Tag Archives: Learning english

Lesson plan: Describing Places

Greenwich VillageIn this lesson, learners use a range of skills, focussed around the topic of describing an area within a town or city. All the materials and procedures are provided as attachments.

Level: Upper-Intermediate (B2) to Advanced (C1)

Time: 70 – 90 minutes

Topic: your favourite area in a town or city
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Lesson plan: modals of deduction and speculation

FamilyLevel: Intermediate+ – Upper-Intermediate (B1+ – B2)

Lesson aim: To introduce, highlight and clarify the form, function and pronunciation of past and present (simple) modals for deduction / speculation.

Time: 50 – 60 minutes

Topic: Famous photographs / Photography

Framework: Test-Teach-Test
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Song lesson idea: The Beatles “Revolution” and word-building

Good_Day_SunshineLevel: High Intermediate (CEFR B1+) – Upper-Intermediate (CEFR B2)

Time: +- 45 minutes

Revolution worksheet and teacher’s notes

(I first started using this song as an introduction to Part 3 of the Use of English paper when training students who were planning to take the Cambridge First Cetificate in English course.)

  1. Start by showing students pictures of various revolutions (French, Chinese etc.) Continue reading

Icebreaker lesson idea: “Be the Teacher”

Icebreaker.activities.getting.acquainted

This is a fun, dynamic, communicative and student-centered activity I usually do if the learners in the class know each other, but not me.

  1. Tell the learners that they are going to get the chance to get to know you, and that they will be able to ask you any questions they like – about anything! (They usually look really excited at this point!) Continue reading

“You could of avoided all those mistakes”: why you should never stop learning English.

EdukationI was recently pondering – is it only foreign-language speakers who are interested in learning English and / or improving their language skills?

I have realised now that my question, really, is: Is it only foreign-language speakers who need to?

It’s becoming drastically obvious to me how many native speakers make errors, and to what degree the nature of these errors affects their ability to communicate meaning coherently.

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