Whether it's in the English classroom or at a dinner party, it can be very awkward to start talking to people you don't know. The following questions will help you start a conversation and break the ice!
Salary negotiation tips to successfully negotiate the job offer. Negotiating a better compensation package can be tricky. These key negotiating strategies will help you.
In this lesson, you will learn a list of 50+ questions to start a conversation with anyone in English.
35 Qs to start a conversation about holidays. The Qs can also be used for a speaking test of any kind of exam. - ESL worksheets
Read English to go by Les Éditions CEC on Issuu and browse thousands of other publications on our platform. Start here!
Get your MIDDLE AND HIGH SCHOOL STUDENTS talking and writing with this multi-usage BUNDLE of resources. 40 bell ringers/task cards/writing prompts about EMOTIONS, FEELINGS AND WAYS TO MANAGE THEM in 3 different formats. All questions are open questions and require development. Almost all bell ringers/task cards/writing prompts have at least two questions. ➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖ ✅ HOW TO USE? Use them as bell ringers, class openers or class finishers, or for morning meetings. Use them as task cards for speaking or as centers. Use them as writing prompts. Whatever you decide to do, you will find the right format. Make sure to start from the Tracking Sheet to get organized. Jot down which questions are the most. appropriate as Bell Ringers and which ones as Writing Prompts and then use all the remaining questions as Task Cards. ➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖ ✅ WHO ARE THESE CARDS FOR? ✖ middle and high school students ✖ ESL/ELL/ELA students ✖ IELTS/TOEFL preparation ✖ speech therapy ➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖ ✅ WHAT IS INCLUDED? ⚠️When downloaded, you will find 2 folders named US and UK spelling. → Choose the spelling you prefer and simply delete the other folder. ⚠️What is inside your folder of choice? ❶ BELL RINGERS with RESPONSE SHEETS ✖ Total pages: 83 - 40 colored+40 black&white+3 response sheets ✖ A PDF file sized 11x8.5 inches ✖ 40 different bell ringers (slides) ✖ One bell ringer per page ✖ Colored and black&white version for each slide ✖ Ideal for projectors or whiteboards ✖ Response sheets in 3 formats (short to longer response) ❷ TASK CARDS ✖ Total pages: 20 - 10 colored+10 black&white ✖ A PDF file sized 11x8.5 inches ✖ 40 different task cards cards ✖ 4 cards per page ✖ Colored and black&white version ✖ Ideal for printing and laminating for a long lasting resource ✖ Use for pair or group discussion or centers ❸ WRITING PROMPTS RESPONSE SHEETS ✖ Total pages: 82 - 41 colored - 41 black&white ✖ A PDF file sized 18.5x11 inches ✖ 40 different sheets + 1 without a prompt for extra writing ✖ 1 card per page ✖ Colored and black&white version ✖ Ideal for printing ✖ Use for in-class writing practice or as homework TRACKING SHEETS ✖ Total pages: 2 ✖ 2 pages with all the prompts to get organized and keep track of the questions used ✖ A copy is included in all the 3 above-mentioned folders TERMS OR USE + MORE RESOURCES ✖ Total pages: 3 ✖ Terms of use and credit to artists whose clipart and fonts were used in this product ✖ Links to all the other speaking and writing cards bundles in my store ➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖ ✅ IMPORTANT INFORMATION ❌UK and US versions for all cards and formats are included. ❌Black&white version of all cards and formats also included. ❌No Prep needed. ➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖ ✅ SAMPLE QUESTIONS (All questions are Open Questions and most cards have more than one question) ► ❝ What are some