TYPE OF SENTENCES BY STRUCTURE

A sentence is a grammatical unit of one or more words that expresses an independent statement, question, request, command, exclamation, etc., and that typically has a subject as well as a predicate (verb + complement). A sentence typically begins with a capital letter and ends with appropriate punctuation mark. It is made by an independent clause, which expresses a whole idea by itself.

Click on the image to make it bigger.

1.http://www2.ivcc.edu/rambo/eng1001/sentences.htm

2. https://www.lamission.edu/learningcenter/docs/asc/worksheets/Grammar/Sentence%20Types.pdf 3. http://www.englicious.org/lesson/sentence-types-simple-compound-complex 

4. https://www.english-grammar-revolution.com/complex-sentences.html 

5. https://www.englishgrammar.org/sentences-simple-compound/ 

6. https://www.oxforddictionaries.com/

 7. https://www.merriam-webster.com/ 

8. https://es.slideshare.net/guest2e9cea2a/simple-compound-complex-compound-complex-sentences

AIMS

How do we identify and select aims?

Aims are we want learners to learn or be able to do at the end of a lesson, a sequence (i.e. a series) of lessons or a whole course. Aims may focus, for example, on function or a grammatical structure, on the vocabulary of a particular topic or no developing a language skill. Aimd, especially for younger learners, may not always focus on particular areas of language. The aim of a lesson may also be listening to a story for pleasure or encouraging a positive attitude towards the foreign language.

To identify and select the most appropriate aims, we need to ask ourselves two question: 

– what do they need to know?

- What do my learners already know?

The answer to these question will help us to make sure that the right ones for a particular group of learners at a particular time

A main aim, like the one above, describes the most important thing we want to achieve in a lesson or sequence of lesson. For example, we may want learners to understand and practice using new language; to reinforce or consolidate (i.e. to make stronger) the use of language they already know by giving them further or to revise language they have recently learnt. On a lesson plan the main should also include an example of the target language we are planning to teach.


As well as main aim, a lesson may also have subsidiary aims subsidiary aims how the language or skills learners must be able to use well in order to archive the main aim of the lesson. In the example on page 86, the main aim is to practice making polite requests; the subsidiary aims describe the language and skill that learners will need to make these requests. Stating both main and subsidiary aims is a good way of making sure that our lesson plan focuses on what we want our learners to learn, or to be able to do. It enables us to see how the lesson should develop, from one stage (or part) to the next, building up our learners’ knowledge or skills in the best possible order.



In addition to learning aims for the learners, we may also want to think about our own personal aims as teachers. Personal aims show what we would like to improve or focus on in our own teaching. Like the ones in the table on page 86, these might be about improving the way that we handle aids and materials or particular teaching techniques, or they might be about our relationship with the learners. Here are some more examples:


•  to try different correction techniques 


• to remember to check instruction 


• to write more clearly on the blackboard/whiteboard


• to make more use of the phonemic chart (a poster with phonemic symbols)


• to get learners to work with different partners


• to get quieter learners to answer questions


Identifying and selecting aims are the first steps in planning a lesson. Once we have decided on the aims, we can design or select the most appropriate activities, put them in the best order and choose the most suitable teaching aids (things we can use to support our teaching in the classroom) and materials. After the lesson, we can look back at this part of the plan to see whether we have achieved our aims, i.e. whether we have succeeded in teaching what we planned to teach. This also helps us to select the most appropriate aims for future lessons.

http://www.cambridge.org/

Learners Characters

Age:

http://www.cambridge.org/

Lesson Planning

Why plan lessons?

Every lesson needs a plan. The level of detail it contains, and whether it is mainly in your head or mainly on paper, will vary depending on your training and experience, the type of class (one-to-one classes often have a much more fluid plan, for example) and the time that you have available to plan.

The main reason to have a plan is to know, firstly, the aim of your lesson and, secondly, what you’re going to do during the lesson in order to achieve that aim. If you don’t know what you want your students to be able to do by the end of the lesson, you risk them going away feeling that they haven’t achieved anything.

