【Conversation questions of various topics】

Conversation Questions for the ESL/EFL Classroom

Source: http://iteslj.org/questions/

This website provides a variety of conversational questions based on different topics. 

【Creative writing prompt for Halloween 】

Source: from Make Belief Comix   http://www.makebeliefscomix.com/

Imagine that for Halloween you could transform into a mysterious creature, what would you look like? Does this creature have a name?   

英語教甄口試題目

https://www.hellouk.org/2016/03/25/%E6%95%99%E7%94%84%E6%94%BE%E8%BC%95%E9%AC%86-%E8%8B%B1%E5%9C%8B%E6%95%99%E5%B8%AB%E7%94%84%E8%A9%A6%E6%9C%80%E7%86%B1%E9%96%80%E7%9A%84%E5%8D%81%E5%A4%A7%E5%8F%A3%E8%80%83%E5%95%8F%E9%A1%8C%E5%9C%A8/

聽力教學: 康軒國中英語課本 B2 L9

感謝詹雅婷老師分享  (康軒版國中英語課本 B2)

學習單分享～

我的作法是，發下去之後先放CD讓孩子聽。第一次專心聽，第二次開始填空，第三次再把第二次來不及填的填好。接著Dialogue Part2 跟 Reading 讓他們自己試著畫畫看。

因為是第一次設計這樣的學習單，還請各位先進不要見笑。^___^

P.S. Dialogue1當中其實沒有明確提到Where、When、Why、How，所以Where跟When在聽的時候，我會請孩子寫「No Clues.」；翻開課本之後，從圖片可以看出是在living room，至於when就請他們自行推敲自由填寫。Why跟How的部份，我是希望孩子思考一下對話中沒有提到的部份；比如說Why does Mr. Chen look at the old photos? How does he feel when he looks at the old photos之類的，可以讓孩子自由發揮。

【ToonyTool.com: Online Cartoon Maker】

剛發現一個製作cartoon的好站~叫ToonyTool 

(http://www.toonytool.com/)
可以讓老師們免費且很容易的製作cartoon
除了選擇背景, 還可以安插角色, 文字和對話框框
背景和角色還可以使用自己上傳的圖片
設計完成後, 可以下載成jpg 檔, 也可以email 或share 到
social media ! Highly recommend :) !!!
適合老師製作教具, 也可以設計相關學習活動

但若想製作漫畫 (四格, 兩格或各種形式的漫畫,
我另外推薦Toondoo (http://www.toondoo.com/)
或Make Beliefs Comix (http://www.makebeliefscomix.com/)
端看老師們教學需求~

Note: Make Beliefs Comix 很貼心, 建議老師們25 種可以將他們的漫畫融入在課室中的方法, 創意教學不是夢!

http://www.makebeliefscomix.com/How-to-Play/Educators/

重要: 考試出題和自學英檢網站

http://www.taiwantestcentral.com/Toolbox.aspx?MainCategoryID=4

TOEFLTube

這10個網站可讓你找到線上練習英文口說的夥伴

http://www.learning-english-onlines.com/%E4%BD%A0%E5%8F%AF%E6%89%BE%E5%88%B0%E7%B7%9A%E4%B8%8A%E7%B7%B4%E7%BF%92%E8%8B%B1%E6%96%87%E5%8F%A3%E8%AA%AA%E7%9A%84%E5%A4%A5%E4%BC%B4/

1. 找 Skype Tutors 一對一線上學英文

價格：依老師而定，通常不是免費的。
Skype可讓使用者透過文字、語音或視頻聊天，這有點像使用影像電話，現今互聯網上有許多ESL英語教師使用Skype來進行One on One線上教學，若能利用這種網路科技來學習英文，絕對是很方便又節省時間的方式。

雖然網路上有很多“一對一線上英文教學”或是“Skype線上英文學習課程”，但你可能還是需要做一些比較，才能找到適合自己學習的課程與專屬的英文家教。你除了可參考 tutorabc.com 或 myskylines.com 等線上英文教學機構之外，現在也可到國外的English Tutors Live 和 Preply 等網站上，這裡有很多不同的外籍老師供你挑選，所以你可以根據個人學習的需求來做出最佳選擇。

