One of the many cool features of Learning Apps is the fact that you can group apps into a sort of folder and link your students just to that folder. You can give it a background image and structure and rename it according to your needs, thus making sure that your students only have access to the apps you want them to see. Below is an example of an App Matrix.
Showing posts with label Vocabulary. Show all posts
Showing posts with label Vocabulary. Show all posts
Malta Warmers
WordArt.com can be used to create images made up of words that you choose. This is an excellent warmer activity, or a way of exploring a text.
Another type of online-generated warmer can be a Word Grid, created with LearningApps.
And a Present Perfect tense warmer on Malta:
Malta experiences by Roberta Basarbolieva
Another type of online-generated warmer can be a Word Grid, created with LearningApps.
And a Present Perfect tense warmer on Malta:
Malta experiences by Roberta Basarbolieva
House plan
Drawing and describing house plans is a popular activity for lower level students. This lesson combines that with question structures in an interactive manner
Objectives: revision of furniture vocab; revision of question structures in the present tense.
Step 1: As an open-class activity, have students brainstorm the different rooms in a house and the furniture that goes in them. A spidergram/mind-map diagram is best for this.
Step 2: Give students the exercise below to match.
Step 2.5: While students are working on Step 2, write the basic question words on the board. If students are working together on the interactive whiteboard, then do that right after they are finished.
WHERE
WHAT
WHO
WHEN
HOW
WHY
Step 3: Ask students:
Where do you eat?
Some expected answers can be: kitchen, dining room, bedroom. There is no correct answer, as long as the given answer makes sense.
Next questions to students should be:
What do you eat?
Who do you eat with? / Who do you eat?
When do you eat?
How do you eat?
Why do you eat?
The point of the activity is to form grammatically-correct questions and give them corresponding answers.
E.g. Why do you eat? --> Because I'm hungry. / Because I'm bored.
You can then repeat step 3 with the following verbs and any other verbs you choose:
Read
Drink
Cook
Watch TV
Write
Sleep
Objectives: revision of furniture vocab; revision of question structures in the present tense.
Step 1: As an open-class activity, have students brainstorm the different rooms in a house and the furniture that goes in them. A spidergram/mind-map diagram is best for this.
Step 2: Give students the exercise below to match.
Step 2.5: While students are working on Step 2, write the basic question words on the board. If students are working together on the interactive whiteboard, then do that right after they are finished.
WHERE
WHAT
WHO
WHEN
HOW
WHY
Step 3: Ask students:
Where do you eat?
Some expected answers can be: kitchen, dining room, bedroom. There is no correct answer, as long as the given answer makes sense.
Next questions to students should be:
What do you eat?
Who do you eat with? / Who do you eat?
When do you eat?
How do you eat?
Why do you eat?
The point of the activity is to form grammatically-correct questions and give them corresponding answers.
E.g. Why do you eat? --> Because I'm hungry. / Because I'm bored.
You can then repeat step 3 with the following verbs and any other verbs you choose:
Read
Drink
Cook
Watch TV
Write
Sleep
Office life
There are different sides of office life that our students may need to be able to deal with in English. This lesson will focus on building up their general office-related vocabulary.
You can start by linking your students to the following exercise, which can be done for homework on their own devices, or collaboratively completed on a class interactive whiteboard.
Next, get students to describe what each item is used for, and how often they use it. It would be interesting also to check whether they have any personal preferences when it comes to office supplies.
Do your students deal with office supplies? Well, they now have a problem. They are out of sticky notes, highlighters and staples (all at the same time!) and this impedes their everyday functioning.
They need to write an email to the relevant person, requesting the missing supplies.
First, they can test out their email-writing knowledge through the following exercise:
After the students have picked the correct answers, discuss the basics of a business email: greetings, opening sentences, closing sentences, register.
Then have students respond to the above email from Joe's perspective. Alternatively, have students rewrite Linda's email with a different request, matching their own business context.
You can start by linking your students to the following exercise, which can be done for homework on their own devices, or collaboratively completed on a class interactive whiteboard.
Next, get students to describe what each item is used for, and how often they use it. It would be interesting also to check whether they have any personal preferences when it comes to office supplies.
Do your students deal with office supplies? Well, they now have a problem. They are out of sticky notes, highlighters and staples (all at the same time!) and this impedes their everyday functioning.
They need to write an email to the relevant person, requesting the missing supplies.
First, they can test out their email-writing knowledge through the following exercise:
After the students have picked the correct answers, discuss the basics of a business email: greetings, opening sentences, closing sentences, register.
Then have students respond to the above email from Joe's perspective. Alternatively, have students rewrite Linda's email with a different request, matching their own business context.
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