ELTresources

https://t.me/eltresources

A huge coloring poster from Langwitchenglish will make your classroom atmospheric transforming it into a vibrant space where creativity flourishes and students feel inspired to express themselves.
More posters are here 👈
https://t.me/eltresources

So on all these counts, try to avoid asking students to read aloud text they encounter for the first time. However, if it's a text they are already familiar with and understand, reading aloud may be useful.

Reading aloud in English, moreover, is not in itself a very useful skill for most students' future lives, and therefore not something it is important to give practice in. It's essential for teachers, of course, or professional newsreaders. But even these people don't normally sight-read; there is usually some possibility of preparation and rehearsal.

Many students do vocalize at the early stages - murmur the words to themselves, or just mouth them silently - as they read. But that's not as demanding as public reading. And you don't need to discourage it, if students feel it helps. They usually grow out of it naturally as they learn to read faster and find that vocalizing slows them down.

It's useful to hear students reading aloud at the early stages of learning, to make sure they are pronouncing letters or letter combinations appropriately. But later we should mostly focus on silent reading, which allows the full attention of the reader to be directed towards understanding, and is eventually much faster than reading aloud.

Penny Ur reminds us: Comprehension comes first! Let's read wisely.
https://t.me/eltresources

In some classes, students are used to reading aloud a new text and may request to do so; this has happened to me occasionally. But when I agree, I've often found that the students who have just read the sentence aloud cannot immediately tell me what it was about. They had been concentrating on decoding and pronunciation, and had no attention to spare for understanding meanings.

This interactive PowerPoint made on the occasion of Constitution Day will teach your students some basic vocabulary related to the holiday.
How to use:
🇺🇿 Tell students to look at the word Constitution and ask: "If you happen to read the Constitution of Uzbekistan in English, which words, do you think, you will encounter there?"
🇺🇿 Students make a list of words. Set a time limit.
🇺🇿 Click on the start button. Students see the word cloud and compare the words from their list with it.
🇺🇿 Click on each word to see the definition.
🇺🇿 Click on the "Quiz" button to do some questions
Watch the video below to see how it works. The price is 35,000 sum.
A more detailed info in Uzbek 👈
in Russian 👈
https://t.me/eltresources

https://t.me/eltresources

ESL Winter Speaking Cards for Beginners [Kids, A1-A2] from Twinkl . Download 👇
https://t.me/eltresources

https://t.me/eltresources

The "Little People, Big Dreams" series offers inspiring biographies of historical role models, from artists to scientists, presented in an accessible, engaging style for young readers. A charming educational read.
https://t.me/eltresources

How about sharing habit trackers and daily challenges with your students?
These tools...
🚀 encourage consistency
🚀 help students develop daily learning routines
🚀 make practice fun and achievable
🚀 and, yes, boost motivation
https://t.me/eltresources

This is my colleague's project 👆. She will help with getting the presidential scholarship "El-yurt umidi".

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Murojaat uchun: @nurasdil

#teacher_lifehack

One reason you might nevertheless sometimes invite students to guess from context is in order to help them develop inferencing skills to use in their own reading. So you might ask them "What sort of thing do you think this word means?" - to get some suggestions, and then move swiftly on to provide the correct meaning. But don't spend too much time on it.

In one research study on inferencing (guessing from context) strategies used by intermediate students in reading new texts, it was found that they inferenced correctly fewer than 50% of the unknown words (Nassaji, 2003). This is confirmed by informal checks I've run with teachers. Even when the text is in your mother tongue, you normally cannot accurately infer the meaning of a new word from context and need to look it up in a dictionary.

If the aim is just to get on with the content of the text rather than learning new language, then inferencing is, of course, useful. When students are reading their own graded readers, for example, or going through an informational text to get the main ideas, then it's probably enough to inference the rough meaning of unknown words. Or they may just skip them altogether and get the overall idea without them. But if a major aim is learning new vocabulary - as it usually is when studying a coursebook text - inferencing is simply not reliable enough, and may be frustrating and time-wasting. It's probably best simply to give the meaning of the word yourself, or provide an explanation or translation in the margin.

Context clues can help, but they’re not foolproof when it comes to guessing new words.
https://t.me/eltresources

#useful_website
famouspeoplelessons.com is a place where you will find lesson plans about famous historical and contemporary figures. A great tool for fostering motivation and discussion in the classroom.
https://t.me/eltresources

These rare words of appreciation from you mean the world to me 🌎 ✨️ ♥️. Knowing that my work resonates with you is truly rewarding 💖. Thank you 😊 🙏.
By the way, we have a group where you can leave comments, ask questions or just chat. Feel free to join 😊 https://t.me/eltchat 👈