What should a lesson plan include?

Everything that you might want to include in your plan derives from the main aim and how you’re going to achieve it. What materials do you need for the activities that you’ve planned in order to achieve your aim? How long will each of these activities take? What problems might your students have in dealing with a particular activity or language point? And so on.

As we said, for most teachers it is impractical to plan every lesson with this amount of detail. But these kinds of detail should at the very least be in your head, even if the paper version is just a few scribbled lines – and writing a few plans in this way is the best way to get yourself into the habit of thinking about these kinds of detail when you’re planning, even if you don’t have the time to actually write them.

Although there are other possibilities, here’s a list of the main things to include in a detailed plan:

• Main aim
• Subsidiary aims
• Personal aims
• Materials
• Anticipated problems and solutions

And for each stage of the lesson itself:

• Timing
• Stage aims
• Activities
• Focus

We’ll have a look at each one more closely. At the end is an example plan for this Used to lesson.

Main aim

What should the main aim be? Ideally it should come from a course plan which outlines a logical progression of aims for every lesson in a course. How does this lesson that you’re teaching today fit into the bigger picture of what your students want or need to achieve on the course? The aim might be based on a language point (grammatical, lexical or phonological), or it might be based on a skill (reading, writing, listening or speaking).

The key is to think not in terms of what you want to teach, but in terms of what you want your students to be able to do. By thinking from your students’ perspective you are more likely to choose activities which will help them achieve this aim, rather than activities which are easy for you to teach. if your aim is grammar or vocabulary based, you also avoid the risk of “teaching” the form and then thinking “okay, they’ve got it, job done”.

So, instead of “to teach will and going to” or “to practice listing for gist” try “to enable students to discuss future plans using will and going to” or “to develop students’ ability to identify the main ideas in a reading text”. Think along the lines of “to help / to enable / to develop/ to improve…” rather than “to teach / to practice”.

It’s also a good idea to make a note of how you will recognise when your students have achieved the main aim. This can help you afterwards to critically analyse your lesson, think about ways to improve it if they didn’t achieve the aim, and decide what further work is needed on a particular language point or skill.

Subsidiary aims

You may also have some secondary aims that you would like to work on. In the “Used to” lesson below the main aim is based on a language point, but we do some listening work to provide the context for presenting this language, so we take the opportunity to develop the students’ listening skills. We also introduce some vocabulary, not just because we need it to understand the text, but because we would like our students to be able to use this vocabulary outside the lesson.

Personal aims

You might also have something that you want to achieve on a more personal level. Maybe in your last lesson you weren’t happy with your board work and you want to improve on this. If there are several aspects of your teaching that you want to improve or develop, try focusing on one at a time here – work on it for a few lessons until you’re happy with it, then move on to the next one.

Materials

What materials will you need for each of your activities? Make sure you won’t need to run back to the photocopier during the class by going through all the stages of your lesson one by one – have you forgotten anything?

Anticipated problems and solutions

Take a little time to go through the stages of your lesson and anticipate the problems your students may have and what you will do if these problems crop up. Anticipating the unexpected allows you to, as far as is possible, avoid the danger of being left stranded without an answer. This can help you feel more confident and deliver a more effective lesson.

Think in terms of vocabulary in a text that you may have to pre-teach in some way, potential issues with pronunciation and how you’re going to deal with them, possible lack of student imagination in creative tasks, possible confusion of tenses and how you’re going to resolve this, and so on. It’s important to be precise here. If you say “students may be unfamiliar with some words in the text” it doesn’t really help you to prepare a solution. If you say “students may be unfamiliar with the words “to give up, to quit…”, you can think about the best way to present or elicit the meaning of each.

Stages of the lesson

Now we come to the lesson itself. There are four things to consider here:

Timing

Your lesson has a fixed length and so you’ll need to think about the timing of each activity. This helps you to know that you have planned a long enough lesson, and during the lesson itself will serve as a self-check to make sure you achieve what you want to achieve. If you find that you haven’t planned enough material, make sure any new activities you add contribute to your lesson aim – avoid the temptation to crow-bar in activities that don’t really fit. You could also go back and think about the activities you already have – could you exapnd on them or change them in any way?

