Оксана Блошенкова Trendy english
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This document contains a variety of topics with no clear overall theme. It includes questions about coursebooks and designing materials, a letter complaining about a poor holiday in Paris, grammar explanations about the future tense and plans, and suggestions for classroom language. The document jumps between unrelated subjects without any clear connection between the different sections.
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The document describes a game where the reader is given clues about locations and asked to guess the locations based on the clues. Some clues about the first location mentioned are that someone grew up there and certain foods could be enjoyed for breakfast there. Further clues are given about additional locations, asking the reader after each set of clues if they have guessed the location yet.
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The document discusses the grammar structure of the phrase "going to" which is used to talk about future plans or intentions that are certain or decided. It is formed using the verb "to be" plus "going to" plus the infinitive verb. Examples are provided such as "I am going to play handball" and "We are not going to play tennis on Sunday" to illustrate how to use "going to" when referring to planned actions that will take place in the future.
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The document describes a game where the reader is given clues about locations and asked to guess the locations based on the clues. Some clues about the first location mentioned are that someone grew up there and certain foods could be enjoyed for breakfast there. Further clues are given about additional locations, asking the reader after each set of clues if they have guessed the location yet.
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The document provides examples of using "going to" to talk about future plans and intentions. It shows affirmative, negative, and question forms using "going to" followed by a main verb to express what someone or something will do in the future. Examples include "She is going to travel by plane", "They are not going to bring her a gift", and "Is it going to rain tomorrow morning?".
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The document discusses the use of the "going to" construction to express future plans and predictions. It provides examples of affirmative and negative sentences using "going to" as well as questions. The construction is used to talk about plans made before speaking or to make predictions when there is evidence about a future event. The document concludes with examples of filling in blanks with the correct form of "going to".
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1) A superhero flies to Brazil to save children from a cocoa plantation run by the villain Black Fire, who is planning something evil.
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The document discusses various uses of will and other structures to refer to the future in English, including:
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The document summarizes an English class reviewing unit 4. It recapped what was covered the previous day which included homework on vocabulary and revising the use of "will" and "be going to." The class then revised vocabulary, practiced using "will" and "be going to," did online exercises, worked in pairs on dialogues, and practiced speaking. Examples were provided of using "will" to express predictions and hopes and "be going to" to express intentions and plans. Students then practiced using the structures in short dialogues.
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The document discusses the uses of will and going to when expressing future tense in English. Will is used for predictions, quick decisions, and promises, while going to is used for plans, intentions, and predictions based on present evidence. Examples are provided to illustrate the different uses of will and going to. Key differences are that will refers to the future from the present moment, while going to refers to the near future and implies some element of planning or intention.
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The document discusses the use of "going to" and "will" to express the future in English. It provides examples of their use in affirmative, interrogative, and negative sentences. It explains that "going to" is used to talk about plans and predictions based on present evidence, while "will" is used for predictions without evidence, decisions made at the moment of speaking, requests, threats/promises, and expressions with "think," "guess," etc. An exercise is provided to choose between "going to" and "will" in sample sentences.
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The document discusses the use of "going to" and "will" to express the future in English. It provides examples of their use in affirmative, interrogative, and negative sentences. It explains that "going to" is used to talk about plans and predictions based on present evidence, while "will" is used for predictions without prior evidence, decisions made in the moment, requests, threats/promises, and expressions with "think," "guess," etc. An exercise is provided to choose between "going to" and "will" in sample sentences.
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This document discusses the benefits of integrating filmmaking into the curriculum. It argues that filmmaking supports different components of learning like creativity, communication, and critical thinking. Some benefits include enhancing language learning, increasing student motivation, and improving student-teacher relationships. The document then provides examples of easy filmmaking projects like creating a weather forecast or how-to video. It also outlines the filmmaking process from scriptwriting to editing. Integrating filmmaking can help reach curricular objectives by supporting topics across different subjects through short films.