things that can make you feel sad? Why? ❞ ► ❝ Elizabeth Kenny said: “He who angers you conquers you.” What do you think she means by this? Do you agree? Why or why not? ❞ ► ❝ Do you have a pet peeve? Why? What bad manners really upset you? ❞ ➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖ ✅ PLEASE, CHECK THE FULL PREVIEW!!! Make sure to ❰check the preview❱ of this resource as it outlines in detail everything that is included in this packet. ➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖ ✅ FOR OTHER TOPICS, FIND BELOW ALL MY INDIVIDUAL SPEAKING AND WRITING MINI BUNDLES LIKE THIS ONE Set ♳ - Advice | Beauty | Childhood | Entertainment | Family | Mental Health | Love | Music | Shopping | Travel Set ♴ - Animals | Architecture | Christmas | Dreams | Ethics and Lies | Fashion | Future | Jobs | Natural Disasters | Sports Set ♵ - Art | Books | Business | Computers | Crime | Environment | Food | Movies | Science&Tech | Transport Set ♶ - Accidents | Bullying | China | Education | Global Warming | Media | Motivation | Phobias | Success&Failure | Video games Set ♷ - Age | Cooking | Dating | Emotions | Heroes&Superheroes | Mental Health | Nature | Social Issues | Superstition | Would you ever...? Set ♸ - Ambition | Culture | Gender Roles | Happiness | Internet | Money | New year | Space | Time | Would you rather...? ➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖ ❌❌❌ SAVE BIG ❌❌❌ SAVE BIG ❌❌❌ SAVE BIG ❌❌❌ ✅ LINKS TO ALL MY SPEAKING AND WRITING BUNDLES, SUPER AND MEGA BUNDLES ★ ESL Speaking and Writing Activities | BUNDLE#1 | Middle and High school ELL/ESL ★ ESL Speaking and Writing Activities | BUNDLE#2 | Middle and High school ELL/ESL ★ ESL Speaking and Writing Activities | BUNDLE#3 | Middle and High school ELL/ESL ★ ESL Speaking and Writing Activities | BUNDLE#4 | Middle and High school ELL/ESL ★ ESL Speaking and Writing Activities | BUNDLE#5 | Middle and High school ELL/ESL ★ ESL Speaking and Writing Activities | BUNDLE#6 | Middle and High school ELL/ESL ☆ ELA Speaking and Writing | Year-long Resource | SUPER BUNDLE #1 ☆ ELA Speaking and Writing | Year-long Resource | SUPER BUNDLE #2 ☆ ELA Speaking and Writing | Year-long Resource | SUPER BUNDLE #3 ⛔ ESL Speaking and Writing Activities | Year-long resource | MEGA BUNDLE #1 ⛔ ESL Speaking and Writing Activities | Year-long resource | MEGA BUNDLE #2 ➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖ ✅ FEEDBACK - DOs AND DON'Ts What happens if you come back and leave feedback? ➀ You earn TPT credits for further purchases! ➁ You give me invaluable information about the ways this product can be used and, especially, how it can be improved! ➂ You make me extremely happy (wink, wink)! ✌✌✌ ➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖ COPYRIGHT © 2020 Lana's Classroom This product is intended for personal use in one classroom only. For use in multiple classrooms, please purchase additional licenses.
These conversation questions for A1 level are great ice-breakers for students to get to know their classmates a new class or any time.
Learn how to start a conversation and how to introduce yourself in Spanish using questions as What's your name? How old are you?
How to start a business meeting in English. Useful business English phrases for introductions, presenting, starting a speech, asking for information, ...
Read English to go by Les Éditions CEC on Issuu and browse thousands of other publications on our platform. Start here!
Ever wish there was a way to know what people really think of you? Hit "Start Quiz" to find out!
From reading a calendar to using a ruler, this measurement review quiz covers a variety of second grade measurement topics. Download to complete online or as a printable!