Stage aims

These are the aims of the individual stages of your lesson, as opposed to the main aim of the lesson as a whole. There should be a logical progressions here towards achieving the main aim. Stage aims should answer the question “Why am I doing this?” rather than “What am I doing?” – the answer to this second question comes in the next column.

The stages that you include in your lesson will depend, of course, on the type of lesson. The “Used to” lesson follows a traditional PPP (presentation, practice, production) model. We therefore expect to see a stage where the language is presented in some way. This could be a situational presentation, a presentation from a text, or one of a number of different techniques to present new language. We also expect to see some practice stages, probably some restricted followed by some freer practice. These stages could be either oral or written. Finally, we expect to see a production stage or, as we have called it in this lesson, authentic practice.

Activity

This is what you actually do at each stage of the lesson. Be specific here. Instead of “Look at and discuss pictures”, break it down and say exactly how you’re going to do this: “Students look at photos of children doing things; Students discuss in pairs whether or not they did these things in the past and whether or not they do them now”. Being this specific will help keep you on track and ensure that you don’t forget a crucial part of an activity.

Focus

This tells you whether the activity is pair-work (S-S), group work (S-S-S), a teacher-led activity (during the presentation stage, for example – T-Ss) and so on. This can show you whether or not you have a range of different activity types – is your lesson too teacher-centred? Is every activity pairwork? Have you mixed up the groups for different activities?

https://www.teachingenglish.org.uk/teaching-teens/resources/lesson-plans

https://www.eslbase.com/tefl-a-z/lesson-planning

Warmers and Lead-ins as Presentation Techniques

Warmers and Lead-ins

Both warmers and lead-ins are activities used by teachers at the beginning of a lesson to create a positive atmosphere for learning. There is, however, a difference between warmers and lead-ins. While warmers are not necessarily related to the topic of  the lesson and are used to “wake up” students and make them interested in English and motivated to learn,  lead-ins actually introduce the theme of the lesson and are used to activate schemata, the student’s prior knowledge or experience of the topic. They may also include activities to check Knowledge, preview or pre-teach some language points.

Warmers

Warmers are activities that get students talk and ready to learn. A warmer is not necessarily related to the topic of the lesson.

Examples of warmers

• Command drills used in a fun way may wake up students and get them ready to learn. (e.g. stand up. Sit down. hold up your right hand. show me your pen….)
• Writing a long word on the board (e.g. CONSTITUTION) and asking students to provide words using the letters of the word on the board.
• Writing a letter on the board and asking students to call out any words they can think of starting with that letter.
• Students volunteer to ask questions and write them on the board. The other students are given 2 minutes to write answers for some or all the questions.

Lead-ins

A lead-in introduces the theme of the lesson. While warmers are not necessarily related to the topic of the lesson, lead-ins introduce the topic of the lesson.

Examples of lead-ins

• Before reading a text, choose some key vocabulary from that text and ask students what the text is going to be about.
• Before reading, write some questions about the text and ask students to answer the questions or predict the topic of the text.
• Write model sentences on the board. Ask students to translate them into their mother tongue and guess what the lesson will be about.

Look for more ideas:

http://worldteacher-andrea.blogspot.com/2013/11/warmers-fillers-and-other-quick.html

https://www.myenglishpages.com/blog/warmers-and-lead-ins-as-presentation-techniques/

Game-Based Learning

Game-based learning refers to the integration of games into educational experiences
Games have proven to be effective learning tools, beneficial in cognitive development and the fostering of soft skills (collaboration, communication, problem-solving, and critical thinking).

 The goal of GBL is to offer information and skills through a game in order to keep the students entertained and help them learn faster
Through this, students will retain information and have a better understanding of how it can be implemented in real life scenarios.
In order to create a truly educational game, the instructor needs to make sure that learning the material is essential to scoring and winning.

Games in the classroom do not need to be complicated to be successful.