2. Video Game Voice Chat – 線上遊戲練習英語聊天

價格：免費，除了遊戲費用。
其實玩線上遊戲也有練習說英語的機會，若你經常在 PC 或 Xbox 或 PlayStation上玩電動遊戲，你已經有了一些英語對話的潛在夥伴。因為現在許多遊戲軟體或設備都會內建語音聊天的功能，你不需害怕與人對話，只要使用頭戴式耳麥，就可以跟其他外國的玩家用英語聊天。

因為沒有人知道你是誰，你可不必擔心自己可能會說錯英語，事實上線上遊戲中的聊天應該比真實世界的對話更容易。

有一點需注意的是，從這個途徑，你可能不會學到正確的文法，但當你找到願意幫助你的玩家，你既可玩得開心，又能聽到自然的英語母語，以及增加說英語的機會。

3. Toastmasters

價格：費用依會員性質各不相同。
透過 Toastmasters 這個網站，你可以找到學習英語演講技巧的地方，並藉此練習英語口說。Toastmasters Club 遍布世界各地，從這個頁面可找到一個離你最近的 Club ，當你加入後，就有機會在別人面前學習和練習說英語，若要增強口說的信心，這是非常值得嘗試的一種管道。此外，你可以先到這個網站觀看一下線上影片，看看這是否就是你需要學習的那種口說練習方式。

4. Physical Meetings – 定期的聚會

價格：要看你怎麼做。
雖然在網路上找英語對話的夥伴是相當好的方式，但是人與人真正地面對面會讓你能置身於更真實的英語環境！因此不仿在你居住的城市找一些會講英語的同好，或者是想要學習英語的本地人，舉辦定期聚會。

例如，你可以使用 Meetup 網站找到一些居住在同城市的人，甚至舉辦語言交流的聚會，你可教你的母語來交換別人教你英語。

或者，更積極的人可能會計劃前往英語系國家遊學，在那樣的語言環境，會讓你更有機會與真實的人交談，甚至交到一些講英語的新朋友。

5. Livemocha

價格：免費。
Livemocha.com 是語言學習者的最大的線上社群之一，這個網站提供免費的線上課程、測驗、練習和潛在的互助夥伴。Livemocha 由著名語言教學公司 Rosetta Stone 創立，這裡擁有超過16萬個會員，其中至少有1萬個是教育工作者。它以更系統化的方式來幫助學習者練習說英語，甚至提供了對話的腳本讓你做為學習的參考。

6. Busuu

價格：基本會員免費，高級會員價格不一。
語言學習社區中眾所周知的Busuu是一個包括英文、日文、中文、德語、法文等多國語言的學習網站，它自稱擁有超過5000萬的母語人士的會員，因此可以讓你最有機會在這裡找到一個口說練習的夥伴，你可以教中文來交換別人跟您練習英文口說。

7. Verbling

價格：不同等級的私人家教費用。
你除了可在網上找到Skype一對一英文家教之外，還可到Verbling網站，依照自己的英文程度與不同的家教費用，挑選最適合自己的外籍老師。你可以加入會員後，看一些預定的線上課程。這裡的師資是由Verbling篩選過，在你做出選擇之前，你可以先看一下每個老師的介紹影片。

8. Conversation Exchange

價格：免費。
早在互聯網之前，你只能用寫信的方式和“筆友”或遠方的朋友聯繫。但有了網路之後，一切都改變了，現在你可以透過 Conversation Exchange 這個網站找到一些筆友，並且彼此寫英文電子郵件互相聯繫交流。更妙的是，該網站還可以幫助你找到居住城市附近的人，甚至是英語母語的外國人，這樣你就可藉由語音聊天獲得練習說英語的機會。

9. The Fluent in 3 Months Forum

價格：免費。
這是一個很有用的網站，你可利用這裡的許多技巧學習一門新語言，尤其不要錯過fluentin3months.com 這裡的社群資源。當你來到這個網站的語言交流論壇，你會發現很多人希望能找到語言交換的夥伴，因此，你可以試試教別人說華語的機會來交換學習英語對話。

