials

  • Teacher: whiteboard or chalkboard, markers or chalk, a timing device
  • Students: pencils or pens, notebooks or writing paper, recording devices (optional)

Preparation

  1. Read through all the materials carefully.
  2. Print out the “WOOP – Verbs and Adjectives List” in Appendix 1, and make copies for each student.

Activity Part One: dreaming of the future

In this part of the activity, students work in small pairs to discuss the future.

1.     Begin this activity by writing the year that is twenty years in the future on the board. For example: If it is the year 2017, write the year 2037 on the board.

2.     Ask students to think about where they will be twenty years in the future. Where will they live? What job will they have? What will they do as a hobby or for fun in the future?

3.     Have students take out a piece of paper and a pen or pencil and write down their answers to these questions. Encourage students to be as creative as possible and to write down as many details as they can.

4.     Next, have the students form pairs or small groups and share their futures with their partners. Encourage the students to ask questions about their partners’ plans.

5.     Conclude this portion of the activity by asking the students to share their plans with the entire class.

Activity Part two: Make dreams come true

1.     Begin the next part of the lesson, by asking the students, “How do you make your future goals come true?”

2.     As students share their answers in pairs or small groups to the question, write on the board the following:

WOOP

Wish

What do you want to do?

 

Outcome

Why do you want to do it?

 

Obstacle

What do you do now that keeps you from doing it?

 

Plan

What should you do to overcome the obstacle?

 

3.     Tell the students that today they will make plans for the future using WOOP. WOOP, or “Wish, Outcome, Obstacle, Plan,” helps people think about their future as a process instead of just an idea. It encourages people to take actions that make their dreams possible.

4.     Work through an example together as a class by filling in the last column on the table. For example:

WOOP

Wish

What do you want to do?

I want to speak better English.

Outcome

Why do you want to do it?

Speaking better English would allow me to study in the United States.

Obstacle

What do you do now that keeps you from doing it?

I’m afraid to speak English with new people, so I do not improve quickly.

Plan

What should you do to overcome the obstacle?

I intend to create an English club at school to practice my speaking with friends.

5.     As a quick review, ask the students where the infinitive verbs are in the sentences above (Teachers could also ask students to idenitify gerunds here, though not the focus of this activity). As students call out the answers, circle or underline the infinitive verbs in the sentences.

6.     Next, have the students write down a table like the one above with their own plan for the future. Students can use their idea from Part 1 of this activity or create a new plan to follow.

7.     While students work on their ideas, pass out the verbs and adjectives list found in Appendix 1. Encourage students to use the verbs and adjectives in their sentences.

8.     Conclude the activity by having the students share their WOOP plans with the class.

Appendix 1: WOOP – Verbs and Adjectives List

Directions: Use the following verbs and adjectives to create sentences about the future.

Verbs Followed by Infinitives

attempt

decide

intend

plan

try

ask

expect

know how

prepare

volunteer

be able

fail

learn

promise

want

can afford

hope

need

refuse

would like

Adjectives Followed by Infinitives

afraid

determined

lucky

relieved

sorry

careful

difficult

necessary

rewarding

surprised

certain

easy

proud

right

willing

challenging

excited

ready

shocked

wrong

Directions: Use the following verbs and adjectives to create sentences about the future.

Verbs Followed by Infinitives

attempt

decide

intend

plan

try

ask

expect

know how

prepare

volunteer

be able

fail

learn

promise

want

can afford

hope

need

refuse

would like

Adjectives Followed by Infinitives

afraid

determined

lucky

relieved

sorry

careful

difficult

necessary

rewarding

surprised

certain

easy

proud

right

willing

challenging

excited

ready

shocked

wrong

 

Format: Text
Availability

This webinar, "To Correct or Not Correct? Ideas for Subtle Correction During Speaking Tasks," presents techniques designed to correct students’ grammar without interrupting the free flow of speech or the lesson. These techniques work with all levels and in a variety of settings. Participants will have an opportunity to consider when these techniques would be effective versus when other forms of traditional correction may be more helpful. The techniques presented can be added to teaching practices immediately, and teachers may realize they’ve already been using some of them.

Format: Text, Video
Availability

This webinar, "Understanding Documentation and Draft Writing for Business English," considers how context, content, and tone can help make business-related draft writing processes more effective and enjoyable for both writers and readers. This webinar addresses the range of documents draft writers often require—press releases, circular emails, and meeting minutes, among other things—as well as the planning tools, such as outlines and preparatory questions, that effective business writers need.

Author: Ben Taylor Format: Text, Video

 

This week’s Teacher’s Corner practices using gerunds and infinitives through a reading activity on professional video gaming. Video gaming has become a big business, with many professional gaming teams, university teams, and national teams competing in global video game tournaments. Other video gamers have become Internet celebrities through recording themselves playing video games and broadcasting the videos. While the idea of professional gamers and online video game streaming may be new to us as teachers, there is a good chance that students are already familiar with these job opportunities. This week, while students learn to use gerunds and infinitives, take some time to learn about the wide world of video games from them!

Level

Intermediate to Advanced

Language Focus

Reading, speaking (primary focus); writing (secondary focus)         

Goals

During this activity students will

  • Practice using gerunds and infinitives within the context of a reading activity
  • Practice speaking skills by discussing the world of video games

Materials

  • Teacher: whiteboard or chalkboard, markers or chalk, a timing device
  • Students: pencils or pens, notebooks or writing paper, recording devices (optional)

Preparation

  1. Read through all the materials carefully.
  2. Print out enough copies of the “Professional Gamer” reading in Appendix 1 for each student in the class.
  3. Read over the “Professional Gamer” Answer Key in Appendix 2 before class. Check the reading for vocabulary that may be unfamiliar to students.