Scrambled words◎ ntehick
◎ etosv
◎ buhattb
Catch it!
◎ spaghetti
◎ something pink
◎ something to wear when it’s cold

Alphabet Cards

Hot Potato

Scrabble

Memory Games

Benefits GBL

◎ improves planning and strategizing skills,
◎ develops auditory and visual perceptual skills,
◎ improves accuracy and speed of recognizing / processing information which will improve overall academic performance,
◎ improves tolerance as work is done co-operatively
◎ develops social skills in general,
◎ improves the ability to follow instructions,
◎ improves motivation and participation,
◎ gives frequent opportunity for a weaker learner to experience some feelings of success and mastery

Useful Links

https://teflbootcamp.com/tefl-skills-2/games-for-efl-classes/  
https://www.gooverseas.com/blog/10-best-games-esl-teachers  
https://bridge.edu/tefl/blog/top-5-games-in-the-efl-classroom
https://www.fluentu.com/blog/educator-english/esl-tefl-ell-vocabularygames/
https://www.eslgamesworld.com/
https://www.eslgamesplus.com/
http://eslgames.com/webapps/pics/
http://eslgames.com/webapps/what_happened_next/index.html
http://eslgames.com/webapps/countdown/index.html#

Rosy Cortes 

ELT Academic Consultant 

facebook.com/rosy.cortes.ELT

Evaluation 

Evaluation is an attempt to appraise the quality/suitability of a resource. As a structured process of assessing the success of a project in meeting its goals and to reflect on the lessons learned. An evaluation should be structured so that there is some thought and intent as to what is to be captured, how best to capture it, and what the analysis of the captured data will tell us about the project. Evaluation is about placing a value judgement on the information gathered during a project.

There are many reasons why we might want to perform an evaluation.  The monitoring phase of project evaluation allows you to track progress and identify issues early during implementation, thus providing an opportunity to take corrective action or make proactive improvements as required.

End of project evaluation allows you to judge the success of the activities you undertake, and therefore provides accountability to those that fund projects. It also allows you to repeat activities that have been demonstrated to work, and you can improve on, or let go activities that do not work.

Types of evaluation. 

http://evaluationtoolbox.net.au/

Topics According with the CEFR levels.

What to teach? Any idea? Most of the schools have a syllabus, some other the coursebook, but here are some ideas according to the CEFR levels:

A1 Grammar topics

These are topics you need to study at A1 level.

• Adjectives: common and demonstrative

• Adverbs of frequency

• Comparatives and superlatives

• Going to

• How much/how many and very

• common uncountable nouns

• I’d like

• Imperatives (+/-)

• Intensifiers - very basic

• Modals: can/can’t/could/couldn’t

• Past simple of “to be”

• Past Simple

• Possessive adjectives 

• Possessive s

• Prepositions, common

• Prepositions of place

• Prepositions of time, including in/on/at

• Present continuous

• Present simple

• Pronouns: simple, personal

• Questions

• There is/are

• To be, including question+negatives

• Verb + ing: like/hate/love 

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A2 Grammar topics

These are topics you need to study to pass an exam at A2 level, such as Cambridge English KET, or PTE General level 1:

• Adjectives – comparative, – use of than and definite article

• Adjectives – superlative – use of definite article

• Adverbial phrases of time, place and frequency – including word order

• Adverbs of frequency

• Articles – with countable and uncountable nouns

• Countables and Uncountables: much/many

• Gerunds

• Going to

• Imperatives

• Modals – can/could

• Modals – have to

• Modals – should

• Past continuous

• Past simple

• Phrasal verbs – common

• Possessives – use of ‘s, s’

• Prepositional phrases (place, time and movement)

• Prepositions of time: on/in/at

• Present continuous

• Present continuous for future

• Present perfect

• How Questions

• Verb + ing/infinitive: like/

• want-would like

• Wh-questions in past

• Will / won't 

• Zero and 1st conditional

B1 Grammar topics

These are topics you need to study to pass an exam at B1 level, such as Cambridge English Preliminary:

• Adverbs

·         Both, either, neither

·         Broader range of intensifiers; So, such, too, enough

·         Comparatives and superlatives

·         Question tags

·         Conditionals, 2nd and 3rd

·         Connecting words expressing

·         cause and effect, contrast etc.