10. Go Speaky

價格：免費。
如果你不想下載或安裝了語音和視訊聊天的任何特殊軟體，你可以加入gospeaky.com成為會員。這個Website上具有視訊聊天的功能，讓你可以在此找到具有相同興趣的人，彼此很方便地用英語交談。

全世界那麼多人在學英文，你一個人永遠都不會孤獨，若能善加利用以上介紹的方式與網站，你還是能夠從網路上獲得不少英語口說的機會，試著造訪任何以上你有興趣的網站，你會發現很多人跟你一樣，他們也是在尋找說英語的機會。

請問小五適合什麼英文流行歌曲呢？
Good time Lemon tree等都聽到爛了
讓小孩開興趣歌單來卻是
Maroon5 sugar和Bruno Mars等歌曲，
但我遲疑適合上課聽嗎？
請教各位寶貴意見~~~謝謝！

 Jason Marz I'm yours

the cups 

https://www.youtube.com/playlist?list=PL32D1EC315B353603

Try everything ---zootopia 

shake it off

One direction的歌都不錯，我有教過one thing, what makes you so beautiful.

Just the way you are  

Good time 

Sugar 

Count on me 

Kung fu fighting!
We will rock you!
雖然蠻久了但是好聽度依然不減可以參考看看喔:)

另外Katty perry的firework也不錯!

Lanka,Katty Perry-roar的歌學生都很喜歡唱，TIVC英國兒童合唱團的歌曲

Katy Perry的 roar
Taylor swift的 blank space, bad blood

westlife- my love, seasons in the sun, Katy Perry-roar,Backstreet Boys-As long as you love me, Bruno Mars-Uptown Funk 

 roar, shake it off, animals, yesterday once more, I bet my life, we are powerful, unconditional......

Pharrell Williams - Happy (Official Music Video) https://www.youtube.com/watch?v=y6Sxv-sUYtM&feature=youtu.be

I feel better when I'm dancing.


call me maybe

Jason  Mraz  ----- I'm Yours

 https://www.youtube.com/watch?v=qFe0XV9MA_Q&index=91&list=FLazQDp9xX-CvmVZ_Sro-dEg
有一首Happy是小小兵的主題曲，我前陣子剛教學生，反應熱烈哦！
Lenka's "everything at once"; Carly Rae Jepsen's "I really like you"

Determining the linguistic demand of tasks

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Erick HerrmannWednesday, March 16, 2016

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Each school day, students are asked to engage in a variety of instructional tasks that require them to utilize language in a variety of ways. Students are asked to read, write, listen and speak about content-area concepts, which are often complex and require students to use academic vocabulary and language.

As teachers, how do we determine what the linguistic demand is of the tasks in which we are asking students to engage? How do we help students be successful at a variety of proficiency levels, with tasks that are linguistically complex?

Defining linguistic demand

Linguistic demand refers to the demands of a learning task, including the words, phrases and language structures that students will need to understand and be able to utilize in order to be successful with an academic task. The linguistic demand of a task includes receptive language skills, reading and writing, as well as the productive language domains of speaking and writing. Embedded in receptive and productive language skills are words and phrases, syntactic structures, semantics and key vocabulary.

Receptive language includes the language students must understand in order to engage in and complete an academic task. When planning an academic task, teachers should consider the language they will use when teaching students the content concepts of the lesson.

Instruction will need to be delivered in away that is comprehensible to the students, given their language proficiency levels. Teachers can use a variety of techniques, including using visuals, for example, to help make content concepts clear.

It is important to continue to include high levels of academic language in instruction, even when students are at the early proficiency levels of English. Using contextual definitions, wherein key vocabulary and academic language is defined in context, is another way to make high levels of academic language more comprehensible.

Productive language refers to the language students must use, or produce, to be successful on the task. Because of the inextricable link between language and understanding of content concepts, students will need to utilize language to process, practice and demonstrate their understanding of the concepts and skills being learned. To be successful, students will need explicit instruction in the specific vocabulary, phrases, structures and grammatical features to accomplish the particular task related to the content concepts and skills.