Ok, just because I've been gone from 'blogging land' doesn't mean we haven't been working hard in 4B. I've definitely been documenting a lot of what we've been doing! To start, it was clear to me that our old way of peer conferencing just wasn't working. Kids seemed to be goofing around, not really helping each other, and it was a waste of everyone's time. It frustrated me when most of my one-on-one conference time was spent managing unruly PEER conferences. I knew something had to change. I decided to revamp our workshop so that our peer conferences would hold both the author and the peer more accountable AND work on our 6-traits language. I introduced our 'new' method for peer conferencing using this anchor chart to document our process. After students finish drafting, they are to grab a 6-traits peer conferencing sheet and assess themselves by circling all the descriptors for each trait that they feel match their own writing. Mind you, we did a lot of whole-class practice with scoring writing based on the 6-traits criteria so students would feel comfortable doing this process on their own (and being HONEST!). Through our mini-lessons we've learned that it's possible to have high scores in some traits but lower scores in others. That's how we grow! Here you see Devin circling where he thinks his writing falls on our 6-traits rubric. (Note: The link to the 6-traits peer conferencing sheet above will bring you to an even more updated version than the one shown in this blog posting! Just FYI!) Here's another student assessing her own writing after she's drafted. This student has finished assessing her writing using our rubric. She decides on a final number score and circles it to the left of the descriptors. Then it's time to meet with a peer. (We have a peer conference sign-up sheet in our room which helps students know which other students in the room are also ready to peer conference.) Here you see this author reading his story to his peer. After he's done reading, he will explain to his peer the scores he gave himself and why. It's important for the peer to listen carefully to the author because it will soon be her turn to assign a score to this author for each trait . On the lines on the rubric, she will write to explain the scores she gives him. The peer needs to follow the following sentence stems in his/her scoring response: * I give this a writer a ___ because... * This writer needs to work on ... This process requires peers to truly work together, hold each other accountable, and it gets the kids using our 6-traits language a lot more. The second sentence stem helps the writer establish a goal for what to work on when revising! To see more of this peer conferencing process, watch a clip of us practicing this stage! Our focus lately has been on the trait of organization. We've been looking thoroughly at different beginnings and endings of both student and published writing. Here is our anchor chart documenting what we noticed! In other Writer's Workshop news, these are a few additional anchor charts we have in our room to help keep our writing organized. This anchor chart reminds us of powerful words to use to spice up 'said'! In reading we have been working hard on purposeful talk.This is so very important to the social construction of knowledge in any classroom! It's essential to teach students purposeful talk behaviors before even considering literature discussion groups (LDGs). The majority of kids talk like...well, KIDS! So, if we expect kids to talk like mature young people about different texts they read, we need to explicitly teach them how! Talking about Text by Maria Nichols is a great place to start if you're interesting in learning more about purposeful talk behaviors. I taught each of the behaviors individually through two separate mini-lessons - one day to explain 'hearing all voices' in a concrete way (without text), and a second day to practice 'hearing all voices' using text. Then I taught 'saying something meaningful' in a concrete way without using text, and the next day we practiced 'saying something meaningful' using text , and so on. Eventually all of the purposeful talk behaviors kind of blended together and kids started to discover that we often need to use all of these things at the same time in order to truly talk purposefully about anything! We did a lot of practicing, and I've been taping students in this process. Here is a clip of students practicing their behaviors while they talk about their families. (We had read a few books about different kinds of families to foster a safe environment to celebrate the fact that we all have different kinds of families!) We also had students practice their purposeful talk behaviors while discussing their best or worst memory in school (which helped warm up their brains for a timed writing activity we did during writer's workshop). Here is a clip! As a class, we watched these video clips to analyze our body language and other purposeful talk behaviors. I think taping and analyzing is a very effective way for students to learn how they should look and sound in an LDG. 