·         Embedded questions

·         Future continuous

·         Modals - must/can’t deduction

·         Modals – might, may, will, probably

·         Modals – should have/might have/etc

·         Modals: must/have to

·         Past continuous

·         Past perfect

·         Past simple

·         Past tense responses

·         Phrasal verbs, extended

·         Prepositions of place

·         Present perfect continuous

·         Present perfect/past simple

·         Reported speech (range of tenses)

·         Simple passive

·         Wh- questions in the past

·         Will and going to, for prediction

B2 Grammar topics

These are topics you need to study to pass an exam at B2 level, such as Cambridge English First:

·         Adjectives and adverbs

·         Future continuous

·         Future perfect

·         Future perfect continuous

·         Mixed conditionals

·         Modals – can’t have, needn’t have

·         Modals of deduction and speculation

·         Narrative tenses

·         Passives

·         Past perfect

·         Past perfect continuous

·         Phrasal verbs, extended

·         Relative clauses

·         Reported speech

·         Will and going to, for prediction

·         Wish

·         Would expressing habits, in the past

You can find a practice text here:

https://www.examenglish.com/grammar/

International language standards

About the Common European Framework of Reference for Languages (CEFR)

The Common European Framework of Reference for Languages (CEFR) is an international standard for describing language ability. It describes language ability on a six-point scale, from A1 for beginners, up to C2 for those who have mastered a language. This makes it easy for anyone involved in language teaching and testing, such as teachers or learners, to see the level of different qualifications. It also means that employers and educational institutions can easily compare our qualifications to other exams in their country.

CEFR LEVELS:

CEFR CAN DO DESCRIPTION:

http://www.cambridgeenglish.org/exams-and-tests/cefr/

Word Order

Word order refers to the way words are arranged in a sentence. The standard word order in English is: Subject + Verb + Object. To determine the proper sequence of words, you need to understand what the subject, verb and object(s) are.

The sequence of words is critical when communicating in English because it can impact the meaning of what you’re trying to say. The sentence, “The chicken crossed the road” and “The road crossed the chicken” take on two different meanings because the subject and object are inverted. The same would be true if the verb was used out of order, for example: “Crossed the road the chicken.”

I guess teaching grammar, special the word order in sentence it is quite difficult because English Vs Spanish have some differences.

You can help the students sing the forma above: Subject + Verb + Object.

Use colors, which helps the student to identify the part of the speech, and makes it more attractive.

Use Cards with the words in a sentence and ask the students to unscramble the sentence. This kind of activities are usually found on course books, interactive pages.

This is one I used in class:

https://www.toeflgoanywhere.org/es/node/300

Teacher´s Resources

Most part of the time, teachers need to adapt the material to the student’s level or supplement with materials related to the lesson.

Teachers can do it by themselves, but I takes a lot of time and work to do it, however it could be fun.

Or teachers can find some suitable materials on line by typing on Google (or any other browser) the name of the lesson. It doesn’t not guaranties that the material fits 100% your lesson aim, but you can adapt it too, by cut and paste, or you can edit them using paintbrush (some computers still have it) or some other editor (maybe Photoshop)

These are some pages I use a lot for this purpose:

www.cambridgeenglish.org
https://www.britishcouncil.org.mx/
www.englishforeveryone.orgwww.educando.edu.do https://learnenglishteens.britishcouncil.org https://www.allthingsgrammar.com https://www.perfect-english-grammar.com www.esllibrary.com https://www.pinterest.com.mx/ https://www.teachingenglish.org.uk www.onestopenglish.com

www.onestopenglish.com

Shop online:

https://www.facebook.com/lanuevacasadelmaestro/

You can find:
posters
Flash Cards
Games
etc...

Oral Presentation

 An oral presentation is a short talk on a set topic given to a tutorial or seminar group. In an oral presentation one (or more) students give a talk to a tutorial group and present views on a topic based on their readings or research. The rest of the group then joins in a discussion of the topic.

