Solving Pronunciation Problems for Chinese ESL LearnersDavid Wills
This PPT is designed to support a class aimed at correcting pronunciation problems in Chinese learners of English. It looks at the difficulties Chinese people have in speaking English, such as the "th" sounds (/θ/ and /ð/). It includes a wide range of activities and help to improve their speaking. See the full lesson plan for the videos referenced in the PPT: http://davidteaching.blogspot.hk/2017/03/how-to-correct-pronunciation-problems.html
Direct and Indirect Speech (Reporting and Reported Speech) Change of pronoun, change of tense and change of an adverb can be defined easily. It will help students to understand in a better way
Solving Pronunciation Problems for Chinese ESL LearnersDavid Wills
This PPT is designed to support a class aimed at correcting pronunciation problems in Chinese learners of English. It looks at the difficulties Chinese people have in speaking English, such as the "th" sounds (/θ/ and /ð/). It includes a wide range of activities and help to improve their speaking. See the full lesson plan for the videos referenced in the PPT: http://davidteaching.blogspot.hk/2017/03/how-to-correct-pronunciation-problems.html
Direct and Indirect Speech (Reporting and Reported Speech) Change of pronoun, change of tense and change of an adverb can be defined easily. It will help students to understand in a better way
IELTS Writing Task 2 - How to Score Highly in Task AchievementIELTSBackup
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
This PPT gives some essential vocabulary to help students talk about work in the IELTS Speaking Exam (it may also help for the Writing Task 2). See http://www.ted-ielts.com for more IELTS materials.
5 Easy Ways to Improve Cohesion in IELTS Writing Task 2 Ben Worthington
Improve your cohesion through using collocations, repetition, and three other techniques (the fifth is really easy).
For an introduction on how to start IELTS Writing Task 2 click here:
www.ieltspodcast.com/ielts-writing-task/ielts-writing-start-ielts-writing-task-2/
If you only ever teach ESL/EFL students one thing in Pronunciation let it be this. Research shows the best way to teach new information is by attaching it to old information (things learners already know). What is the first and often only thing students know in a new language? The names of colors. This webinar teaches how to use the names of colors, ABC and first language as an accurate, inclusive foundation for the pronunciation of all English
Children of the Sky: Reading Activity Through Amazing Song by Imagine DragonsMarcia Bonfim
This song-based lesson plan, centered around Imagine Dragons' "Children of the Sky," guides students through key activities. They WATCH a vocabulary video, CRAFT sentences using new words, ENGAGE with the video story chapters, LISTEN to the song, SHARE impressions, WATCH the lyrics video, DISCUSS questions in pairs, and IMAGINE the official music video. A comprehensive learning journey enhancing reading, listening, speaking, and creative thinking skills.
Language level: B1
Learner type: All ages
Skills: speaking, reading, listening and writing
Topic: Chasing Dreams and Friendship
Materials: genial.ly presentation with Youtube videos
Duration: about an hour
404 Essential Tests for IELTS has been written to give candidates extensive practice with instructions, question types and content used in the actual IELTS tests and includes detailed descriptions of the four test sections.
The book include four complete practice tests for the IELTS examinations.
404 Essential Tests for IELTS can be used by the student for self-study or integrated into a course programme.
4 Practice Listening Tests
4 Practice Academic Level Reading Tests
4 Practice Academic Level Writing Tests
4 Practice Speaking Tests
Detailed descriptions of the four different test sections: listening, reading, writing and speaking
General Pointers and Immersion Ideas to improve Candidates' listening, reading, writing and speaking skills
A Complete Answer Key for the Listening and Reading Tests
Tapescripts for the Listening Tests
Full Answer Keys and Writing Test Model Answers
A Score Analyser to interpret systematic errors and to set a realistic time frame to prepare for an IELTS test
A Glossary of Academic Terms
Useful information about effective studying for IELTS
IELTS Writing Task 2 - How to Score Highly in Task AchievementIELTSBackup
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
This PPT gives some essential vocabulary to help students talk about work in the IELTS Speaking Exam (it may also help for the Writing Task 2). See http://www.ted-ielts.com for more IELTS materials.
