I always tell my students English is easy. When they hear me say that, those who have been with me for two or three years just roll their eyes and say: “Teacher, you always say that! For you, everything is easy!” But hey! What’s the point of saying ” Careful here!! This is very difficult!”
I am sure you see my point.
Anyway, the thing is that when learning a foreign language not everything is a breeze. Unfortunately. There are hundreds of words that can be easily confused because they have a similar spelling or a related, but different, meaning.
Today, I want to share with you a website Writing Explained that is really helpful in clarifying differences or similarities in the meaning of hundreds of confusing words. For example, do you know when or how to use Altogether and All together? Some day versus Someday? Elder and older?
Why do I like this site?
Though the list of confusing words is not exhaustive and new sets of words are added every day, it is just perfect for the average students.
The words are in alphabetical order so it is very easy to find what you are looking for
It is explained in clear everyday English
Differences are always explained in 5 steps and I love the Summary. This is the one I would read if I knew the difference and just wanted to double-check.
I also like the idioms dictionary on this website. Why? Because it not only explains the meaning of the featured idiom but also gives its origin and uses the idiom in a clear context.
Check it out! You’ll love the site!
Note: Fromm my enthusiasm describing this website, you might think that this is a sponsored post. It is not. 😉
It is October and autumn has officially hit. I am just beginning to come to terms with the fact that days are getting shorter and warm days are saying their goodbyes. Well, welcome autumn! I am all here for you!
Let’s kick it off this new season with a vocabulary revision activity that aims at reinforcing vocabulary while at the same time providing an opportunity for students to stretch their legs and interact with other students in the classroom. Gallery-walks, my favourite!
to reinforce the vocabulary of the lesson
Use the vocabulary in context by
writing an open-ended question containing the target word/expression
answering the question by using the gallery-walk class dynamics
Before the class
Choose a few words you want to revise. I suggest 8-10 words.
Fold a regular sheet of paper horizontally and cut it in half. You will get two slips of paper. This is a good opportunity to recycle the back of spare photocopies from other courses.
Write the letters of each word/expression you want to revise in random order. Number each of the slips of paper for easier reference.
During the class:
Step 1. Slips of paper on the walls
Put up the slips of paper on the walls of the class and ask students in pairs or in threes to stand up and work out what the hidden word on each slip of paper is. Ask them to number them as displayed on the walls. The first pair to have all the words, rings the bell (needless to say, there should be one on my table) and the rest of the class has one extra minute to finish this part.
Ask students to sit down.
Step 2. Writing open-ended questions
Students continue working in their pairs. Assign the pairs two of the words/expressions on the walls and ask them to write two open-ended questions –one per term– related to “education” (this is the topic this week) containing the word or expression.
For example, one of the words was “state-funded school” and one of the questions was “Would you send your children to a state-funded school? Why (not)?”
Give them small cards to write their questions and, using sellotape, place them next to the term the question refers to. Ask them to write their names at the back of the card so that you know who has written the question and to give feedback.
Quickly correct the questions on the walls, and if there is more than one per word, choose the best one, which will remain displayed together with the slip containing the word in random order. Give the discarded questions back to their owners and allow them some time to focus on their possible mistakes.
Step 3. Speaking. Gallery walks
With the words and the questions displayed on the walls, ask students in pairs to stand up and choose a station (slip+card).
Instruct them to answer the question elaborating on the answer. Allow 5 minutes/station and then ask them to move clockwise to the next station. Repeat procedure.
This is a post especially dedicated to all non-tech lovers! I am capping off this wonderful school year with an engaging yet effective activity for error correction. It may not be much when you read how to do it but trust me on this one, your students are going to love it!
If you follow me at all on my blog or on social media (facebook, twitter ), you will know that I am a huge fan of using technology in my classes. When I mean “huge”, I don’t mean that technology dominates my teaching practice. I use technology only when I think it’s going to contribute to effective learning. Otherwise, it’s time wasted.
Slips of paper are hands-down my favourite teaching tool. Essentially, they are scraps of paper that I use and reuse constantly in various ways. In fact, my record is having used the same set of slips of paper six times for a single class. I am sure some of my students will remember this day. They certainly learned everything on them.
The activity I am sharing with you today is a brand new one. I have to say I am happy with the result. It worked really well, it was effective, meaningful and engaging.
This time slips of paper have been used to fix fossilized grammar and spelling errors, but I firmly believe that the use of slips of paper as a teaching tool is a great addition to any lesson plan.
