The+ Nominalized Adjectives with a Joke

(TESOL Materials--Articles, Using Jokes to Illustrate Grammar Points)

Google Slides: slides, pub

This joke is repurposed from my collection of jokes.  I use it in my class to teach  t"The + nominalized adjectives".

In class, I run through it as you would do any other joke/riddle.  I give students the question, challenge them to solve the riddle, and then show them the answer.

After giving them the answer, I highlight some of the sentences like "The poor have it" and "The rich need it".  I ask the students to identify what part of speech "rich" and "poor" are.  If the students say that "rich" and "poor" are adjectives, I then ask the how "the rich" and "the poor" are being used in the sentence.

I then give them the rule that "The + adjective" can refer to a group of people.

Walk Around the Room Discussion Questions: Vocabulary and Grammar (Gallery Walk)

(TESOL ideas--Any Vocabulary Set, Any Grammar Point)

Example for Vocabulary Sets: docs, pub

Example for Grammar (Present Simple Versus Present Continuous): docs, pub

In a previous post, I mentioned discussion questions as a possible freer practice for vocabulary items.

A slight variation of this activity is to post the questions around the room.  The students have to walk around the room with a partner.  As they come to each question, they discuss the question with their partner.  They then continue walking around the room until all the questions have been discussed.

(This is opposed to the standard activity, of giving the students all of the questions on a worksheet, and having them discuss the questions with the partner while seated at their desks.)

The advantage of having the students walk around the room is primarily just to get the students moving.  Especially during longer classes (i.e. more than 1 hour).  Sometimes it's easy for us as teachers to forget how difficult it is for many students to sit still and focus for long periods of time.  (As teachers, we are constantly moving around the room, so we always feel that the class is active, but sometimes we forget that the students need to move to.)

This activity works equally well for grammar practice.  In fact, I've previously mentioned this activity in my collection of practice activities for grammar.  

Discussion Questions--Example

Students are given a list of discussion questions that require an extended response and encourage the use of the target language.  They discuss these questions  with their partner.

Variation: Walk around the Room-- Example

The same idea, but the discussion questions are now posted around the room.  With their partner, students have to walk around the room.  When they get to a discussion question they stop, talk about the question, and then when they have finished the discussion, they move on to the next question.

Note: I've seen other teachers refer to this activity as a "Gallery Walk".  I have previously used the term Gallery Walk to refer to an activity for giving feedback on student writing, but I suppose any activity that requires students to walk around the room and view something can be considered as a gallery walk.

Below are two sample activities to illustrate.  The first is discussion questions for the vocabulary set for Reflect Reading & Writing 6, Unit 5, Reading 1: Painting Prehistory p.101-107.  (The questions are adapted from the suggestions in the teacher's book).  The second activity is a series of questions meant to contrast present simple with present continuous.  I have previously posted that activity HERE.  

What kind of remains do you think are studied in archaeology?

What are some ways to classify animals?

What kinds of lists do people compile?

What is the general consensus of people in this area about plastic waste?

Where might you see a distorted image of yourself?

Can you name some animals that are extinct?

If I offered you chocolate or vanilla ice cream, would you prefer the former or the latter?

Can you name two local streets that are parallel?

Do you think teachers should call on students to answer a question at random?

Is it possible to speculate on what an artist is thinking, based on a piece of art?

What’s your typical working day?  (Or school day?)  Are you working on anything new at the moment?  (Or studying anything new?)

How do you spend your free time?  Are you getting much exercise?

Do you often read novels?  Are you reading anything at the moment?

Where do you normally go on holiday?  Are you planning your holidays for this year?

Do you speak any other languages?  Are you learning any new languages?

What clothes do you wear every day?  What are you wearing now?

Does your teacher normally let you bring food or drinks into the classroom?  Are you eating or drinking anything now?

How much TV do you usually watch every day?  Are you watching any interesting TV series at the moment?

What are some traditions in your country?  Are any traditions changing nowadays?

What is the weather usually like in your city?  What is the weather like now?