5 Easy Ways to Improve Cohesion in IELTS Writing Task 2 Ben Worthington
Improve your cohesion through using collocations, repetition, and three other techniques (the fifth is really easy).
For an introduction on how to start IELTS Writing Task 2 click here:
www.ieltspodcast.com/ielts-writing-task/ielts-writing-start-ielts-writing-task-2/
If you only ever teach ESL/EFL students one thing in Pronunciation let it be this. Research shows the best way to teach new information is by attaching it to old information (things learners already know). What is the first and often only thing students know in a new language? The names of colors. This webinar teaches how to use the names of colors, ABC and first language as an accurate, inclusive foundation for the pronunciation of all English
Children of the Sky: Reading Activity Through Amazing Song by Imagine DragonsMarcia Bonfim
This song-based lesson plan, centered around Imagine Dragons' "Children of the Sky," guides students through key activities. They WATCH a vocabulary video, CRAFT sentences using new words, ENGAGE with the video story chapters, LISTEN to the song, SHARE impressions, WATCH the lyrics video, DISCUSS questions in pairs, and IMAGINE the official music video. A comprehensive learning journey enhancing reading, listening, speaking, and creative thinking skills.
Language level: B1
Learner type: All ages
Skills: speaking, reading, listening and writing
Topic: Chasing Dreams and Friendship
Materials: genial.ly presentation with Youtube videos
Duration: about an hour
404 Essential Tests for IELTS has been written to give candidates extensive practice with instructions, question types and content used in the actual IELTS tests and includes detailed descriptions of the four test sections.
The book include four complete practice tests for the IELTS examinations.
404 Essential Tests for IELTS can be used by the student for self-study or integrated into a course programme.
4 Practice Listening Tests
4 Practice Academic Level Reading Tests
4 Practice Academic Level Writing Tests
4 Practice Speaking Tests
Detailed descriptions of the four different test sections: listening, reading, writing and speaking
General Pointers and Immersion Ideas to improve Candidates' listening, reading, writing and speaking skills
A Complete Answer Key for the Listening and Reading Tests
Tapescripts for the Listening Tests
Full Answer Keys and Writing Test Model Answers
A Score Analyser to interpret systematic errors and to set a realistic time frame to prepare for an IELTS test
A Glossary of Academic Terms
Useful information about effective studying for IELTS
Song-Based Lesson Plan: B2 First (FCE) Exam Prep with English LyricsMarcia Bonfim
DESCRIPTION
Dive into an engaging English language teaching lesson plan centered around the song 'The Open Road' by Hollow Coves. This dynamic lesson plan takes students on a journey of exploration, starting with inspirational quotes related to adventure and travel. Through captivating listening activities, students sharpen their comprehension skills by identifying the use of the present perfect tense in the song. They also tackle a Cambridge English B2 First exam (FCE)-style exercise to boost their readiness for the exam. The excitement continues with a collaborative speaking task inspired by the song's theme, aligned with the Cambridge English B2 First (FCE) standards. To conclude, students unleash their creativity in a writing assignment, crafting a story that incorporates a chosen line from the lyrics, following the style of Cambridge English B2 First For Schools exam (FCE) Writing paper part 2.