Depending on your course, giving an oral presentation can involve:

• reading background material
• preparing and delivering a talk
• leading a group discussion
 • preparing handouts and visual aids
 • preparing relevant and thought-provoking questions
• submitting a written assignment based on the presentation topic.

https://www.youtube.com/watch?v=VPBo9mDTpqc&feature=youtu.be

I like these activities and project because they have the chance to talk and lose the fear bout it. they can use poppets too, animations, etc..

https://maths.ucd.ie/modules/sci10010/SCI10010%20-%2012%20Seminars%20and%20Presentations.pdf

Matching Activities

These kind of activities are very used for teachers and students, they are very easy, flexible and funny.

They require a lot of previous work, or the teacher can ask for help a couple of responsible students.

You can create your own, or look on the internet for some examples.

The most common activity is a worksheet, or to make it more interactive make some paper straps (big ones) so the whole class can see them and come to the board to answer the exercise.

I love them because you can do whatever you want. I mean:

a)        Word + definition

b)        Word + pictures

c)        Verbs (i.e. Present + past)

d)        Phrases (i.e. Conditionals)

If you have access to internet and invective programs, it will save you lot of work and time; that is even more attractive for the students.

 School Projects or Project-Based Learning

_____________________________________________________________________________

Project-based learning refers to any programmatic or instructional approach that utilizes multifaceted projects as a central organizing strategy for educating students. When engaged in project-based learning, students will typically be assigned a project or series of projects that require them to use diverse skills—such as researching, writing, interviewing, collaborating, or public speaking—to produce various work products, such as research papers, scientific studies, public-policy proposals, multimedia presentations, video documentaries, art installations, or musical and theatrical performances, for example. Unlike many tests, homework assignments, and other more traditional forms of academic coursework, the execution and completion of a project may take several weeks or months, or it may even unfold over the course of a semester or year.

In project-based learning, students are usually given a general question to answer, a concrete problem to solve, or an in-depth issue to explore. Teachers may then encourage students to choose specific topics that interest or inspire them, such as projects related to their personal interests or career aspirations.

In public schools, the projects, including the work products created by students and the assessments they complete, will be based on the same state learning standards that apply to other methods of instruction.

The projects could be anything: a Debate, a Play, a Performance, a Comic, and Investigation etc. That depends on program/teacher goals, and the level of English the students have, even the student’s interest and abilities.

A comic as a Project to show a real life problem:

https://www.edglossary.org/project-based-learning

Reading Comprehension

Reading comprehension is the ability to process text, understand its meaning, and to integrate it with what the reader already knows.[ Fundamental skills required in efficient reading comprehension are knowing meaning of words, ability to understand meaning of a word from discourse context, ability to follow organization of passage and to identify antecedents and references in it, ability to draw inferences from a passage about its contents, ability to identify the main thought of a passage, ability to answer questions answered in a passage, ability to recognize the literary devices or propositional structures used in a passage and determine its tone, to understand the situational mood (agents, objects, temporal and spatial reference points, casual and intentional inflections, etc.) conveyed for assertions, questioning, commanding, refraining etc. and finally ability to determine writer's purpose, intent and point of view, and draw inferences about the writer .

An individual's ability to comprehend text is influenced by their skills and their ability to process information. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. There are a number of reading strategies to improve reading comprehension and inferences, including improving one's vocabulary, critical text and practicing deep reading.

Comprehension Strategies

Research studies on reading and comprehension have shown that highly proficient readers utilize a number of different strategies to comprehend various types of texts, strategies that can also be used by less proficient readers in order to improve their comprehension.

1.   Making Inferences: In everyday terms we refer to this as “reading between the lines”. It involves connecting various parts of texts that aren’t directly linked in order to form a sensible conclusion. A form of assumption, the reader speculates what connections lie within the texts.

2.   Planning and Monitoring: This strategy centers around the reader’s mental awareness and their ability to control their comprehension by way of awareness. By previewing text (via outlines, table of contents, etc.) one can establish a goal for reading-“what do I need to get out of this”? Readers use context clues and other evaluation strategies to clarify texts and ideas, and thus monitoring their level of understanding.