'Keeping the lines of thinking alive' is a tough concept for many youngsters. Sometimes what happens is that students take turns talking, but they don't really build on what the person before them said. In other words, they don't really DISCUSS, they just share and listen. We applauded the first group in this clip because they had good body language and were respectful as listeners, but we discovered their conversation needed to be more 'alive' by asking questions and making connections to each other's ideas and thoughts. Mrs. Pierce and I taped ourselves doing a weak LDG and a strong LDG. As we watched each example, we used dots and lines to 'map out' our conversations (see chart below). In the weak LDG, we discovered Mrs. Pierce and I shared a lot of individual thoughts. The thought started, and then it stopped. There was really no discussion about anything we said; and Mrs. Pierce wasn't even looking at me during part of our time together! How rude! ;) In the strong LDG example, we mapped out a lot of dots and lines that were connected because we took each other's ideas and built on them. We truly discussed the text to dig deeper. We introduced several conversational moves for students to use to help get their voice heard in a conversation. Students also have these conversational moves on a bookmark that they keep in their LDG books. After we learned the respectful ways to speak and act when discussing with others, it was time to teach our kids how to flag their thinking. This is a crucial step to holding a successful literature discussion group because it allows the kids to track their important thoughts while reading so they have ideas for discussion the next day. Here are the 'codes' we use to track our thinking on post-its. We encourage students to use one of our codes to categorize the kind of thought they have and then write a few words to trigger their thought. This helps them when they get into a discussion group; they'll actually have pinpointed ideas to discuss! Students kept a chart in their Thoughtful Logs with all of our codes on it for easy reference. Here's a clip of our students as they practice flagging their thinking for the first time. The next day, students put all their new learning to the test. We put them in small groups to discuss the text "Slower Than the Rest" which is a short realistic fiction story out of Cynthia Rylant's book Every Living Thing. On another day, we used a high-interest two-page non-fiction text about leeches to continue practicing flagging our thoughts. Here's a clip of our kids flagging their thinking just after we modeled it during our mini-lesson. Below are some pictures of the kids' flagged thoughts. In addition to purposeful talk, we've also been studying the historical fiction genre. We've read several mentor texts, including Dakota Dugout by Ann Turner and Dandelions by Eve Bunting. Our first round of literature discussion books are all within the historical fiction genre. Here are a few of our historical fiction LDGs hard at work: Dear Levi: Letters from the Overland Trail Scraps of Time: Abby Takes a Stand The River and the Trace (I think I put my finger over the microphone at minute 2:00!) Oftentimes, historical fiction books will have a flashback in them. One group's book, called A Scrap of Time: Abby Takes a Stand by Patricia McKissick, has a flashback that occurs towards the beginning of the story. I photocopied some of the pages to try to explain this technique during a whole class mini-lesson. In the first section of the book, three grandkids are spending time with their grandma in her attic. They find an old menu and ask their grandma why she saved it. Chapters 1 through 12 flash back to 1960, where 'grandma' is just 10-years-old, living in Nashville, Tennessee at the time of a lot of civil rights protests. The menu is from a restaurant where a lot of sit-ins took place. Through the flashback a reader learns all about life during the 1960s. In the final section of the book, a reader finds him/herself back in the present - in grandma's attic, where the three grandkids ask their grandma some questions about her life during the sixties. There was also another flashback in the story Dakota Dugout by Ann Turner. We also read The Wreck of the Zephyr by Chris VanAllsburg as an example of a flashback in a fantasy book! In other reading news, here is a picture of the anchor chart that stored all the non-fiction text features we've learned. In social studies, we've been studying the economy of the five U.S. regions. Students have been reading small sections of non-fiction leveled readers to summarize a product or industry that is important to each region's economy. Students are typing up their summaries and we're calling those summaries 'articles' as they each create a magazine of our economy. Through this project, students have learned to: * Summarize main ideas * Center and left-justify their cursor * Use the tab key to indent * Change font size, color, and style * Bold, underline, and italicize * Safe image searches * Copy and paste * Cite their picture resources Here is the inside of one student's magazine. Next week we will be using this site to create magazine covers! Lastly, we had a chance to meet with our second-grade buddies earlier this month. We split the buddies up into two groups and one group stayed with Mrs. Adams to play holiday bingo. The other group was with me in the computer lab. Buddies used this site to play a variety of math and English games. One of the most popular games to play was called 'Story Plant' where students could click on different leaves to create the beginning to a unique story. Depending on what leaves were clicked, you would get a different combination of characters, settings, problems, etc. The computer generates a beginning to a story that the kids can print off and finish during writer's workshop! Have a wonderful weekend!