Russell Stannard
The document discusses the flipped classroom model, which involves students learning new material at home through videos, podcasts, and other online content, and using class time for interactive group activities and applying the new knowledge. It recommends tools like Edmodo for organizing content and assignments, and Snagit or Jing for creating screen recordings to use as instructional videos. It provides links to tutorial videos and websites about using these tools to implement a flipped classroom approach to language teaching.
Olya Sergeeva
The document discusses using gamification to personalize and engage students in language courses. It provides examples of games like tic-tac-toe, battleship, and snakes and ladders that can be used with question and answer flashcards to review course material. Templates and links are shared for creating game boards and question sets that students can interact with to study independently or in class.
Nataliya Shubina
This document provides information on several free online tools that can be used to make English lessons more engaging. It lists websites for converting text to speech, turning text into interactive slideshows, generating bingo cards, and more. The document encourages teachers to utilize these "easy peasy lemon squeezy" tools to liven up their lessons and thanks readers for their attention.
Sara Amin
This document discusses e-assessment and its potential to reshape assessment practices. It defines e-assessment as using technology to digitize, make more efficient, redesign or transform assessment. The document outlines the benefits of e-assessment, including positively impacting student motivation and performance, enhancing validity, and linking learning and assessment to empower learners. Practical applications presented include using mobile devices and learning management systems for formative and asynchronous assessment. Challenges of adopting e-assessment include allocating time for skills development and ensuring accessibility.
Nik Peachey
This document discusses using video tools to enhance language teaching. It provides tips for using video communication to help students overcome isolation, develop speaking skills, and build digital literacy. Specific tools are recommended for synchronous video like Appear.in and asynchronous video like MailVu. Ideas are provided for video assignments like creating a sales pitch, participating in a video dictionary, and looking one's best on a webcam. The document also discusses tools for blended learning, exploiting the visual elements of video, and a toolkit for using online video clips in the classroom.
Mike Harrison
This document outlines a presentation about analyzing narratives in short video formats. It includes an overview of the session which will discuss film theory concepts like mise-en-scène, editing, and camera position with examples. It will also discuss how these concepts can be applied in an English language classroom, both through analyzing existing films and having students create their own short videos. The presentation concludes by discussing additional talks at the conference on using creative filmmaking to teach language.
Mike Astbury
The document outlines grammar games and exercises for teaching English, including sentence matching, gap fills, storytelling, quizzes, and error correction. It provides instructions and examples for each activity, targeting grammatical structures like infinitives, gerunds, and relative clauses. The exercises are meant to provide practice and production opportunities for these grammar points in a fun, game-based way.
Valeriya Meshcheryakova
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Lizzie
The document discusses three steps to developing learner autonomy: 1) Encourage experimentation and goal-setting with clear, measurable goals and feedback; 2) Provide opportunities for out-of-class learning in addition to in-class instruction; and 3) Continually motivate learners through social interaction and stimulating situational learning activities, as motivation is dynamic and can be influenced by others' enthusiasm or boredom. Metacognition and developing learner knowledge of self, tasks, and strategies is also discussed.
James Egerton
This document discusses exam preparation classes and their potential positives and negatives. It examines general English courses which aim to develop real-world skills versus exam-focused classes. While exams can motivate students and measure progress, exam classes risk overemphasizing testing at the expense of teaching. The document suggests encouraging a growth mindset in students and reducing the potential negative effects of an overly exam-focused approach through balancing testing with teaching.
Duda Costa
This document provides an overview of teaching unplugged principles and methods. It discusses using conversation and emergent language over materials. Lesson plans focus on interactive activities like discussing favorite objects and superheroes. Routines are suggested like reflecting on lessons and vocabulary reviews. Student portfolios are recommended to track language development over time. The document emphasizes letting language emerge organically through relevant learner-driven content and interaction between the teacher and students.
