4 TIPS TO CREATE A WORKING ATMOSPHERE

 CREATING A WORKING ATMOSPHERE

The bridge from chaos to order in the classroom has four spans, each of which must be in place if the teacher is to guide his/her class across. These are:

  1. Effective lessons based on a well-conceived curriculum. The students’ work should be interesting, involving plenty of varied student activity.  There should be something for every student to do all the time.
  2. Good organisational skills. Teacher must control the time and the space; improvisation is not allowed.
  3. Good teacher-student relationships. First establishing a fair, formal authority (which is legitimate) and then moving on to a personal relationship where the students wants to improve for his own sake and expecting teacher’s approval.
  4. Effective discipline (which is almost impossible unless the first three conditions are satisfied.)

See more at: www.geoffpetty.com

Jesús G.

Follow me on Twitter: @TeachEslToday

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TEACH ESL TODAY WEBSITE

Hello friends!!  

I’m sorry I’m not updating as I usually do.

I’m very busy designing the website.

This is how it looks like:

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It will be available very soon!

Keep visiting, I have many things to share with you!

Worksheet verb to be

NEW ESL WORKSHEET OF THE DAY: THE VERB TO BE

 

 

Kids always have troubles learning the verb To be.
Let’s reinforce their learning using this worksheet where they will find the grammatical structure and two useful exercises to carry out!

Hope you find it useful!

Click here to download: VERB TO BE WORKSHEET

L1 listening Vs L2 listening

L1 listening vs L2 listening.

Listening means understanding the message. That is something easy in our mother tongue for two main reasons: we are exposed to a great variety of input and we are able to predict what is likely to come next using contextual clues.
But, do we follow the same strategies in L2 listening?
Unfortunately,  in the foreign language is not that easy. Firstly because students’ experience of the language is very limited and secondly because the learners lack a whole range of contextual clues while listenings, so they cannot anticipate the message.
The conclusion that can be made from this is that, at the beginning, we can best teach listening as we learn to listen in our mother tongue language, and that is, exposing the learner to a great variety of input without forcing them to speak.
This is an approach outlined by Stephen Krashen called Natural Approach.
However, there are several objections to this approach, that would be worth to take into account.
▪    It is impossible to reproduce in class the same input to what they are exposed in their mother tongue. The limitations are too big.
▪    Although we can try to bring the outside world to the class. The language environment is totally different. We have limitations of time, space, lots of students to take care of, etc.
▪    Books samples do not normally contain the features of natural speech, such as repetitions, hesitations, etc. So probably these should be introduce by teachers.

NEW ESL WORKSHEET OF THE DAY

LET’S TALK ABOUT FOOD!

This woksheet will help you students to reinforce they vocabulary related to food and at the same time it will be useful for them to review the present simple tense!

Hope you find it useful.

 

Click here to download: REINFOCE FOOD

 

Did you use it?

Tell us about it!!

Jesús G.

 

ESL CHANTS FOR YOUNG LEARNERS

Today, 2 chants for the youngest esl learners

CHANT 1

Hello children, Hello children

How are you?     How are you?

Very, very happy,     very, very happy

I am too, I am too.

CHANT 2

1,2,3 eyes on me

1, 2 eyes on you

1,2,3 listen to me

1,2,3 silence please.

These chants can be used at any time of the classroom to get your students’ attention.

Use them wisely and with physical movement!

Jesús G.

4 tips for making your ESL teaching easier and more fun!

 4 tips for making your ESL teaching easier and more fun!

Always give clear guidelines
When teaching a course, Fiona Savage says one should always give clear guidelines to students at the beginning. These should include not only what course work is expected from students, but also the teacher’s expectations as to attendance, punctuality, homework, etc. This will help prevent misunderstandings and problems later.

Always have a lesson plan
There is nothing worse than being unprepared, says Michele Bowman. Some people may be able to do lessons “off the cuff” after years of teaching –however, even these people probably have some kind of lesson plan jotted down some where.

Always have a backup plan
You never know what’s going to go wrong and when, especially in adult programs! Fiona Savage suggests always having a spare exercise or language game up your sleeve. She also suggests preparing more materials than you strictly need for a lesson, as it is sometimes unpredictable how fast a class will work from day to day.
Rick Rosenberg keeps a short-duration activity file on hand at all times, for this reason. His file includes two lists of riddles and answers (students memorize one part and move around the room to find the person with the matching riddle or answer). He also keeps a password-like game called “Just-a-Minute” (by Elizabeth Claire) handy, with his own adaptation of it with vocabulary the class is working on, and a packet of short interesting articles about topics of interest to students.
He keeps this file on hand to reinforce the language or activities of the class, or as something to fall back on if he sees the students want a break or a change of pace.

Use real language
Have students study the language that is going on around them. Janice Higdon has her students take Ipod recorders with them to the workplace, stores, restaurants, etc. and bring language samples into class to study. She also has them bring in written items or forms which they must work with in their jobs or with government agencies.
Using the language the students find, she develops situations for role-playing about restaurants, stores, banks or other business and social situations.