Every guy should know a handful of good questions to ask a girl... because: Whether you're making small talk at work or trying to charm your crush, talking to girls can be a little intimidating. Fortunately, it doesn't have to be. With these questions to ask in mind, you can navigate any social situation with ease. Be confident, charming, and friendly, and you'll find that once you get a conversation started, keeping it going is a breeze. Try not to overthink it. Even if you're talking to the girl of your dreams, try to remember that she's a person just
Read English to go by Les Éditions CEC on Issuu and browse thousands of other publications on our platform. Start here!
Learn Commonly Used English Phrases in Conversations and Small Talk.
Ok, just because I've been gone from 'blogging land' doesn't mean we haven't been working hard in 4B. I've definitely been documenting a lot of what we've been doing! To start, it was clear to me that our old way of peer conferencing just wasn't working. Kids seemed to be goofing around, not really helping each other, and it was a waste of everyone's time. It frustrated me when most of my one-on-one conference time was spent managing unruly PEER conferences. I knew something had to change. I decided to revamp our workshop so that our peer conferences would hold both the author and the peer more accountable AND work on our 6-traits language. I introduced our 'new' method for peer conferencing using this anchor chart to document our process. After students finish drafting, they are to grab a 6-traits peer conferencing sheet and assess themselves by circling all the descriptors for each trait that they feel match their own writing. Mind you, we did a lot of whole-class practice with scoring writing based on the 6-traits criteria so students would feel comfortable doing this process on their own (and being HONEST!). Through our mini-lessons we've learned that it's possible to have high scores in some traits but lower scores in others. That's how we grow! Here you see Devin circling where he thinks his writing falls on our 6-traits rubric. (Note: The link to the 6-traits peer conferencing sheet above will bring you to an even more updated version than the one shown in this blog posting! Just FYI!) Here's another student assessing her own writing after she's drafted. This student has finished assessing her writing using our rubric. She decides on a final number score and circles it to the left of the descriptors. Then it's time to meet with a peer. (We have a peer conference sign-up sheet in our room which helps students know which other students in the room are also ready to peer conference.) Here you see this author reading his story to his peer. After he's done reading, he will explain to his peer the scores he gave himself and why. It's important for the peer to listen carefully to the author because it will soon be her turn to assign a score to this author for each trait . On the lines on the rubric, she will write to explain the scores she gives him. The peer needs to follow the following sentence stems in his/her scoring response: * I give this a writer a ___ because... * This writer needs to work on ... This process requires peers to truly work together, hold each other accountable, and it gets the kids using our 6-traits language a lot more. The second sentence stem helps the writer establish a goal for what to work on when revising! To see more of this peer conferencing process, watch a clip of us practicing this stage! Our focus lately has been on the trait of organization. We've been looking thoroughly at different beginnings and endings of both student and published writing. Here is our anchor chart documenting what we noticed! In other Writer's Workshop news, these are a few additional anchor charts we have in our room to help keep our writing organized. This anchor chart reminds us of powerful words to use to spice up 'said'! In reading we have been working hard on purposeful talk.This is so very important to the social construction of knowledge in any classroom! It's essential to teach students purposeful talk behaviors before even considering literature discussion groups (LDGs). The majority of kids talk like...well, KIDS! So, if we expect kids to talk like mature young people about different texts they read, we need to explicitly teach them how! Talking about Text by Maria Nichols is a great place to start if you're interesting in learning more about purposeful talk behaviors. I taught each of the behaviors individually through two separate mini-lessons - one day to explain 'hearing all voices' in a concrete way (without text), and a second day to practice 'hearing all voices' using text. Then I taught 'saying something meaningful' in a concrete way without using text, and the next day we practiced 'saying something meaningful' using text , and so on. Eventually all of the purposeful talk behaviors kind of blended together and kids started to discover that we often need to use all of these things at the same time in order to truly talk purposefully about anything! We did a lot of practicing, and I've been taping students in this process. Here is a clip of students practicing their behaviors while they talk about their families. (We had read a few books about different kinds of families to foster a safe environment to celebrate the fact that we all have different kinds of families!) We also had students practice their purposeful talk behaviors while discussing their best or worst memory in school (which helped warm up their brains for a timed writing activity we did during writer's workshop). Here is a clip! As a class, we watched these video clips to analyze our body language and other purposeful talk behaviors. I think taping and analyzing is a very effective way for students to learn how they should look and sound in an LDG. 