Language Level: B1+B2
Learner Type: All ages
Skills: Speaking, reading, listening, and writing
Topic: Adventure and travel
Language: Vocabulary related to travel, present perfect tense
Materials: YouTube video, worksheets
Duration: about an hour
students learning English in the second term of Intermediate Grade 2 in Saudi Intermediate Schools. Lift Off! 3 and 4 follow Lift Off! 1 and 2, the new Macmillan English course for the First Intermediate Grade. Lift Off! 4 is intended for use in the second term of Second Intermediate Grade. The components of Lift Off! A combined Student’s Book andWorkbook A Teacher’s Book A CD The Student's Book The Student’s Book of Lift Off! 4 begins with a list of contents. This is designed to assist teachers to understand the overall plan of the course, and it is followed by a list of essential rubrics/instructions and grammatical terms that the students will need to understand. The rubrics and instructions are translated into Arabic. There are ten units in the Student’s Book Lift Off! 4. Each unit contains four lessons. The fourth lesson in each unit is a Review. It provides a review of the language in the unit and recycles the grammar, functions and vocabulary of the previous three lessons. No new structures or words are introduced in the Review. There is a dictionary at the end of the book that contains the new vocabulary introduced in Lift Off! 4. Lift Off! 4 includes new topics, functions, grammar and skills practice which build on the language of previous materials. Lift Off! 4 presumes that students have covered the material in Lift Off! 1–3 and that they need to revise and recycle this material. The Workbook A lesson in theWorkbook is designed to follow the corresponding lesson in the Student's Book and should never be taught first. Workbook lessons consolidate and practise the material covered in Student’s Book lessons. As with the Student’s Book, the Workbook contains ten units. The only difference is that there are three lessons in eachWorkbook unit practising the material in lessons 1–3 of each Student’s Book unit. It is important to note that theWorkbook is mainly intended for homework and is not meant for extensive use in class. Special features of the Student’s Book Many lessons contain a Look! box. These boxes explain aspects of language that students may find new, difficult or confusing. Some lessons contain a Pronunciation corner devoted specifically to aspects of pronunciation. Some lessons contain poems and rhymes which students can copy and learn to improve their pronunciation, stress and rhythm when speaking English. 2 Introduction Many lessons contain a pair work icon suggesting that the exercise is best done by students in pairs. Listening exercises are indicated by to show that a CD player and the CD are required. The track number beside the listening exercise lets you know which section of the CD you require for that exercise. When students are required to complete a written exercise they will often see . It is a tenet of Lift Off! that students should, in pairs, check each other’s work. Teachers should, of course, also check that the students are doing this satisfactorily. Every Review lesson contains a Grammar
1. Prueba de Inglés 6to año
INSTRUCTIONS FOR THE EXAMINER
Estimado docente,
Le presentamos adjunto el instructivo para tomar la prueba de inglés de 6to. año de Primaria.
Le agradecemos que lea atentamente los instructivos de cada sección antes de tomar la prueba. Este instructivo
busca asegurar las condiciones de aplicación más uniformes y válidas posibles en todas las escuelas del país.
Recuerde que esta prueba busca evaluar el nivel de salida de Primaria para ofrecer un nivel adecuado en
Enseñanza Media. Por lo tanto, es importante que los docentes no provean a los niños de más ayuda de la que se
establece en los instructivos, de modo de no alterar los resultados.
Le agradecemos mucho su colaboración y compromiso en esta tarea.
Cordiales saludos,
Equipo de Articulación Inglés
Primaria – Secundaria
Programa de Políticas Lingüísticas
Noviembre 2010
INSTRUCCIONES GENERALES
1) Orden de la prueba: 3) Es fundamental el cumplimiento de los tiempos
1ª sección: LISTENING I y II establecidos para cada sección de la prueba, tal como
Hoja de examen (1 página) figuran en cada sección del instructivo.
