This lesson discusses three easy steps to an organic lifestyle. A brief presentation comes before easy conversation topics geared towards Hong Kong residents. No copyright infringement intended on photos included in this presentation. 

Steps to an Organic Lifestyle

This is the preparation material for an English conversation lesson about dreams.  Dreams are images, thoughts, sounds and voices, experienced when we sleep.  They may include people you know, people you've never met, places you've been, and places you've never even heard of.

Emotion/Feeling W/S

Students learn about vocab related to countries and Geographic regions.  The lesson covers regions from as large as the Universe to as small as a town.   Most levels can handle this one. 

Countries 

This dialog tries to introduce a few challenging vocabulary terms and a couple of longer, more sustained sentences.  It may include some attempts at humor.  I\'ll usually read through it myself and have students translate into their own language to build comprehension, and then we\'ll take turns reading/playing the different roles.

Fake News

This is a presentation for a pre-listening activity for the song "Favela", by Ina Wroldsen and DJ Alok. The slides in here show up images that are related to a song verse. The Teacher may discuss or elicit from Students what each image suggests and what is their perception about it. It is a song about the social problem in this typical Brazilian guetto.

FAVELA

In this opportunity, the teacher will discuss an interesting topic related to food, which is how food stylists create the illusion of delicious food by using everyday objects to generate effects that it would give anyone a hard time trying to distinguish them from reality.

MISLEADING FOOD

Students have to say the names of these imaginary animals or people. 

They are  legendary, mythical, or mythological creatures,  fictitious, imaginary and often supernatural animal, often a hybrid, sometimes part human, whose existence has not or cannot be proved and that is described in folklore or fiction but also in historical ...

Find out the name of these imaginary animals or people FC/GTDGT

Sheltered Instruction for teachers of ESL students. This training will provide teachers a great overview about working with Els at various levels. Teachers from students of all levels will benefit from this training. 

Review and Assessment 

Do you know this feeling when your pupils say “Geez, grammar again”? 

This set of non-standard grammar guides will help you to break the tediousness and boredom in your classes.





1. Display our Hello School Grammar Tables on your whiteboard with the use of a PC. Thanks to that you can easily explain to your students all the rules of grammar you need them to understand.



2. Hand out to your students colourful copies of our hello school grammar tables. Great graphics will make your students desire the entire set of our tables. And you can be sure that your young ones will quickly learn even the most complicated rules of grammar with pleasure.



3. After each unit, you will find some extra space for notes and doodles. Ask your pupils to paste additional exercises related to the covered grammar topic. This way, you will be able to create a unique grammar compendium adjusted to the level of your group. 



4. Each page with the grammar rules contains a lot of unfilled spaces. Encourage your pupils to take their notes, paste stickers with their comments and highlight the key elements in the text. Let them be creative and embellish their pages the way they want to.



5. Don't forget about our app, where you can find exercises revising issued covered in the PDF files. Open the app on your whiteboard or ask your pupils to do the given unit themselves on their mobile devices. Go to:

Google Play: http://bit.ly/HelloSchoolGoogle

App Store: http://bit.ly/HelloSchoolAppstore

English Grammar Guide

Based on video called "Amy Walker 21 accents", available on Youtube. 



https://www.youtube.com/watch?v=3UgpfSp2t6k



- Première écoute (en totalité, avec vidéo) : Les élèves répondent aux questions : 



What’s her name? 		How old is she? 		Where was she born? (= Where is she from? »)



- ==> Faire émerger la notion d’accent en anglais. 



- Deuxième écoute (0’00 à 0’39, fichier audio et présentation PowerPoint) : à chaque énoncé, les élèves tentent de retrouver l’endroit d’où elle dit venir (ie l’accent qu’elle imite). 



1. London, England (aristocratic accent)	

2. London (common working-class London English)

3. London (Queen’s accent)

4. Dublin, Ireland

5. Belfast, Northern Ireland

6. Scotland



- ==> Faire émerger la notion d’accent géographique en anglais, à l’intérieur du Royaume-Uni, voire à l’intérieur d’une ville (accent de milieu social).  



- Deuxième écoute (0’39 à 1’10, fichier audio et présentation PowerPoint) : à chaque énoncé, les élèves tentent de retrouver l’endroit d’où elle dit venir (ie l’accent qu’elle imite). 	



1. Italy

2. Berlin, Germany

3. Pragua, Czech Republic

4. Moscow, Russia

5. Paris, France



- ==> Faire émerger la notion d’accent étranger (pas le thème du cours). 

 

- Deuxième écoute (1’10 à la fin, fichier audio et présentation PowerPoint) : à chaque énoncé, les élèves tentent de retrouver l’endroit d’où elle dit venir (ie l’accent qu’elle imite). 	



7. Sydney, Australia

8. Wellington, New Zealand

9. Australia (??)

10. Texas

11. LA, California

12. Seattle, Washington

13. Toronto, Canada

14. Brooklyn

15. Charleston



- ==> Faire émerger la notion d’accent géographique, à l’échelle du monde anglophone. 





Amy Walker, 21 accents (British accent vs American accent)

It talks about some conspiracy theories connected to it

Apollo Moon Landing

VOCABULARY UNITS 8-9 FUN WAY 3 BY RICHMOND PUBLISHING FOR ORAL TEST.

VOCABULARY UNITS 8-9 FUN WAY 3 BY RICHMOND PUBLISHING

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

16,555 English ESL powerpoints