'Keeping the lines of thinking alive' is a tough concept for many youngsters. Sometimes what happens is that students take turns talking, but they don't really build on what the person before them said. In other words, they don't really DISCUSS, they just share and listen. We applauded the first group in this clip because they had good body language and were respectful as listeners, but we discovered their conversation needed to be more 'alive' by asking questions and making connections to each other's ideas and thoughts. Mrs. Pierce and I taped ourselves doing a weak LDG and a strong LDG. As we watched each example, we used dots and lines to 'map out' our conversations (see chart below). In the weak LDG, we discovered Mrs. Pierce and I shared a lot of individual thoughts. The thought started, and then it stopped. There was really no discussion about anything we said; and Mrs. Pierce wasn't even looking at me during part of our time together! How rude! ;) In the strong LDG example, we mapped out a lot of dots and lines that were connected because we took each other's ideas and built on them. We truly discussed the text to dig deeper. We introduced several conversational moves for students to use to help get their voice heard in a conversation. Students also have these conversational moves on a bookmark that they keep in their LDG books. After we learned the respectful ways to speak and act when discussing with others, it was time to teach our kids how to flag their thinking. This is a crucial step to holding a successful literature discussion group because it allows the kids to track their important thoughts while reading so they have ideas for discussion the next day. Here are the 'codes' we use to track our thinking on post-its. We encourage students to use one of our codes to categorize the kind of thought they have and then write a few words to trigger their thought. This helps them when they get into a discussion group; they'll actually have pinpointed ideas to discuss! Students kept a chart in their Thoughtful Logs with all of our codes on it for easy reference. Here's a clip of our students as they practice flagging their thinking for the first time. The next day, students put all their new learning to the test. We put them in small groups to discuss the text "Slower Than the Rest" which is a short realistic fiction story out of Cynthia Rylant's book Every Living Thing. On another day, we used a high-interest two-page non-fiction text about leeches to continue practicing flagging our thoughts. Here's a clip of our kids flagging their thinking just after we modeled it during our mini-lesson. Below are some pictures of the kids' flagged thoughts. In addition to purposeful talk, we've also been studying the historical fiction genre. We've read several mentor texts, including Dakota Dugout by Ann Turner and Dandelions by Eve Bunting. Our first round of literature discussion books are all within the historical fiction genre. Here are a few of our historical fiction LDGs hard at work: Dear Levi: Letters from the Overland Trail Scraps of Time: Abby Takes a Stand The River and the Trace (I think I put my finger over the microphone at minute 2:00!) Oftentimes, historical fiction books will have a flashback in them. One group's book, called A Scrap of Time: Abby Takes a Stand by Patricia McKissick, has a flashback that occurs towards the beginning of the story. I photocopied some of the pages to try to explain this technique during a whole class mini-lesson. In the first section of the book, three grandkids are spending time with their grandma in her attic. They find an old menu and ask their grandma why she saved it. Chapters 1 through 12 flash back to 1960, where 'grandma' is just 10-years-old, living in Nashville, Tennessee at the time of a lot of civil rights protests. The menu is from a restaurant where a lot of sit-ins took place. Through the flashback a reader learns all about life during the 1960s. In the final section of the book, a reader finds him/herself back in the present - in grandma's attic, where the three grandkids ask their grandma some questions about her life during the sixties. There was also another flashback in the story Dakota Dugout by Ann Turner. We also read The Wreck of the Zephyr by Chris VanAllsburg as an example of a flashback in a fantasy book! In other reading news, here is a picture of the anchor chart that stored all the non-fiction text features we've learned. In social studies, we've been studying the economy of the five U.S. regions. Students have been reading small sections of non-fiction leveled readers to summarize a product or industry that is important to each region's economy. Students are typing up their summaries and we're calling those summaries 'articles' as they each create a magazine of our economy. Through this project, students have learned to: * Summarize main ideas * Center and left-justify their cursor * Use the tab key to indent * Change font size, color, and style * Bold, underline, and italicize * Safe image searches * Copy and paste * Cite their picture resources Here is the inside of one student's magazine. Next week we will be using this site to create magazine covers! Lastly, we had a chance to meet with our second-grade buddies earlier this month. We split the buddies up into two groups and one group stayed with Mrs. Adams to play holiday bingo. The other group was with me in the computer lab. Buddies used this site to play a variety of math and English games. One of the most popular games to play was called 'Story Plant' where students could click on different leaves to create the beginning to a unique story. Depending on what leaves were clicked, you would get a different combination of characters, settings, problems, etc. The computer generates a beginning to a story that the kids can print off and finish during writer's workshop! Have a wonderful weekend!