4) Las pruebas de todo el país serán corregidas
2ª sección: READING I y II centralmente en Montevideo. Una vez terminadas
Librillo de examen (páginas 2 - 5) todas las secciones de la prueba, el docente debe
3ª sección: WRITING I y II poner todos los materiales en un sobre y
Librillo de examen (páginas 6 - 7) entregárselos al Director de la Escuela (hoja del
Listening, librillo del Reading y Writing, planilla del
4ª sección: SPEAKING Speaking). Este o el Profesor Articulador de
Planilla página 8 de este instructivo. Secundaria enviarán el sobre a:
Programa de Políticas Lingüísticas, ANEP - CODICEN
2) Todas las instrucciones dirigidas a los niños deben Colonia 1013, Piso 8, Oficina 5
hacerse en inglés. C.P. 11100, Montevideo
Departamento de Segundas Lenguas y Lenguas Extranjeras, CEIP
Inspección de Inglés, CES
Programa de Políticas Lingüísticas
ANEP - CODICEN
Noviembre 2010
1
2. LISTENING COMPREHENSION
In this section students will be assessed in listening comprehension. The listening material
consists in two different dialogs and two tasks, one corresponding to each dialog. The whole
section has to be completed in 10 minutes (5 minutes for each task).
Listening I (CD, Tracks 1 and 2, 5 minutes) )
Tell the students that they will hear a conversation between two people, Carlos and Amanda, about what
they did last weekend, and that they have to tick below the pictures corresponding to the activities they
did, as shown in the example. Point to the pictures and clearly explain that Carlos and Amanda did some
of these activities and not others. They have to tick only those that any of them did, and leave blank the
others. . .
Tell students that they will hear the conversation twice, and only twice, and they will complete the task
while listening to the conversation. .
It is very likely that the students have not done a task like this before. So, make sure that they understand
what they have to do. If necessary, go over the instructions again before playing the CD.
Clearly tell the students that the examiner is not allowed to answer confirmation questions (e.g. “Is it
correct to tick the hamburguer?”). If a student asks a question in Spanish, the examiner must rephrase
the question in English before answering.
Example: Student: “No entendí qué tengo que hacer en este ejercicio”
Examiner: “Oh, so you didn’t understand what you have to do in this exercise (Pointing to the
exercise).
Examiner’s explanations and answers have to be in English.
Give a few seconds to students to look at the pictures before playing the CD. Tracks 1 and 2 in the CD
contain the same dialog, required for this task. Make sure that all students are able to listen well
from their sit. Play tracks 1 and 2, and then stop.
After students have finished Listening I task, start explaining Listening II task.
Listening II (CD, Tracks 3 and 4, 5 minutes)
Tell the students that they will hear another conversation between the same two people, Carlos and
Amanda. This time they have to decide if the statements are True or False. Read all the statements
aloud once. Then, give some time to students to read the statements on their own. Explain to the
students that they have to write a T or an F before each statement, as shown in the example. No
statement can be left without a letter.
Tell students that they will hear the conversation twice, and only twice, and they will have to write
the T or F while listening to the conversation.
It is very likely that the students have not done a task like this before. So, make sure that they
understand what they have to do. If necessary, go over the instructions again.
Clearly tell the students that the examiner is not allowed to answer confirmation questions (e.g. “Is it
correct to write a T here?”).
After you read the statements and gave a minute to students to read them on their own, play tracks 3
and 4 in the CD. Both tracks contain the same dialog, required for task 2. Make sure that all students
are able to listen well from their sit. Play tracks 3 and 4, and then stop.
2
3. READING I: DINOSAURS
Time: 20 minutes
In this section students will be assessed in reading comprehension. Students have to read
the text and complete a chart using the information provided in the text. Students will have a
total of 20 minutes to complete this task. Once the 20 minutes period is completed, students
will start all together the Reading II task. If a student finishes before the 20 minute period,
he/she will wait in silence.
Read aloud the title of the text (“Dinosaurs”), and explain to the students that the text is
about dinosaurs and that they will have a task consisting in completing boxes in a chart. Do not
read the text out-loud, each student has to read it for himself/herself. Read aloud the title of the
exercise (“Complete the empty boxes of the following chart with the corresponding
information”) and explain how to do the exercise properly, using the examples provided.
