Das Material dient zum Einüben und Sprechen zum  Thema "Shopping" in Kombination mit "Clothing". Ich habe das Material so differenziert, dass sowohl starke

his worksheet contains 18 conversation cards and an interview box with shopping words (and some pictures). The cards can be cut out if desired and be used as conversation questions. Can be used with both young learners and adults (elementary to intermediate). - ESL worksheets

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We talk a lot about paint colors here and today we are dipping our toes into the waters of dark greige paint colors! Greige paint colors are so pretty. They are updated but have the

What can I say, I'm a teacher that LOVES to incorporate "holiday" themes WHEN it supports my curriculum. My first graders are preparing so-mi and we will **hopefully be presenting so-mi before Valentine's day. This is one of my favorite songs. . . and one of the things I love about it is it's not Valentine's Day specific. You can really use it anytime of year but with passing out Valentines this song works well. Here it is: Here's how we play it: Formation: seated circle, with one student as the “messenger” Action: The “messenger” walks around the circle as the song is sung, carrying a bag or basket that contains envelope. (Inside the envelopes are rhythmic or melodic patterns.) The person that the “messenger” is behind at the end of the song receives a “letter,” which they read to the class. I currently use handwritten cards and wanted to re-do them on the computer so they looked nicer. I'm a little obsessive so of course I started thinking of other games that could use these cards and how I could use them across more grade levels. Soooooooooooo I ended up creating a file of cards with 8 rhythms of each rhythmic element written in stick notation both with and without note heads. Here is my "key" to the file: Here are some sample cards: I numbered the sets and within the sets are 8 letters. In other words, there are 8 different rhythms for each rhythmic set. For the Messenger Song game I will use cards from sets 1-4 for my first grades: they know ta, ti-ti and ta-rest. It does take a long time to sing the song and for each student to get a "letter" so often times part of the class will get a letter in one lesson and the other will get one in the next lesson. An extension activity that I'm going to do with it is to have the students match the stick notation with note-heads to the stick notation without note-heads. That is, each student would be handed a rhythm card. They must find the other person in the class that has the matching card. Here are some other games to play with these cards: "Clap What You Don't See": Four cards are placed on the board. The students begin by reading each of the cards individually. They then read the cards in progression: card 1, card 2, card 3, card 4. After reading through the cards a couple times, the teacher turns one of the cards around. The students clap all four cards, including the one that they don’t see. The teacher turns another card around and the students read all four cards, even the two they can’t see. This progresses until all cards are turned around. If the students are very successful at this, more cards can be added. "Music Four-Square": This is a great option when using centers. It requires 4 players and is set up in a traditional 4-square court (but can be made smaller to accommodate your classroom space. Each square is assigned a rhythm. The player in box 1 begins and says someone else’s rhythm before bouncing the ball to them. That player then reads/says someone else’s pattern and bounces the ball to them. If an error is made, the person that read the card incorrectly goes to box 4 and all players in boxes lower than that person move up a box. "Mail Game": All students are given an envelope. Within that envelope are all 8 cards of that specific set. For example, each students’ envelope would contain cards 1-A, 1-B, 1-C, 1-D, 1-E, 1-F, 1-G and 1-H. The teacher would call a card. All students must find the card that matches the pattern that the teacher performed. The students turn that card over until everyone has chosen a card. The teacher will show the students the correct card. If their card matches, they get to put it back in their envelope. If their card does not match they must put it back on the floor. The goal is to be one of the first people to get all the cards back into their envelope. ** There are many opportunities for differentiation in this game: the teacher could clap and say the rhythm and students must find the card; the teacher would ONLY clap the rhythm and the students must find the card; the teacher would sing a song fragment that matches the rhythm of the card and the students must find the card; the teacher would play the rhythm on an instrument and the students must find the card; a student could lead the game and be in charge of calling the cards. ** multiple students will get all their cards into the envelope at the same time. This it not that “competitive” of game but is used more for assessment. ** the cards get easily mixed up in this game. Have the students make sure they have all the LETTERS in their set and only have one of each of those letters, before handing their “mail” back into you. The possibilities with flashcards are really endless!!! I'd love to hear some of your ideas! If you're interested in the cards above, you can find them at my Teachers Pay Teachers store. Also, don't forget that beginning in February I will be giving away a "Monthly Freebie" to all my Teachers Pay Teachers followers, so please follow me on there to get those coming free files! :)