Activity Part One: Professional gamer reading

1.     Begin this activity by asking the students if they play video games.

a.     Ask them what kinds of video games they play and what they enjoy about video games.

2.     Next, on the board write the word E-Sports. Ask the students if anyone knows what this word means. If any of the students knows the term, have them explain what e-sports means to the class.

a.     Note: E-Sports is defined as a multiplayer video game played competitively by professional gamers and watched by fans.

3.     Inform the students that today the class will learn about video games and e-sports through a reading activity.

4.     Distribute a copy of the reading activity in Appendix 1 to each student in class.

5.     Have the students skim the reading for any unfamiliar vocabulary terms, and provide them time to ask about any new vocabulary words.

6.     Next, have the students read the paragraphs. For each paragraph, students should decide if a gerund or an infinitive is the correct form of the verb.

7.     Give the students time to complete the reading and to fill in the gerund and infinitive blanks.

8.     Once the students are finished, have them form pairs or small groups and review their answers together. If a pair has different answers for a blank, encourage them to discuss and decide which answer is the correct one.

a.     Note: For additional reading and speaking practice, have the students read the paragraphs aloud, taking turns at each new paragraph, while they review their answers.

9.     After the pairs have checked their answers, review the answers as an entire class to double-check the answers.

Appendix 1: Professional Gamer

Directions: Read the story below on the life of a professional video game player. Then fill in the blanks with either a gerund or an infinitive form of the verb.

 

Many young people enjoy ______________ (play) video games. For most players, video games are a fun hobby _______________ (enjoy) with friends. However, some video gamers have made their hobby into a career! Two ways video games are becoming a profession are through competitive sports or by live-streaming video games over the Internet.

Video gaming as a professional sport, or e-sport, is the fastest growing sporting event in the world. Millions of people around the world like _______________ (watch) teams compete in tournaments, with first place prizes in these tournaments as high as $10 million. Due to this popularity, organizers of the Olympics are considering including e-sports in future Olympic games. In the United States, universities have begun _______________ (offer) scholarships to students _______________ (play) video games on a university team, the same as baseball, soccer, or basketball athletes. Competing as a professional video gamer is difficult. The best players in the world need _______________ (practice) up to 50 hours a week, and many players retire, or stop playing, around the age of 25, when they are considered too old to stay competitive.

Other video gamers have turned their hobby into a career as “streamers,” and many former professional gamers switch from competition to streaming video games. A streamer’s job is _______________ (play) video games online and broadcast the gameplay on his or her channel for others _______________ (watch). _______________ (watch) a streamer can be a great way _______________ (learn) about a new game or meet others who enjoy _______________ (play) the same game.

It may seem easy to broadcast yourself ______________ (play) games on the internet, but the life of a streamer can be difficult. Many streamers need _______________ (broadcast) up to eight hours a day _______________ (keep) people _______________ (watch) their channel. To keep people watching, the streamer must play a video game while _______________ (entertain) the audience watching. A streamer earns money through advertisements, so the more people who watch, the more money a streamer can earn from his or her channel.

With hard work and lots of practice, players can turn their love of video games into an exciting career as a professional athlete or as an entertaining streamer.

Appendix 2: Professional Gamer Reading Answer Key

Directions: Read the story below on the life of a professional video game player. Then fill in the blanks with either a gerund or an infinitive form of the verb.

Many young people enjoy playing video games. For most players, video games are a fun hobby to enjoy with friends. However, some video gamers have made their hobby into a career! Two ways video games are becoming a profession are through competitive sport or by live-streaming video games over the Internet.

Video gaming as a professional sport, or e-sports, is the fastest growing sporting event in the world. Millions of people around the world like to watch teams compete in tournaments, with first place prizes in these tournaments as high as $10 million. Due to this popularity, organizers of the Olympics are considering including e-sports in future Olympic games. In the United States, universities have begun to offer scholarships to students to play video games on a university team, the same as baseball, soccer, or basketball athletes. Competing as a professional video gamer is difficult. The best players in the world need to practice up to 50 hours a week, and many players retire, or stop playing, around the age of 25, when they are considered too old to stay competitive.

Other video gamers have turned their hobby into a career as a “streamer,” and many former professional gamers switch from competition to streaming video games. A streamer’s job is to play video games online and broadcast the gameplay on his or her channel for others to watch. Watching a streamer can be a great way to learn about a new game or meet others who enjoy playing the same game.

It may seem easy to broadcast yourself playing games on the internet, but the life of a streamer can be difficult. Many streamers need to broadcast up to eight hours a day to keep people watching their channel. To keep people watching, the streamer must play a video game while entertaining the audience watching. A streamer earns money through advertisements, so the more people who watch, the more money a streamer can earn from his or her channel.

With hard work and lots of practice, players can turn their love of video games into an exciting career as a professional athlete or as an entertaining streamer.

Format: Text
Availability

This webinar, "Cross-Cultural Competence in the Business English Classroom," will explore strategies to help your students engage more effectively with their business counterparts from all over the world. Participants will reflect on how their behaviors are shaped by the characteristics of their own cultures, anticipate potential intercultural conflicts in a series of business scenarios, and receive practical tips for including cross-cultural competence training in their business courses.

Author: Lisa Mann Format: Text, Video
Availability

Pages