What does your teacher usually act like in the classroom?  What is your teacher doing now?

What does your family usually do at this time of day?  What is your family doing now?

How do you usually feel at this time of day?  How are you feeling now?

Tobit (The Jerusalem Bible): Book Discussion

(Book Review--The Bible, Religion, The Classics, Blogging the Canon) 

Part of my project to read through the Bible.  

(As noted in the video, because this book is not part of the Protestant Bible, this is my first time reading through this book.  So, according to my new rules, I'm doing this as a video only review.) 

Tobit (The Jerusalem Bible): Book Discussion

I explain about my background with the Bible and my reasons for doing this read-through in this blog post here: https://joelswagman.blogspot.com/2022/01/the-book-of-genesis-from-jerusalem-bible.html

Model Text for Three Word Phrasal Verbs (Created by AI)

(TESOL Worksheets--Three Word Phrasal Verbs)

Google Documents: docs, pub

This is a model text for three word phrasal verbs - created by AI (Google Gemini).

Staging is as follows: 

Lead-in: Ask students if one of their friends had ever been in a break-up?  What did they do to help their friend?

Specific Information Questions: Students read text and answer questions

Noticing the target language: Put students in pairs.  Remove their copy of the model text, and give them a copy of the model text with the target language blanked out.  Place the completed model text outside of the room.  Students have to reconstruct the text using a running dictation.

Clarification Meaning: Display completed model text on the projector with the phrasal verbs underlined.  Use concept checking questions to check the meaning of the phrasal verbs.

For additional practice on meaning, you can use this quizlet.  For a controlled practice, use this Kahoot.

1. How did Leo feel about his older brother, Alex?

2. What was Alex struggling to get back into?

3. What was Alex running out of?

4.  When they went hiking, what did they come up against?

5. What was Alex grateful for?

6. What was Leo proud of?

Leo had always looked up to his older brother, Alex. They got along well, but Leo often felt like Alex looked down on him. One day, Alex broke up with his girlfriend and came down with a terrible cold. Leo decided to look out for his brother, helping him with his chores and bringing him soup.

As they spent more time together, Leo realized that Alex was struggling to get back into his routine. He was running out of motivation and seemed to be giving up on his goals. Leo knew he had to do something. He suggested they play around with some new hobbies, like painting or hiking. Alex was hesitant at first, but he eventually agreed.

As they spent more time outdoors, Alex started to feel better. He began to grow out of his funk and get back into his old self. Leo was proud of his brother and happy to see him smiling again.

One day, as they were hiking, they came up against a steep cliff. Alex hesitated, but Leo encouraged him to keep going. "We can do this," Leo said. "Don't give up."

Alex took a deep breath and started climbing. He was struggling, but Leo was there to support him. Finally, they reached the top, and Alex felt a sense of accomplishment.

From that day on, Alex started to look forward to their adventures. He was grateful for Leo's support and realized that he shouldn't let setbacks get him down. They continued to explore new hobbies and spend time together, strengthening their bond.

Leo was proud of the progress his brother had made. He knew that sometimes, all it takes is a little encouragement and support to help someone get back on their feet.

Leo had always _____________his older brother, Alex. They _____________, but Leo often felt like Alex_____________ him. One day, Alex _____________ his girlfriend and _____________ a terrible cold. Leo decided to _____________ his brother, helping him with his chores and bringing him soup.

As they spent more time together, Leo realized that Alex was struggling to_____________ his routine. He was _____________motivation and seemed to be _____________ his goals. Leo knew he had to do something. He suggested they _____________ some new hobbies, like painting or hiking. Alex was hesitant at first, but he eventually agreed.

As they spent more time outdoors, Alex started to feel better. He began to _____________ his funk and _____________his old self. Leo was proud of his brother and happy to see him smiling again.

One day, as they were hiking, they _____________ a steep cliff. Alex hesitated, but Leo encouraged him to keep going. "We can do this," Leo said. "Don't give up."

