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Practise your English grammar with clear grammar explanations and practice exercises to test your understanding. All learners, whatever their level, have questions and doubts about grammar as they're learning English and this guide helps to explain the verb tenses and grammar rules in a clear and simple way. Choose your level, from beginner to advanced, and start learning today by reading the explanations and doing the exercises.
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By revising and practising your grammar you will increase your confidence in English and improve your language level. Decide which area of grammar you need help with today and choose a grammar point to work on. On FluentU, all the videos are sorted by skill level and are carefully annotated for students. Words come with example sentences and definitions. Students will be able to add them to their own vocabulary lists, and even see how the words are used in other videos.
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Interested in sharing your language learning resource with our audience? By syondavis. The words they underlined were cohesive devices and unknown words such as clockwise direction , nun , chapel , whispering , kneeling , lights in the windows flick on , stretcher , pulls up in BMW , moves off , among others. These are just some of the words that could evidence how much vocabulary students learned when watching the movie and inferring what those words meant.
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Pupils learned grammar and my corrections as well. Some of the comments the students made were: "It was great to watch a film and then read some of the scenes;" "I had never read the screenplay of a movie;" "I didn't know many of the words, but I could infer them easily since I saw the film and the scenes of the screenplay were my favorite.
I would also suggest writing and sharing a speech about any topic students want to share. In this strategy, for a speech, students could use whatever they wanted to say. Students were given 20 minutes to write their speech. They were free to use their own knowledge or what was easy for them.
They chose interesting speeches such as personal information about their lives, family, love life, problems, favorite movie, their best or worst experience, and so forth. With this activity, teachers get the chance not only to see students' limitations language-wise, but they get to know what the students are like, building rapport with and among them. The way students give and share their speech will be influenced by experiences from the past, expectations for the future and will contribute to teachers' practices Kelchtermans, In order to listen to what students have to say and share I proposed a very interesting activity that enabled me to get excellent results.
I asked students to draw three big circles. In the circles, they had to write about the most significant aspect of their lives.
For example in Circle 1, they had to write the most meaningful number for them; in Circle 2, the object they could not live without; in Circle 3, the most important name for them. Students were told to stand up and walk around the classroom sharing every circle with the other students. For instance, as shown in Figure 1 , Student A shared with his classmates that 2 was his most significant number because he had two children.
He went on to elaborate more on his life and how proud he was of his children. Then, he made sure others knew that reading books was his passion. He proudly added that Andrea is his wife, giving personal details about her. This technique, although quite simple, was very effective because students interacted with one another, listening to what the other had to say.
A friendship could be formed this way and they practiced their oral skills as well. Besides that, telling this in circles is appealing and creative instead of just writing information in the notebook.
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I used another student activity that was new to this specific group. In order to practice speaking, I asked students to draw something they wanted to share. They had to draw it on the board and explain why it was drawn. After that, another student would come up and draw another object or person next to it. After all the participants drew their objects, they would have to create a story based on the drawings on the board.
Students had the opportunity to share their stories with others and evaluate their own process with peer feedback. I understood that students welcomed the activity with a wide array of emotions. First of all, they seemed to be willing to create, draw, and speak.
They claimed more autonomy in their own drawings and gained confidence while speaking to their peers. One of the students drew a guitar, the other a rabbit. Another drew the teacher, just to name a few. Students had the challenge to create a story with those drawings, which proved to be funny and at the same time quite beneficial for their skills.
Besides that, they got to know more about their classmates' personalities. I asked students to write as many questions as they could in 15 minutes about anything they wanted. I told them to be careful about grammar and the structures for asking a question. After students were done with the questions, each one of them had to come up front and sit in a chair while the other classmates asked them the questions they wrote.
This exercise proved to be very beneficial because students could learn the structures of questions in the English language.
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The class was very active since all students participated and they asked each one of their peers interesting questions which enabled students to be more prepared for interviews in the future. The best technique, in my opinion, to win students over is certainly to let them do their own activities. After I proposed many of the activities I did, I thought perhaps they could just do the same. I told them to get into groups and prepare their own fun and fruitful activities for their peers.
Most of the students used fun and comprehensible activities such as guessing games, looking for objects in the classroom to learn prepositions, minimal pairs with appealing visual aids, broken telephone, crossword puzzles, going outside the classroom to compete in relay races, etc. When students created their own games and proposed them to the class, I could see they were more involved and the class was much more motivating than it was before.
Therefore, pupils' autonomy was paramount in foreign language achievement. By stimulating creative strategies in the classroom, I ensured English learning had a purpose in every activity. I was able to expand my knowledge with the students' contributions and learned that these activities have helped participants to expand their creativity.
Hence, these techniques could surely be repeated in any group of students the teacher will be confronting. With the instructional use of creativity in the English class, many insightful, accessible activities emerged and I could observe that pupils experienced new learning techniques to tell more about themselves. Participants at first were reluctant to participate, but later responded positively to the methods. The classes and the students' contributions provided for a vivid and imaginative experience.
They also were a challenge, confronting students with the need to follow English language rules. When carrying out this pedagogical intervention, students followed a systematic process from activity to activity that allowed for clarity and better organization. From starting with a simple creative exercise like the chain game, participants ended up giving their own speech and creating their own activities as well, based on the theory previously given.
Teaching systematically provides participants with better tools for their final products. English teachers can use their creativity to make classes much more original, and go outside the formal bonds of teaching. There are many more methods, exercises, and activities to explore and teach. For this reason, teachers need to expand their horizons in an EFL context to see what will probably be efficient for future generations. Al-Alami, S. Utilising fiction to promote English language acquisition.
Amado, H. Screenwriting: A strategy for the improvement of writing instructional practices. Argentini, P. Elements of style for screenwriters: The essential manual for writers of screenplays. Boulder, CO. Lone Eagle Press. Burns, A. The Cambridge guide to second language teacher education. Cambridge, UK. Cambridge University Press. Carr, W. Becoming critical: Education, knowledge and action research. Csikszentmihalyi, M. Creativity: The psychology of discovery and invention. Elliott, J. Action research for educational change.
Kelchtermans, G. Who I am in how I teach is the message: Self-understanding, vulnerability, and reflection. Teachers and Teaching: Theory and Practice, 15 2 , Kemmis, S. The action research planner 3rd ed. Lannon, J. The writing process: A concise rhetoric and reader 9th ed. May, R. The courage to create.