Wednesday, April 12, 2017

Useful English Websites for Students

Beginner =😋








 ****Read Theory 😋-😋😋😋

****ENLGISH SPEAK 😊---😋😋😋

a.       Audio; slow or fast speed; text/ prepositions/ phrasal verbs/ idioms

    ***ELLO 👱👱👱👱

a.       Video/transcript/vocabulary;text;definition;examples;audio/online quizzes; vocab; comprehension/ slideshow; audio

****ELS-LAB 👵---👧👧👧

a.       Best website I’ve seen for LISTENING. Exercises are level appropriate.
b.      Audio/video/vocabulary/quizzes
c.       Teachers can find lots of useful advice.

      ****EFL NET 😀--😎😎😎

a.       Level appropriate/grammar; slides/vocabulary; online quizzes; audio with pictures/phrasal verbs/adjectives; adverbs/ listening; quizzes/verb tense exercises online

     ***LITERACY NET 😜--😎😎😎

a.       Text/summary/outline/movie/online quizzes/respons


a.       Level appropriate/ reading/ dictation/ exercises; printable/ audio/ Writing/ Speaking
b.      One of my favorite sites!

      ****AUTO ENGLISH 😋--😁😁😁

a.       Level appropriate/ reading/ dictation/ exercises; printable/ audio/ Writing/ Speaking/reading
b.      One of my favorite sites!

     ****ENLGISH SPEAK 😀---😁😁😁

a.       Audio; slow or fast speed; text/ prepositions/ phrasal verbs/ idioms

***TED 👸-👧👧👧

a.       Video speeches/text/quizzes

       **NPR 😀😀--😋😋😋

  ***BBC 😀😀--😂😂😂

     ***NEW YOUR TIMES 😁😁--😃😃😃

     **INFOSQUARE 😊--😊😊😊

a.       45 short reading passages/Short online Quizzes

     **ESL FAST 😊--😊😊😊

a.       Text/vocabulary/online quiz/crossword puzzle with key/dictation

               *ENGLISH ONLINE 😋😋--😋😋😋

a.       topical; printable stories with highlighted vocab
b.      Payment required for access to exercises/ quizzes/ handouts

   ****Lingua Press👲-👲👲👲

a.       Intermediate and advanced reading with vocabulary section and practice activities

  ****Marshall University 👧-👧👧👧

  This is the best website for printable reading assignments and quizzes. Each quiz also has a short writing assignment.

 ****Study Zone 👩-👩👩👩

           This website has great online reading quizzes and grammar exercises.

 ****Breaking News English 👨-👨👨👨

*         Level appropriate *huge number of activities after each reading *Pintables


  **** ELS WORLD 👧-👦👦👦

a.       Great for ELS students needing level specific grammar practice.

          ***ENGLISH PAGE 👨-👨👨👨

 ****EFL NET👨-👨👨👨


   ***ITESL 👩-👩👩👩

     ****Grammar Revolution 👨-👨👨👨

a.       8 parts of speech.
                  b.        Sentence diagramming
        Sentence types


1          FREE RICE
2           EFL NET
3              LEARN AMERICAN ENGLISH ONLINE (Click on “American Speech” and you will find      American slang words, idioms, and special expressions.).
4           VOCABULARY
6            QUIZLET (Teacher Josh’s card sets)




1            AMITY (This website doesn’t have any practice activities, but it’s a good resource for learning about spelling rules.)


3       LEARN AMERICAN ENGLISH ONLINE (Go to “Reading Room” and choose your level. Listen to someone read the story. Then you can read the story aloud and record your voice and listen to it.)
4      UIOWA  


 POWER TYPING (A good typing speed goal for 109 students is 40 words per minute.)

On-line Chat/Conversations:

2           SKYPE (Teacher Josh: Skype username: jncropsey)
3            TOFEL

Useful Business English Websites

.       Business English Site
a.       General business English/ Sales and Marketing/ Accounting and finance/ I.T./ Medical English/ Business English
3       One Stop English
a.       Great student assessment worksheets and other resources for Business English

Useful English Websites for Students

Prefixes and Suffixes:

Listening Practice:
*** (this is a list of links)

Vocabulary Practice:

Pronunciation Websites:



Negative Inversions:
You will need to register and sign in to use this site. (free)

Useful English Websites for Teachers


a.       Printable worksheets

       Azar Grammar

a      Classroom Materials

b       Teacher Talk Blog

c       Grammar Speaks

d      Teacher’s Guides

   Fun with Grammar
  • Printable worksheets/fun grammar games

    Videos/transcripts/quizzes (You can make your own quizzes or think questions)
    Free teacher account

Genealogy from Adam to Noah

Wikipedia has more HERE

Genealogy from Adam to Noah (Genesis 4; Genesis 5; Genesis 11

A few years ago I was reading the Bible and came to the genealogies in the book of Genesis. You know, the ones that you fall asleep reading or skip over. As I was reading, it struck me that these dudes lived a really long time. Matter of fact, they lived so long, I started to worry some of them might have lived past the flood? Was the whole thing a sham? If the math didn't work out, this would really do a number on my faith!  Anyway, as I drew out the timeline above, things got pretty tense as a neared the flood! You can see that I highlighted the real shockers and made a list of amazing discoveries. Below you will find a list of surprising discoveries. I would encourage you to do your own study (I'm not a mathematician. :). If there are any biblical scholars out there, I would love to hear your thoughts and discoveries. This exercise really strengthened my faith!