Alex took a deep breath and started climbing. He was struggling, but Leo was there to support him. Finally, they reached the top, and Alex felt a sense of accomplishment.

From that day on, Alex started to _____________ their adventures. He was grateful for Leo's support and realized that he shouldn't let setbacks _____________. They continued to explore new hobbies and spend time together, strengthening their bond.

Leo was proud of the progress his brother had made. He knew that sometimes, all it takes is a little encouragement and support to help someone _________ their feet.

Leo had always looked up to his older brother, Alex. They got along well, but Leo often felt like Alex looked down on him. One day, Alex broke up with his girlfriend and came down with a terrible cold. Leo decided to look out for his brother, helping him with his chores and bringing him soup.

As they spent more time together, Leo realized that Alex was struggling to get back into his routine. He was running out of motivation and seemed to be giving up on his goals. Leo knew he had to do something. He suggested they play around with some new hobbies, like painting or hiking. Alex was hesitant at first, but he eventually agreed.

As they spent more time outdoors, Alex started to feel better. He began to grow out of his funk and get back into his old self. Leo was proud of his brother and happy to see him smiling again.

One day, as they were hiking, they came up against a steep cliff. Alex hesitated, but Leo encouraged him to keep going. "We can do this," Leo said. "Don't give up."

Alex took a deep breath and started climbing. He was struggling, but Leo was there to support him. Finally, they reached the top, and Alex felt a sense of accomplishment.

From that day on, Alex started to look forward to their adventures. He was grateful for Leo's support and realized that he shouldn't let setbacks get him down. They continued to explore new hobbies and spend time together, strengthening their bond.

Leo was proud of the progress his brother had made. He knew that sometimes, all it takes is a little encouragement and support to help someone get back on their feet.

Kahoot: Three-word Verbs-Inseparable

This is a Kahoot game that I made using gap-fill sentences for three word phrasal verbs.  All the sentences come from p.151 and 152 of Impact 4.  However, I think this can be used independently for any teacher who is doing a lesson on phrasal verbs.

Quizlet: Three-word Verbs-Inseparable

This is a quizlet I made for three word phrasal verbs.  All the words and the definitions come from p.151 and 152 of Impact 4.  However, I think this can be used independently for any teacher who is doing a lesson on phrasal verbs.

Three Word Phrasal Verbs

 (TESOL Ideas and Worksheets Subdivisions)

* Quizlet: Three-word Verbs-Inseparable

* Kahoot: Three-word Verbs-Inseparable

* Model Text for Three Word Phrasal Verbs

* Phrasal Verbs: Grammar ESL Listening: slide 52 through slide 54; slide 155 through slide 177

Materials that include both 2 word and 3 word phrasal verbs:

* LINK: Making it up: Phrasal Verb Stories

* Phrasal Verbs Sorting Exercise

See also: Phrasal Verbs

Nehemiah (The Jerusalem Bible): Book Discussion

(Book Review--The Bible, Religion, Reread, The Classics, Blogging the Canon) 

Part of my project to read through the Bible.  

(This is a reread.  I originally read this book in 7th grade.  But since this is my first time reviewing this book on this blog, according to my new rules, I'm doing this as a video only review.) 

Nehemiah (The Jerusalem Bible): Book Discussion

I explain about my background with the Bible and my reasons for doing this read-through in this blog post here: https://joelswagman.blogspot.com/2022/01/the-book-of-genesis-from-jerusalem-bible.html

Here are links to some of the stuff mentioned in this video:

* My review of Introduction to the Old Testament by Christine Hayes: https://youtu.be/UFeqGtb3zAE

* My review of The Unauthorized Version: Truth and Fiction in the Bible by Robin Lane Fox: https://youtu.be/6PvZGsvXveo

* My review of The Bible Tells Me So by Peter Enns: https://joelswagman.blogspot.com/2014/12/the-bible-tells-me-so-by-peter-enns.html

* Books of Ezra-Nehemiah Summary: A Complete Animated Overview by The Bible Project: https://youtu.be/MkETkRv9tG8?si=3waevOsjwx0aTGi9