Show the students the chart, pointing to the empty boxes. Read first all the categories
(Dinosaurs, Diet, Size, Weight, Physical description, and the names of the Dinosaurs provided)
pointing to what is being read and showing it to the students. Then, read the example provided
in the first row, pointing to the text (“Long neck, long tail, small head and very tiny brain”).
Explain to the students that that is the physical description of the Apatosaurus.
Make sure that students understand what they have to do, which is to complete the
empty boxes. If necessary, go over the instructions again, reading one more example provided.
Clearly tell the students that the examiner is not allowed to answer questions related to
how to fill a specific box or the meaning of certain words. It is also not allowed to answer
confirmation questions (e.g. “Is it correct if I write big head here?”)
If a student asks a question in Spanish, the examiner must rephrase the question in
English before answering.
Example: - Student: “No entendí qué tengo que hacer en este ejercicio”
- Examiner: “Oh, so you didn’t understand what you have to do in this exercise
(Pointing to the exercise).
Examiner’s explanations and answers have to be in English. The examiner is encouraged
to use body language any time during the explanations.
5 minutes before time is over, tell students that they have 5 minutes left .
3
4. READING II: THE SOLAR SYSTEM
Time: 20 minutes
In this section students will be assessed in reading comprehension. Students have to read
the text and complete a multiple choice task with 10 questions using the information provided
in the text. Students will have a total of 20 minutes to complete this task. Once the 20 minutes
period is completed, students will start all together the Writing section. If a student finishes
before the 20 minute period, he/she will wait in silence.
Read aloud the title of the text (“The Solar System”), and explain to the students that the
text is about the solar system and that they will have a task with questions. Do not read the text
out-loud, each student has to read it for himself/herself. Read aloud the title of the exercise
(“Circle the correct answer”) and explain how to do the exercise properly.
Show the students the set of 10 questions located after the text, and make sure that they
understand what they need to do, as shown in the example. Explain to the students that only
one answer is correct, do not circle more than one option. Show students that the questions are
organized in two sets with different layouts: the first 6 questions have the options displayed
horizontally; the last 4 questions have the options displayed vertically. Make sure that the
students do not get confused.
At the end of the explanation, ask for any doubts about the exercise. If necessary, go over
the instructions again.
Clearly tell the students that the examiner is not allowed to answer questions related to
how to answer a specific sentence or the meaning of certain words. It is also not allowed to
answer confirmation questions (e.g. “Is option (b) correct?”)
If a student asks a question in Spanish, the examiner must rephrase the question in
English before answering.
Example: - Student: “No entendí qué tengo que hacer en este ejercicio”
- Examiner: “Oh, so you didn´t understand what you have to do in this exercise
(Pointing to the exercise).
Examiner’s explanations and answers have to be in English. The examiner is encouraged
to use body language any time during the explanations.
5 minutes before time is over, tell students that they have 5 minutes left .
4
5. WRITING I and II
Time: 40 minutes
In this section students will be assessed in writing. The students will have to do two writing tasks:
Writing I: “Describe yourself and your daily routine.”
Writing II: “Write an email inviting a friend to the cinema.”
Read the instructions aloud and explain to students clearly that they have to do both
tasks. Tell them that you will explain both tasks before they start writing.
Explain that they will have 40 minutes total.
Writing I: Read the title of the task and the three bullet points (“Describe yourself and your
daily routine, Your physical description, your family, everyday activities at home and at school”.)
Point to the word bank provided in the first task and tell students that they can use those words
to write the text. Also point to the lines where they are asked to write. Do not read the words
included in the word bank. Make sure the students know what they have to do, and then turn to
the explanation of the following task.
Writing II: Read all the instructions including the bullet points (“Write an email inviting a
friend to the cinema. Tell your friend …, Don’t forget the subject line”). Explain to the students
that they have to use the information provided in the picture, but do not read the information in
the Theater sign. Point to the email format and explain to students that they are asked to write
the From-line, the Subject-line and the message in the box. Make sure that students understood
the instructions. If necessary, go over the instructions again.