Surprising facts:

1) Earth is destroyed 726 years after Adam Dies
2) Earth is destroyed the same year Methuselah Dies (1656) (This was the biggest shocker!)
3) Noah's own father (LamechL) dies only 5 years before the flood
4) Noah could have spoken to Enosh (Noah's age 84), Kenan (Noah 179), Mahalalel (Noah 234), Jared (Noah 366), (Enoch is taken into heaven), Methuselah (Noah is 600), Lamech (Noah is 595)
5) Rapture of Enoch was 69 years before Noah's birth
6)Seth dies only 14 years before Noah's birth
7) Adam could have spoken to Seth, Enosh, Kenan, Mahalalel, Jared, Enoch, Methuselah, Lamech (What do you think they talked about?
8)Noah is born only 126 years after Adam dies

Bible Genealogy

Friday, April 7, 2017

Phase 1A: Session 2

Session 2 

Two Goals of Each Session

Each session has two goals: To reinforce material from earlier sessions, and to introduce new material. A helpful pattern is to begin with a heavy emphasis on new material, and begin with the more stationary activities. Following a period of stationary activities (thirty to sixty minutes—less if younger children are involved), turn to more lively activities, such as TPR. Try to end with an activity that combines vocabulary from previous days with vocabulary from the current day.

Join the GPA Class Phase 1A HERE

Learning Activity 1: Inanimate Objects


This activity will emphasize some of the most basic household and office/schoolroom objects, and objects that can be used as locations for other objects.Learn the new items, combined with some of the items that were more weakly learned in the previous session. If there is more than one GP, each one can help decide which previous items are weak for him or her personally. Once the GPs know the names of several objects commands can be given which us and or: “Where is the book and the spoon?” “Where is the glass or the cup?”

Materials Needed: 

Book, paper, pencil, pen, knife, fork, spoon, glass, cup, bowl, mixing bowl. Furniture—either toy furniture (recommended), actual furniture, or drawings of furniture. E.g. table, chair, bed, couch, furniture. (plus all those from session one) The GPs might learn a generic word meaning “thing” in this session, if such a word exists. There might be a good and bad example of some items to learn words for those concepts. (E.g., a good pencil and a bad pencil)


Don’t forget to record, once all of the objects have been introduced into the activities.

Activity 2: Descriptions of Drawings (Listen and Point)


This activity is aimed at strengthening the here-and-now-activity (or here-and-now-state) forms of the actions learned in the previous session. The Nurturer describes drawings randomly, and the GPs point to the picture being described. “The man is running, the baby is lying down, etc.”

Materials needed: 

Drawings, such as stick figures or triangle people, depicting, men, woman, boys, girls, babies, etc. engaged in sitting, standing, lying, walking, etc. (See the graphic resource packet.)


Learning Activity 3: Object Manipulation (Total Physical Response)


This activity combines objects from Sessions 1 and 2, using the book, paper, cup, bowl, etc. and furniture as the places where all of the animals and people (toys or drawings) and other inanimate objects are to be put. The Nurturer gives instructions such as “put the pencil in the bowl; put the horse on the paper; put the cat on the bed”, etc.

Materials Needed: 



Optional Activity: 

To illustrate “put” and the prepositions, the Nurturer can use a puppet to obey the commands.
Example: Nurturer says to the puppet, “Put the pencil in the bowl.” “Put the horse on the couch.”

Material Needed: 

A puppet or stuffed animal

Learning Activity 4: Object Manipulation (Here-and-Now)


One of the GPs performs the activity of taking the various objects and putting them in the various places as in the previous activity. The Nurturer tells the GP what he is doing (“You are taking the spider and putting it into the cup.”).


Learning Activity 5: Beyond Greetings


Continue with the three strips on the first page. Are there some expressions beyond greetings which express interest in the other person? E.g. "How are you?" "I'm fine. How are you?" The middle strip might be used for such expressions at this point, combined with the expressions used for the first strip (greeting and leave-taking).
A: How are you? 
B: I'm fine, thank you!
A: How's it going? 
B: Fine, thanks!

A: What is your name? 
B: My name is Josh
A: Are you have a good day? 
B: Yes, thank you!


Vocabulary Review:


Wednesday, April 5, 2017

Phase 1A: Session 1

Session 1 

Authored by Greg and Angela Thomson 

Start with the Foundation

It is good the first day to begin with some of the most foundational vocabulary. In ordinary conversation, people probably talk most about people. A good starting point in language learning is words for people, including pronouns. man, woman, boy, girl, baby, old lady, etc. (languages differ in the way the divide the life span into segments); I, you, we, they, he (languages differ in the specific variety of pronouns, too).
Those basic human nouns and pronouns may provide ten or fifteen vocabulary. These can be supplemented by other common living creatures in your context such as dog, cat, horse, cow, fly, spider, frog, mouse.