You can find out a lot about someone by asking have you ever questions. These questions are a great way to start a conversation and find out about someone's
This is a fun board game to practice time expressions and prepositions of time. Your students talk in pairs about the topics on the sheet. Each student places their counter on one of the
Level: This is most suited to C1 level students. Time: 20 mins + These conversation questions for C1 level are great ice-breakers for students to get to know their classmates at the start of term. They can also be used at any time to develop speaking skills. We have a teacher's copy (including teacher's notes, a pronunciation guide and an answer key) and a student version which you can email to your class for online lessons. For best results when printing our PDFs, open and print them through Adobe Acrobat. https://get.adobe.com/reader/
Fun and engaging ESL activities, games and worksheets in printable PDF format with full teacher's notes and answers for English teachers to use in class.
Read English to go by Les Éditions CEC on Issuu and browse thousands of other publications on our platform. Start here!
www.usborne.fans/shop Here are a few of the Usborne and Kane Miller books we use and love in our home! There are so many more excellent homeschool resources available from Usborne Books & More! This list is a great start for any homeschool family! Click on each image to see more and order online.
Read 30+ Best Eulogy Examples. Find inspiring eulogies for dad, mom, husband, wife, son, daughter, brother, sister, grandfather, grandmother, baby, or friend.
Strategies for developing confident speakers who can share their thoughts and learning.
Read English to go by Les Éditions CEC on Issuu and browse thousands of other publications on our platform. Start here!
Read English to go by Les Éditions CEC on Issuu and browse thousands of other publications on our platform. Start here!
Students work in pairs, take turns and debate on the given statements. They must contradict each other, one of them agrees another disagrees. They express their opinions by giving arguments for or against the statement. - ESL worksheets
Learn these 30 common Spanish conversation starters and strike a conversation in Spanish! Free basic Spanish conversation pdf and audio!
Comment entamer la conversation quand vous n'avez rien à dire. Il peut être difficile d'entamer la conversation si vous ne savez pas par où commencer et les blancs sont toujours des moments gênants. Même si vous croyez n'avoir rien...
Even in the best marriages, conversations can grow stale. Freshen things up with iMOM’s conversation starters for married couples.
I never really used anchor charts and if I did they were just plain old boring. I never realized they were boring until I discovered pinterest. I thought "Man, my anchor charts are blaaah, compared to these!" So the creative person in me said "Move over sista, it's time for the real star to shine!" HAHAHA I really don't think THAT highly of myself, maybe just a little. This year our school mandated that we have anchor charts displayed in our classroom AND it needed to be student interacted. Today I introduced use your schema to make connections strategy from CAFE. I pre-made this anchor chart before introducing it to the class. I then introduced each connection one by one using several examples and filling in the pre-made anchor chart. This was our end result. I made a worksheet so students can make connections when they read to self. Click on the picture to grab yours for free. I really love how COLOR makes a huge difference and how it catches the students attention. Here is another example of an anchor chart I made during math instruction. I place the anchor charts on the wall so that students can refer back to them during the week. Once we move on to a new content I switch out the old ones to new anchor charts. Here are pictures of our Science and Math walls. Laters, Mrs. Concepcion