All instructions have to be given in English. Feel free to use body language
as much as needed to convey meaning. If a student asks a question in Spanish the facilitator
must rephrase the question in English before answering.
Example: Student: “No entendí qué tengo que hacer con las palabras de la burbuja”
Facilitator: “Oh, so you didn’t understand how to use these words?” (the teacher points to the
words inside the bubble)
The facilitator’s answer has to be in English. The facilitator is encouraged to use body
language any time during the explanations.
5
6. SPEAKING
Time: 8 minutes total (2 students)
The speaking test is divided in three parts. It is important to bear in mind that at this stage,
students are very young and they may be rather nervous during the test. Hence, creating a good
atmosphere and a safe environment will help both the teacher and the students.
Students will take the oral exam in pairs. The Oral Examination may be slightly shorter or
longer, but in order to be fair to all students, it should last no less than 8 minutes and no longer
than 10 minutes total (2 students).
The Oral Examination will be run by 2 or 3 examiners, who will examine a pair of students
at a time. If at the end of the session there is an uneven number of candidates, the very last
examination will involve 3 students at the same time. The test will then last 2 minutes longer,
total 10 minutes.
The two examiners are the Facilitator (Primary School English teacher) and the Assessor
(Secondary School English teacher). The Facilitator is in charge of conducting the examination.
The Assessor is in charge of evaluating students’ performance and awarding marks for the areas
listed in the assessment form on page 8. The Assessor does not participate in the conduction of
the exam.
Students will be assessed in the following areas: vocabulary, pronunciation, fluency,
accuracy, and overall impression; which will be marked as indicated in Chart 1. Each student will
be assigned a grade according to Chart 2.
CHART 1: Marks CHART 2: Grades
Vocabulary 5 marks 0 - 11 Needs improvement
Pronunciation 2 marks 12 – 14 Acceptable
Fluency 3 marks 15 – 16 Good
Accuracy 4 marks 17 – 18 Very Good
Overall Impression 6 marks 19 – 20 Excellent
TOTAL 20 MARKS
Parts of the Test
Stage 1: Interview – 2 minutes total
At the beginning of the test greet the students and make sure they feel at ease.
Ask the students 4 of the following questions, one at a time:
What’s your name?
How old are you?
Tell me about your family.
6
7. Do you like your school? Why/ Why not?
What’s the weather like?
Have you got any pets? Would you like to have one? Which kind of pet?
What time is it now?
How often do you visit your grandparents?
What do you do every day?
Do you like studying English? Why/Why not?
What do you do on your weekends?
Tell me about your best friend.
What do you do in the summer?
If the student does not answer the questions, the examiner will skip this
stage and move on to the following stage
Stage 2: Project – 4 minutes total (2 minutes each)
In this part of the test, students will talk about a project they had prepared in advance in the
English class (portfolio, poster, model, semantic map or other). They will come into the room
with their project, which will help them organize their presentation. They will be asked to make a
short presentation about it. Each presentation will last 2 minutes.
Students will present their projects one at a time. Encourage students to use the project as an
aid during the presentation, to explain the different parts of it. Students can’t bring full
sentences or paragraphs printed, they can have key words, key phrases but they must construct
the sentences themselves. The aim is to encourage them to present the project using their own
words.
Stage 3: Pair group - 2 minutes total (1 minute each)
After both students have presented the project, each of them will be encouraged to ask the
other three questions about the project. The goal of this stage is to evaluate the student’s ability
to ask questions. If the student can’t come up with any question spontaneously, read all the
questions below as examples and encourage him/her again to ask these or other questions:
Why did you choose this topic?
What do you like about it?
Where did you get the information?
Who did you prepare the project with?
What did you learn preparing this project?
7
8. SPEAKING
Assessment form
Nr. Name of student V P F A OI Total
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
8