Describe the pictures and talk about your shopping habits using the questions and the word bank. It can be used on level A2 or B1. Pictures from google images. Thanks in advance for your kind comments. Hugs from Hungary! - ESL worksheets

I originally wrote this post on April 18, 2011. My how time flies! I have often felt baffled as to why kids cannot produce /k/ when developmentally we make posterior sounds before anterior. Think about it, a baby’s first sounds are goo-goo and ga-ga, so isn’t /k/ just a naturally developing response? It makes me go, ... Read more

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I am not sure how you feel about parent-teacher conferences, but when chatting to colleagues, I have encountered everything from frustration and dislike, to enjoyment and gratification. Personally, I love them: I find that meeting the parents or guardians of the teens I work with every day can be the most insightful, valuable and constructive experience. Below are just a few of the top tips I have garnered from my many meetings with parents (often learned the hard way). ____________________________________________________________________________ From my experience, unless there is a particular issue to discuss, parents come to teacher conferences just wanting to know that your really know their child: that you are on their side and have their best interests at heart. The best way to communicate this is to be as prepared as possible. In order to do this, at the beginning of the school year, I have all my students complete a few basic forms themselves, and then I place these in manila folders so that every student I teach has a file. Throughout the year, if I ever have an interaction with a student which is noteworthy, or if there is cause for concern, or even if they produce a particularly important piece of work, I pop it into the file. This means that when I meet with a parent, I pull out the file and have a substantial stack of material to reference. ____________________________________________________________________________ I can’t advocate for this enough: when dealing with teenagers, it is vital that they are always included in their own learning process - that they take responsibility for their own education and progress. Therefore, I always (strongly) encourage my students to attend any parent-teacher meeting I hold. This serves two purposes. Firstly, it means that students are accountable for their own education; they are active participants, and they are given a voice. Secondly, it cuts out the middleman; it means that you limit the potential for miscommunication and “he said, she said” messages. ____________________________________________________________________________ FREEBIE #1: Grab this free worksheet to have students complete at the beginning of the year, so you can check in with them on their progress and get vital information about how they learn best. ____________________________________________________________________________ This is the real benefit of having students attend (see above): I start any meeting with a student or parent with a series of questions to really get the pulse of the conversation and draw out any specific concerns. If a student is present I will always ask them questions such as: How are you enjoying our course? Which area of English do you want to grow in? Can you name one activity we have completed so far this year which you really enjoyed? One you struggled with? How would you rate your engagement in class? Where would you like to see improvement? If a student is not present, I might ask the parent questions such as: How do you find your child is doing this year? Do you have any particular concerns? Does he/she ever talk about what we are studying in class? How much is he/she reading at home? What area would you like to see improvement in? The answers to these questions can often be extremely revealing and will often then determine the path our meeting will take. Starting this way shifts the focus off of the teacher, and onto the students and their educational journey: a far more constructive focus. ____________________________________________________________________________ I always try to end my meetings by identifying one or two actionable goals for going forward. Usually, I have the student self-identify these goals, or we all come up with them together, and agree upon them collaboratively. This also serves two purposes: it gives a clear actionable focus moving forward, which often gives parents and students a feeling of progress, and a focus for growth; in addition, it really does help indicate the end of the meeting, and bring it to a close - a sometimes much-needed signal! ;-) ____________________________________________________________________________ FREEBIE #2: This is a template of the page I prepare and use for parent-teacher conferences; I compile one of each of these for the students with whom I meet. Click to download instructions and template. ____________________________________________________________________________ Finally, I really do try to keep parents/guardians as informed as possible throughout the year, and not just at parent-teacher conference time. Sending parents short emails, giving them quick phone calls when possible, or sending notes home on a more regular basis: all incredibly rewarding, valuable and satisfying parts of my job, especially when done to signal positive praise and achievement (you can read more about that here). If you have any specific questions or comments about parent-teacher conference, please do post them in the comments below, as all our Coffee Shop ladies have ample experience and advice on this topic, which they’d love to share. Looking for more resources for parent-teacher conferences? Check these out: Self-Evaluations for Parent-Teach Conferences by Room 213

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