Note 1: “fossilization” refers the way in which some errors become a permanent feature of a language learner’s language
Note 2: at the end of the post, there is a video I’ve put together with some pics and clips I took from the activity. In case you want to see it. Just saying! 🙂
slips of paper
sellotape or blue-tack
Before the class
Yes. I am afraid there is some prep to do but it’s worth it.
Correct their compositions and write down common or relevant errors: for this activity, I have used common spelling or grammar errors.
Write them down on slips of paper.
Write the correction on sticky notes or scraps of paper.
Hang the slips of papers around the room. Identify each slip of paper with a number and write it down on the bottom right-hand corner.
For each slip of paper, and displayed next to it, is a sticky note containing the correction. The sticky note is folded in half so that the right answer cannot be seen unless unfolded.
How to go about it
Ask students to take out a regular A4 piece of paper, write Round 1 at the top and number it- whatever X slips of paper you are using. Ask them to do the same on another piece of paper and but this time they should write Round 2.
Note: It is spring so if it is sunny, why not take them outside the building and hang the slips of paper on the walls of the building? In fact, this is what I did. If you also play some upbeat music while they are doing the exercise, they are going to love you.
Ask them to form pairs.
Ask them to walk around the class in their pairs, read the sentence, spot the error, discuss the way to correct it and then write their answers on the response sheet. If the number on the slip of paper is 3, they should write it next to number three on their response sheet. Tell them it doesn’t matter where they start as they will end up doing all the cards.
Emphasize that they will need to speak English all the time and that they will both need to discuss how to correct the error- you want both of them to learn, not just one student- then write down the answer and then, only then, unfold the sticky note with the corrected version.
I like to meander around the room and check to see if they are having difficulties with a specific error and try to help them figure out where the mistake is.
Once the activity is finished, I ask them to count up the number of mistakes they have been able to correct and write that number at the top of their paper.
We are working here with fossilized errors, ie, errors we have already corrected a thousand times but we haven’t been able to fix. Reinforcement and consolidation are essential. So, let’s go for Round 2.
Group students: I asked students to form a line based on their birthdays (day/month). Once they formed the line, I ask them to work with the person on their right. (have a look at the video).
Explain that they are going to be competing against each other. At the end of the activity, the winner is the student who has managed to correct the most mistakes.
Everything is the same as above, but this time they don’t discuss the error. Together and silently they read the error on the slip of paper, write the correction on their sheets of paper, compare their answers, unfold the sticky note and put a tick or a cross depending on whether they have been able to spot and correct the error. Hopefully, most students will have been able to fix all the errors.
Yes. Again. Remember they are fossilized errors.
Follow-up: Ask students to sit down and ask them to write from memory all the mistakes they have been able to fix. Once they have finished, ask them to share them in pairs. Let’s hope that by writing them down from memory and talking about them in pairs …again, we will have helped them eliminate these fossilized errors from their oral and written production.
I love how slips of papers can turn into a simple and fun formative assessment tool that gets students out of their seats and learning, don’t you?
Have a look at the video now to have a clearer picture of the whole activity.
I’m not a native speaker. I work in English, write, read and watch TV in English. In short, I breathe English. But I’m not a native and I’m not ashamed to admit that sometimes, especially when correcting written work, I have this feeling that a collocation is just not right but I cannot I come up with the correct one straight away.
Has it ever happened to you?
I could rely on my instinct, I could certainly do it, but sometimes I just can’t without making sure I’m doing the right thing. Problem is that a dictionary would be no help here as we are dealing with more complex issues. We are not talking about grammar or vocabulary meanings, we are dealing with how words collocate with some words, but not with others and this is just something that if you are not a native, you will have a hard time deciding whether it is correct or a bad translation from your native language. The problem, of course, is that to your non-native ears it might sound perfect.
For example, let’s take this simple sentence
Global warming is produced by…
Does it sound Ok to you?
For a Spanish speaker, this sounds just right. But is it a natural collocation in English?
Doesn’t Global warming is caused by… sounds better?
About two weeks ago, to celebrate Halloween, I decided to set up a contest where my students could try their hands at writing a paranormal story. The task was to write a story beginning with:
I don't believe in paranormal, but one day...
I want to thank my students for making the contest a resounding success as 58 students wrote 58 great stories. Thank you very much for your effort. Your contribution was vital to the success of the contest.Now, it’s time to choose a winner!
I have selected these 4 stories. Please, read them and help me pick a winner. After reading the four stories, you can vote. Please, vote only once!
Thanks for voting. Now, here’s the winner of the contest, Remedios Gámez. Thank you very much for your story “Hide-and-Seek”