* Nehemiah: Chapter-by-Chapter Commentary: https://youtu.be/-RUBc_erJpw?si=U-3z_9sCnS7lnf6z

The Youtube video from History Civilis that I mentioned is here:  https://youtu.be/PDvriMq6r6I?si=GJuQG-hpSknjbeKr

The key quote is "Debt abolition was a thing in the ancient world. It's complicated, but sometimes ancient societies would fall into a death financial spiral where an ever-growing number poor people would find themselves saddled with multi-generational debts. This was a growing problem in Rome at the time, and debt abolition was a crude but effective method of freeing these people so that they could be productive citizens again."

Although interestingly, the next sentence is: "The aristocracy, as the holders of the debts, came out against the bill and blocked it in the Senate."  This is very different than Nehemiah's experience.

Kahoot: Reported Speech Wh questions by equidna71

This is a Kahoot I found on reported speech questions.  I used this in my class, and it worked well.

Lesson Plan for Adverbs of Intensity

(TESOL Materials--Adverbs of Intensity, Lesson Plans) 

Google Drive: docs, pub

Notes: This lesson plan is adapted from a lesson plan I used for p.122 of Impact 4 (that document is here--docs, pub).  In order to make this lesson plan usable for teachers in any context, I made a generic copy in which I deleted any references to reviewing material that was unique to Impact 4.

The template I used for this is adapted from something I've previously posted HERE.

This lesson plan contains material that I've previously posted on this blog:

* Adverbs of intensity Quizlet

* Model Text for Adverbs of Intensity

* Kahoot: B2U3 2 Weather - Adverbs of intensity - Quantifiers by DariaKolpakova

* Kahoot: Adverbs of Intensity: Gap-Fill Sentences

* Make Sentences Game: Adverbs of Intensity

Stage Name	Description of stage	Procedure
Lead-in	The lead-in is to the context of the model text (not the grammar point).  Students are asked to discuss a question with their partner.  The lead-in attempts to connect their knowledge/experience with some aspect of the model text.	Think of an old person that you know.  Do they talk a lot about their memories?  What kind of memories do they talk about?
Model Text	Done as either a reading or listening.  Students process the model text for understanding.  Possibly the students might encounter model text twice (once for gist question, once for specific information questions)	Prediction: show picture.  Elicit from students what it is (old man on porch).  Ask students what they think the old man is thinking about? Gist task: Listen to the story.  Is the old man happy?  Read out the model text (students listen).   Specific information questions:  Students listen again and answer questions 1-5
Notice the Target Language	This can either be done as an activity (e.g. running dictation to reconstruct target language, fill in the gaps).  Or it can be simply done by the teacher highlight the target language	Put students in pairs.  Give them a copy of the model text with the target language blanked out.  Place the completed model text outside of the room.  Students have to reconstruct the text using a running dictation.
Clarify Meaning	Take some sentences from the model text, show them to students, and check their meaning using Concept Checking Questions	Students do a sorting activity with the adverbs of intensity.  Confirm by displaying the answer sheet on the projector. Additional Clarification Activity: quizlet live
Clarify Form	Take a sentence from the model text, display it on the board, and elicit the form from students.	Using the model text, elicit from students that the adverb comes either before the verb or the adjective.
Clarify pronunciation	Remove the written form from the view of the students.  Do choral drilling followed by individual drilling.  Elicit the stress pattern from the students.	Remove screen from view of students, and drill pronunciation.
Controlled practice	Students have to complete a sentence using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Kahoot Game
Semi-Controlled practice	Students have to make full sentences using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Make Sentences
Freer-Practice	Students have to produce some sort of extended discourse (writing, conversation) using the target language.  Teacher monitors, but does not do immediate correction.  Errors are noted down for delayed correction after the activity finishes.	Write a description of someone
In Subsequent Lessons  (The vocabulary will need to be reviewed in subsequent lessons, or it will be quickly forgotten).
Review activities	Kahoot