Interactive language skills combine both receptive and productive language wherein students communicate with the teacher or with each other. Through interaction, students negotiate for meaning, clarify and practice content knowledge and skills.

For students to be successful with interactive language skills, they will need instruction in meaningful and efficient interaction skills. For example, appropriate turn taking, asking questions, providing explanations and more.

Language functions and forms

Language functions are the purposes of language use in the classroom. There are myriad language functions that students and adults use on a daily basis for a variety of reasons, including social reasons, such as requesting assistance, suggesting, promising or denying. Academic language functions include classifying, describing, comparing and contrasting, expressing cause and effect, hypothesizing, reporting, sequencing and more.

The execution of language functions includes language forms. Language forms include the vocabulary, grammar and syntactic features that put words together to make meaning. Language forms can be utilized at the phrase or sentence level, and include receptive and productive language.

Susana Dutro and Carol Moran utilized a construction metaphor to explain language forms. They characterized words as "brick" words, those words specific to the content and concepts being taught, and "mortar" words, the words and phrases that determine the relationships between and among words. The following is an example of a language function and some language forms varied according to potential language proficiency and/or grade level:

• Bats are nocturnal, but eagles are diurnal.
• Whereas bats are nocturnal, eagles are diurnal.
• Bats are nocturnal, different from eagles, which are diurnal.

In these examples, the function, of course, is comparing and contrasting. There are two types of vocabulary presented within the language forms: general academic and domain-specific vocabulary.

General academic vocabulary refers to those words that cross various content areas. In the above examples, the words and phrases but, whereas and different from are all examples of general academic vocabulary related to compare and contrast (language function). The domain-specific vocabulary in the above examples includes bats, eagles, nocturnal and diurnal.

Determining the linguistic demand

When considering a particular task, teachers must consider a variety of factors. The following steps can be helpful in determining the linguistic demand of task students are engaging in.

Step 1: Consider the topic and task you will have students engage in to learn, practice and/or demonstrate understanding of the content concepts and skills.

Step 2: From there, consider the language functions that will need to be utilized within the task. Will students need to compare and contrast, classify, give or follow directions, evaluate, explain or hypothesize?

Step 3: Once the language functions have been determined, consider the language forms or structures that students will utilize.

Step 4: Determine the domain-specific vocabulary essential to the topic and task.

Step 5: Teach students the language function(s), forms, general academic and domain-specific vocabulary in the context of comprehensible input and instruction on the task and topic.

As you continually consider the linguistic demands of tasks — including the materials you will be utilizing and the receptive and productive language students will need — you may not need to follow the above listed steps in the exact order presented. These steps are meant to serve as a guide.

Over time, the task of determining the language demand will become easier and more natural, and you will be able to choose the language will need to be taught explicitly to your students, based on their background knowledge and experience level.

讀者劇場

https://www.havefunteaching.com/worksheets/reading-worksheets/readers-theater-worksheets/

【Free e-books 免費電子書】

Veronica Lu  老師分享: 

超棒的電子書📚－Cool to be Clever－Edson C. Hendricks
（The Genius Who Really Invented the Internet）這本自傳型式的電子書有文字和音檔，品質超好；最後一章作者還鼓勵讀者： If you have some really interesting ideas, don't be afraid to talk about them or to pursue them. 很難相信居然免費！❤

*iPad：https://goo.gl/Brf4Cq

免費ebook可聽！昨天我把綠野仙踪，愛麗絲夢遊仙境這二本經典書籍的線上mp3提供給她們。這是OHIO大學的線上資源，除了這幾本名著，裡面還有American Book Award winners的作者訪談，以及作者念他們的詩或小說。 📚

*綠野仙踪：http://www.wiredforbooks.org/oz/

*愛麗絲夢遊仙境： http://www.wiredforbooks.org/alice/

*OHIO Wired for books: http://www.wiredforbooks.org/index2.htm

*所有MP3: http://www.wiredforbooks.org/mp3/

其他閱讀學習資源: http://www.rong-chang.com/

每年結束會考，就開始介紹一些免費學習資源給國三學生。

AudioBoom： the world’s leading spoken-word audio platform.
滿喜歡AudioBoom簡潔的介面，登入後選擇你喜歡的主題。