Here-And-Now Descriptions

Descriptions of ongoing activities and states that are visible to the GP are an extremely important part of early input. It is relatively easy to learn actions in the form of commands. It is important to hear, not just, "Eat the bread.", but also "He is eating the bread." "We are eating the carrot." etc, in contexts where such meanings are actually being expressed. An easy way to do this at this point is to have the Nurturer and GPs, in various combinations, doing various activities, mainly ones that the GPs already know, and the Nurturer describing them. (However, see the discussion in the introduction where we mention the need for some more creative alternatives.)

Join Quizlet HERE

Learning Activity 1: Names of animate creatures


The Nurturer begins with two objects: This is a man. This is a woman. This is a person. These are people. Where is the man? Where is the woman? As names of items become familiar, new ones are added, one at a time, with lots of repetition. The pronouns are mixed right in with the nouns: Where is the boy? Where am I? Where are you? Where is the woman? Where are they? (In many languages, "Where is" is a good question for initially learning names of objects, as it will involve the most basic form of the word, whereas "Point to the egg" may involve a changed form.) Don’t separate the people and the pronouns. Do them as one group of items.

Materials to gather

For the objects being talked about (a man, you, etc.), you can use real people, toy people, dolls, photos, or drawings. For the pronouns, the Nurturer talks about himself (I), the specific GP she is addressing (you), etc. Add other props (for example, dolls) as necessary to refer to people, including pronouns. (see note above) Those basic human words may provide ten or fifteen vocabulary. These can be supplemented by other common (to the country) living creatures: cat, bird, mosquito, fly, spider, rat, fish, animal, insect.

Record (video is best!) Everyone has a cell phone!

Once all items have been learned, a recording is made in which GPs are again questioned about all of the items randomly. This recording is for review before the next session. Recording can be audio or video. Video has a big advantage in that GPs can readily see which objects are being talked about.

*Video Quiz
*Vocab Cards

Activity 2: Basic Actions


Use TPR (Total Physical Response): Command the student to stand, sit, walk, lie, run, go, stop, come, etc

Record with Video!

A portion of this activity, incorporating all actions, is recorded for review.

Learning Activity 3: basic actions 


The GPs and the Nurturer all engage in one of the above actions (or states, in the case of sitting and lying). The Nurturer then describes what each one is doing: I am sitting, you are walking, they are lying down, etc.


Recording: Here-and-now description activities are ideal activities for video-recording. If that is not possible, then drawings with stick figures or triangle people can be made to represent the situations that were acted out in this activity, and an audio recording can be created describing the drawings in sequence. At some point when enough actions are known, it might be good for the GPs to take photos of the Nurturer and themselves individually and in various combinations, performing the activities. Then the Nurturer can use the photos for a here-and-now activity, asking, for example, "In which picture are we swimming? In which picture am I sleeping? In which picture are they dancing? In which picture is he crawling?" This strengthens both here-and-now description forms, and also the forms related to "I, we, he, they," etc

Option 2

Variant using puppets or a couple stuffed animals (for here and now descriptions) The Nurturer, and the puppets act out the various actions sitting, walking, lying down, etc. Examples: Puppet lies down. Nurturer says to the puppet, “You are lying down.” Nurturer walks. Nurturer says, “I am walking.” Nurturer sits. Puppet says to her, “You are sitting.” Nurturer and puppet “walk,” and they say to learners, “We are walking.” Puppet and teddy bear are lying down and Nurturer says, “They are lying down.”

Activity 4 Greetings/Leaving/Taking
Using Lexicarry strip 1, the Nurturer asks, Who is saying hello? Who is answering hello? Who is saying goodbye? Who is answering good-bye? (The actual greetings will vary in many ways depending on the language and culture. This activity may turn out to be a tiny start on a large area of language.)
A: Hello
B: Hello
A: Good morning!
B: Good morning!
A: Good afternoon!
B: Good afternoon!
A: How are you?
B: I am fine, thank you.
A: How is your day going?
B: Fine, thank you.
A: How is work going?
B: Great! I love my job.
A: How is your family?
B: Great! Thanks for asking.
A: See you later!
B: See you later!
A: Have a nice day.
B: You, too.
A: By

B: See you around

A: Great to see you today Jim!
B: Great to see you, too.
A: Have a great day!
B: You, too!

Option 2: 

Reinforcing Lexicarry activity with a puppet conversation. Nurturer and puppet greet each other with “hello” and “response.” Then Nurturer asks GP, “Who is saying “hello”? Who is answering “hello”? Who is saying “Goodbye.” Who is answering, “Good-bye.” Then the Nurturer and the puppet can trade roles and ask the GP again.

Record using video!

Remember to record the Nurturer, so the GP can review and practice with Lexicarry on his own.
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