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

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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.