Anna Pochepaeva
This document provides guidance and exercises for effective last-minute preparation for the EGE English exam. It discusses common difficulties students face with EGE tasks and provides expanding exercises in grammar, vocabulary, listening, reading, writing and speaking to help address these challenges. These exercises include expanding wordlists, phrasal verbs, synonyms and antonyms, multiple choice questions, project work, personal opinions, essays, information gap activities, note-taking, photos, articles and sentence transformations. The goal is to go beyond just testing and provide teaching to help students improve their English skills and test-taking abilities.
Mike Astbury
The document outlines grammar games and exercises for teaching including sentence matching, gap fills, storytelling, quizzing, and error correction. It provides instructions and examples for activities targeting infinitive versus gerund forms, the ability to do something, and use of non-defining relative clauses. Sample sentences or partial sentences are given for students to practice the target grammar points through matching, filling gaps, or identifying errors.
Angelos Bollas trendy english online
This document discusses using VoiceThread for speaking homework assignments for intermediate English language learners. It provides background on the importance of communication practice and speaking outside the classroom for developing fluency. Speaking homework can help lower student anxiety and allow them to focus on fluency over accuracy. A variety of speaking homework assignment ideas are presented, including role plays, storytelling, debates, and oral diaries. The goals are to provide opportunities for extended speaking practice, confidence building, and noticing language features.
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- 1. 3 Q&AВАШИ вопросыНАШИ ответы THE Simple&Smart WAY 2 DESIGNING your own MATERIALS HOW TO MAKE IT WORTH YOUR TIME 1COURSEBOOK TO USE or NOT TO USE? ПРОСТО и РАЗУМНО
- 2. PREPARATION 4 A CLASS DOTHINK FEEL
- 6. THE Simple&Smart WAY 2 DESIGNING your own MATERIALS HOW TO MAKE IT WORTH YOUR TIME ПРОСТО и РАЗУМНО
- 8. Dear Sir / Madam, I’m writing to tell you about my recent holiday in Paris, which was a disaster. The young man at the travel agency told us that the price included four nights in a five- star hotel with a view. Well, that was a joke, and it was clearly not a five-star hotel!!! There were only two small beds in our family room so our son had to sleep on the floor. There weren’t any clean towels in the bathroom and there were lots of insects all over the place. Hundreds of them, in fact! Yes, there was a view from the bedroom window – but it was a view of a motorway and the airport. There was noise all night and we couldn’t sleep. There were no drinks included in the breakfast, and we had to pay extra for milk! We demand a refund! Best regards, Mr & Mrs Smith abc-tours@holiday.com holiday in Paris 2 LEARN by DOING
- 10. THE FUTURE 1. And I _________ always love you! 2. If you’re____________ _ San Francisco … 3. We ______, we _________ rock you 4. I’m _______________ home.
- 11. DECIDED JUST NOW PROMISE THE FUTURE WILL WON’T Don’t worry. I’ll do it.
- 12. FIXED PLANS THE FUTURE Present Continuous I’m flying to Paris on Monday.
- 13. JUST PLANS THE FUTURE be GOING to GONNA I’m going to visit Hawaii
- 14. FIXED PLANS JUST PLANS DECIDED JUST NOW PROMISE THE FUTURE Present Continuous be GOING to GONNA WILL / WON’T I’m flying to Paris on Monday. Don’t worry. I’ll do it. I’m going to visit Hawaii
- 15. FIXED PLANS JUST PLANS DECIDED JUST NOW PROMISE THE FUTURE Present Continuous be DOing be GOING to GONNA WILL / WON’T I’m flying to Paris on Monday. Don’t worry. I’ll do it. I’m going to visit Hawaii TIMETABLE Present Simple DO / DOES The plane leaves at 5.00 p.m + ПО РАСПИСАНИЮ СОБИРАЮСЬ NO PLANS?
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- 17. 1. Should you have questions, raise your hand. 2. …to the Dutch researchers that Leonard is currently ripping-off. 3. Hey, you don’t have to be so mean! 4. Of those two explanations, which one seems the most likely? 5. There’s no need to be frustrated, people learn at different rates
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