3.   Asking Questions: To solidify one’s understanding of passages of texts readers inquire and develop their own opinion of the author’s writing, character motivations, relationships, etc. This strategy involves allowing oneself to be completely objective in order to find various meanings within the text.

4.   Determining Importance: Pinpointing the important ideas and messages within the text. Readers are taught to identify direct and indirect ideas and to summarize the relevance of each.

5.   Visualizing: With this sensory-driven strategy readers form mental and visual images of the contents of text. Being able to connect visually allows for a better understanding with the text through emotional responses.

6.   Synthesizing: This method involves marrying multiple ideas from various texts in order to draw conclusions and make comparisons across different texts; with the reader’s goal being to understand how they all fit together.

7.   Making Connections: A cognitive approach also referred to as “reading beyond the lines”, which involves (A) finding a personal connection to reading, such as personal experience, previously read texts, etc. to help establish a deeper understanding of the context of the text, or (B) thinking about implications that have no immediate connection with the theme of the text.

https://en.wikipedia.org/wiki/Reading_comprehension

Comparison Diagram

Comparative diagram is a general type of diagram, in which a comparison is made between two or more objects, phenomena or groups of data. A comparison diagram or can offer qualitative and/or quantitative information. This type of diagram can also be called comparison chart or comparison chart. 

A comparison diagram is a general type of diagram, meaning a class of specific diagrams and charts, in which a comparison is made between two or more objects, phenomena or groups of data. They are a tool for visual comparison.

https://en.wikipedia.org/wiki/Comparison_diagram

Interactive Websites and Apps

Well, talking to real people is the best way to practice English, but for many reasons that’s not always possible.

Online websites and mobile apps, however, are much more available (easy to find and use).

There are also many, many, many English learning websites that help adults and kids to learn English—but the best ones are the interactive sites.

Why? Because interactive websites will help you practice all of your skills.

Instead of only learning new vocabulary or new grammar, you can also practice listening, reading, writing and yes—even speaking!

These websites (and mobile apps) have activities where you use more than one skill: listen and respond, read and then write—just like real life.

There is small list below:

https://www.perfect-english-grammar.com/ 

https://www.englishgrammar.org/absolute-adjectives/ http://learnenglish.britishcouncil.org/en/english-grammar 

 https://www.englishclub.com/grammar/ 

 http://englishgrammarexercise.com/english-grammar-exercises/ 

 https://www.englisch-hilfen.de/en/sites.htm 

 http://www.bbc.co.uk/learningenglish/

APPS:

British Council: British Council actually has three separate sections on their website for different ages: kids, adults and teens. Each section features a huge variety of interactive lessons, videos, games and podcasts to learn just about any skill. This means that no matter what level you are at or what topic interests you, you’ll always find something on British Council.

Duolingo: Duolingo helps you learn new vocabulary and grammar through interactive games and quizzes both online and on their easy-to-use mobile app. Duolingo separates each lesson by category (food vocabulary, family vocabulary, the verb “to be,” etc.) and—on the desktop version at least—includes helpful tips and notes in case you need more explanation.

Quizlet: a mobile and web-based study application. It is currently used by 1-in-2 high school students and 1-in-3 college students in the United States. Quizlet trains students via flashcards and various games and tests. 

Tiny Cards:  its first app that can be used for learning virtually anything that involves memorization: vocabulary, equations, history facts and every Pokémon’s name and stats.Tinycards is a flashcards app that uses the same spaced repetition technique as similar apps, but in the backend, it also uses the same algorithms as the Duolingo app to adapt to every learner’s individual progress.

Rosetta Stone:Dedicated to changing people's lives through the power of language and literacy education. The company's innovative digital solutions drive positive learning outcomes for the inspired learner at home or in schools and workplaces around the world. Founded in 1992, Rosetta Stone's language division uses cloud-based solutions to help all types of learners read, write, and speak more than 30 languages.