最棒的是除了在家可以直接用電腦收聽外，它還有提供免費的app！

對了，Open University也有在裡面提供各種主題供進修和收聽（有文字稿供學習者下載）

*網路連結：https://audioboom.com/
*app: https://audioboom.com/about/apps

The wrong book這本得獎的電子書，超可愛! ❤️ 書裡的小男生👦🏻想要介紹自己，但不斷有大象🐘，海盜，皇后來插一角，只見他很生氣的說：Go away！You're in the wrong book!
這電子書句型簡單，超適合初學者; 我買這本電子書的app很久了, 這陣子看到網路上有影片和PDF檔，正好拿來分享給同事。😁
*繪本PDF： http://goo.gl/8ZxwIS
*影片（右下角可轉HD畫質) https://goo.gl/eShfFn

(話說這繪本的作者是Nick Bland，他這幾年的The Hungry Bear超受歡迎❤️❤️）

700 free audio books 

http://www.openculture.com/freeaudiobooks

【English Reading Practice】

http://www.really-learn-english.com/english-reading-practice.html

Victoria's English Wonderland

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• Mar 18 2016

• 六年級課程剪影: 簡單過去式

分享:    

時間過得很快

六年級即將要畢業了

這學期的課程一開始

就繞著過去是打轉

基於不想要 "直接" 的教授文法

那就從聆聽歌曲開始吧~~

第一首映入腦海中的歌曲

是由 Beatles 所演唱的 "Yesterday" ( https://www.youtube.com/watch?v=Ho2e0zvGEWE )

在他們聆聽這首歌曲的同時

我要求他們必須注意 "yesterday" 一共在歌曲中出現了幾次

他們也居然乖乖地注意聆聽 ( 笑~~

聽完歌曲之後

我在黑板上寫下幾個句子, 並畫出 Timeline

讓學生做比對

兩者是否有不同之處, 例如:

" I am at school now." --> " I was at the park yesterday."

學生很快地就找到答案

這對他們並不困難

基於六年級學生對於流行歌曲的接受度頗高

我打算也用歌曲將過去簡單式 "輕輕" 的帶出來

我選用了以下幾首歌曲

由較簡單的韻文入手，再逐漸加深加廣到流行歌曲 ~~

Pattern Chant: What did you do today? ( https://www.youtube.com/watch?v=0b4rsDuzThE )

Songs with simple past ~~  ( https://www.youtube.com/watch?v=IKBys9Pd-6w )

Mr. Morton's song: Past simple verbs ~~ (  https://www.youtube.com/watch?v=AKaD2btS1A4 )

Those were the days my friends~~ ( https://www.youtube.com/watch?v=3un5f6qLi_k&list=PLOiLNF4j1gBUGRXjiqlpnHs7Ox9G0yuVL&index=3 )

每一首歌曲都會播放兩次

而當學生在聆聽的時候

必須記下老師所要求的重點

例如說，有加 "ed" 的動詞單字

或者是有出現 was/were 的句型

學生必須做筆記寫下來

並在結束之後，全班一起共同討論，答案是否正確

     

      學生聆聽有關 Mr. Morton 的歌曲，都很投入

或許學生覺得有趣，在歌曲聆聽之後

居然也有辦法歸納出簡單過去式的一些基本規則

讓老師覺得瞬間輕鬆不少

因為自己歸納討論出來的結論

比老師教得還讓她們牢記~~

其中有一首歌曲

歌詞內有一句片語 "Let you down"

雖然與過去式無關

但因為是非常口語的用法

當下靈機一動的隨口問了學生

是否知道意義

這下子可難倒他們了

連平常古靈精怪的學生也都絞盡腦汁

因為他們搞不清楚 "讓你下" 到底是甚麼東東~~

一直到了下課鐘聲響了都還在猜測~~

哈哈哈哈~~

(當然，最後一刻還是有人朦到答案了....)

source: http://crazyforenglish2.pixnet.net/blog/post/322668693