This interactive PowerPoint made on the occasion of Constitution Day will teach your students some basic vocabulary related to the holiday.
How to use:
🇺🇿 Tell students to look at the word Constitution and ask: "If you happen to read the Constitution of Uzbekistan in English, which words, do you think, you will encounter there?"
🇺🇿 Students make a list of words. Set a time limit.
🇺🇿 Click on the start button. Students see the word cloud and compare the words from their list with it.
🇺🇿 Click on each word to see the definition.
🇺🇿 Click on the "Quiz" button to do some questions
Watch the video below to see how it works. The price is 35,000 sum.
A more detailed info in Uzbek 👈
in Russian 👈
https://t.me/eltresources

Flag Talk Fun - 20 slides of fun and excitement for your lessons on the occasion of the State Flag Day of Uzbekistan. Watch the video to see how the material works. The price is 35,000 soums.
A more detailed info in Uzbek 👈
in Russian 👈
https://t.me/eltresources

Let's start a book club and 📚 read this book 🤣
https://t.me/eltresources

What characteristics do you believe define a "good" language learning activity? How do you choose which activities to use in your language classes? THIS BLOGPOST by Scott Thornbury at cambridge.org may provide valuable insights into these questions.
Reactions, please, if you find it useful 🙏
https://t.me/eltresources

#teacher_lifehack

cambridgeenglish.org is bringing NEW webinars for November and December 🤓. The webinars provide valuable insights about Cambridge exams and explore a wide range of topics such as innovative teaching techniques, tips to increase student engagement and professional development opportunities. All of the webinars last 1 hour and you will receive a certificate of attendance and recording within a week of the webinar.
REGISTER HERE
https://t.me/eltresources

A collection of menus to practise speaking, listening, reading, writing 🤓.

🔹Menu Creation: Have students create their own restaurant menus. They can design a theme (e.g., Italian, Mexican, or a fictional cuisine) and include appetizers, main courses, desserts, and drinks. This activity promotes vocabulary related to food and encourages creativity.

🔹 Role-Playing: Pair students and assign roles as customers and waitstaff. They can practice ordering food, taking orders, and suggesting menu items. This helps build conversational skills and boosts confidence in speaking.

🔹 Descriptive Writing: Ask students to write detailed descriptions of their favorite dishes on the menu. This can include ingredients, cooking methods, and why they love it. This reinforces descriptive language and encourages expressive writing.
https://t.me/eltresources

Student's version
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Teacher's version
https://t.me/eltresources

An excellent lesson plan from ESL Brains in which your students will learn and practise some basic technology vocabulary, watch a short video and play a game. The files are below 👇
https://t.me/eltresources

This doesn't mean that you should never pre-teach vocabulary. Teaching new items, then hearing them used in a text, then re-encountering them in comprehension work and further review exercises can contribute to eventual real mastery of the vocabulary. All I'm saying is that pre-teaching the vocabulary in itself before listening doesn't help comprehension of the listening text very much.

There's some empirical research to support all this. Chang & Read (Chang, A. C., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL quarterly, 40 (2), 375-397.) tried four types of strategies to help with listening comprehension: repetition of the text itself, pre-teaching of vocabulary, advance reading of comprehension questions, and providing information about the content. Of all of these, the pre-teaching of vocabulary helped the least, and providing information about the topic helped most.

So, if you know students are going to need a certain set of vocabulary items for a listening text, teach them well in advance and leave yourself time to review them a few times before the listening task. Or teach only one or two vital items, so that the load on memory is less and there's more chance that they will be recalled. Or - preferably - simply use easier texts that you know the students can manage to understand pretty well without needing new vocabulary at all.

Teachers are often told to pre-teach vocabulary before engaging with a written or spoken text. Though this may be useful in giving students some idea of what the text is about, it doesn't actually help comprehension very much. The problem is that being taught a new item once enable a learner to identify and understand it readily when they encounter it afterwards in a new context. Normally, several re-encounters are necessary to reach this kind of ability.

This came as a surprise to me 😳🤓
https://t.me/eltresources

Today is the last day of this special offer. Flag Talk Fun - 20 slides of fun and excitement for your lessons on the occasion of the State Flag Day of Uzbekistan. Watch the video to see how the material works. The price is 35,000 soums. But ☝️ only today you can get it for 25,000 soums.
A more detailed info in Uzbek 👈
in Russian 👈
https://t.me/eltresources

This article was posted 5 years ago, but it's still relevant. You can either read or listen to it. 👇

You can read the article here: https://www.cultofpedagogy.com/grecian-urn-lesson/

turacogames.com - the platform that will make learning feel like playtime 🤩😇🎲! Its grammar, vocabulary, math and science games will help your students learn concepts while having a blast. Great for both in-class activities and solo practice at home 👍👍👍.
https://t.me/eltresources

Hot 🔥🔥🔥! Flag Talk Fun - 20 slides of fun and excitement for your lessons on the occasion of the State Flag Day of Uzbekistan. Watch the video to see how the material works. The price is 35,000 soums. But ☝️ you can get it for 25,000 soums until 14 October.
A more detailed info in Uzbek 👈
in Russian 👈
https://t.me/eltresources