Speaking Politely with Assertiveness

🧑‍🏫 Teaching Polite and Assertive

🌟 Why It Matters

In many cultures, politeness and assertiveness are expressed differently. ESL learners may struggle with:

Saying “no” respectfully
Making requests without sounding rude or too passive
Expressing disagreement politely
Asking for help or clarification in a direct but friendly way

Teaching these skills helps students communicate confidently while respecting cultural norms in English-speaking environments.

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image from trongduc25789

🛠️ How to Teach It Step-by-Step

1. Define and Compare

Start by discussing the difference between:

Polite: respectful, considerate language (e.g., “Would you mind…?”)
Assertive: clear, confident communication without being rude (e.g., “I’d prefer…”)

You can also compare aggressive, passive, and assertive behavior with examples.

2. Teach Key Language Structures

Polite Phrases:

“Could you please…”
“Would you mind…?”
“I was wondering if…”
“Sorry to bother you, but…”

Assertive Phrases:

“I’d prefer not to…”
“I understand your point, but…”
“I need more time to decide.”
“No, thank you.”

Use dialogues to highlight how tone, modal verbs, and softeners help.

3. Model with Situational Dialogues

Examples:

Asking a teacher for extra time on an assignment
Returning an item to a shop.
Saying “no” to a friend’s invitation

Practice these through role-plays where students choose polite and assertive responses.

4. Use Role-Plays and Scenarios

Create cards with real-life situations and roles:

“You received the wrong order at a restaurant.”
“You want to ask your boss for a day off.”
“You disagree with a classmate in a group project.”

Ask students to act out the situations using polite and assertive language.

5. Reflect and Discuss

After practice, ask:

How did you feel using these phrases?
Which ones felt too strong or too weak?
What would you say differently in your own language?

This builds cultural awareness and confidence.

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Lesson Plan: Teaching Polite and Assertive Communication in ESL

🏠 OVERVIEW

Level: Intermediate+
Duration: 60 minutes
Focus: Teaching students how to be polite and assertive in English using real-world scenarios.

✅ OBJECTIVES

By the end of the lesson, students will be able to:

Distinguish between polite, assertive, passive, and aggressive communication
Use polite and assertive phrases appropriately
Practice real-life communication through role-plays

✏️ MATERIALS

Polite and assertive phrase list (worksheet)
Scenario role-play cards
Whiteboard or digital board
Markers or slides

⏰ PROCEDURE

1. Warm-Up Discussion (10 minutes)

Prompt: “What does it mean to be polite in English? What about being assertive?”
Write down student ideas and explain the difference between:

Polite
Assertive
Passive
Aggressive

2. Teach Key Phrases (10 minutes)

Hand out the phrase list. Go over each phrase, practice pronunciation and meaning.

Examples:

Polite: “Would you mind…”, “Could I possibly…”
Assertive: “I’d prefer to…”, “I appreciate your opinion, but…”

Have students repeat and use them in short exchanges.

3. Dialogue Practice (15 minutes)

Model a short dialogue:

Student A: I’m sorry to ask, but would you mind turning down the music?
Student B: Oh, sure. I didn’t realize it was too loud. Thanks for telling me!

Ask pairs to rewrite it in a more assertive way, then act out.

🎡 WORKSHEET: Polite & Assertive Language Practice

Task 1: Match the Situation to the Polite Phrase

Asking a teacher for more time
a. “Would it be possible to get an extension?”
Saying no to a party invite
b. “Thanks, but I’ll have to pass this time.”
Asking a stranger for help
c. “Excuse me, could you give me directions?”

Task 2: Rewrite the Direct Sentence More Politely

“Give me your notes.” ➔ _______________________
“You’re wrong.” ➔ _______________________
“I don’t want to go.” ➔ _______________________

👥 ROLE-PLAY CARDS

Cut these out and hand them to pairs or small groups.

Card 1: Your neighbor plays loud music every night. Ask them to keep it down politely and assertively.

Card 2: You want to tell your classmate that you don’t want to work with them again on a project.

Card 3: You need help from a shop employee but they’re busy. Try to get their attention politely.

Card 4: You don’t want to lend your laptop to a friend. Say no clearly but kindly.

💡 REFLECTION

Ask students:

Which phrases felt most natural?
When is it hard to be polite and assertive?
How do these communication styles compare to your culture?

Encourage sharing and follow up with real-life journaling or writing tasks.

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Giving Directions Infographic

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🚶‍♂️ Basic Verbs

Word/Phrase	Meaning	Example
Go	Move from one place to another	Go straight ahead.
Turn	Change direction	Turn left at the corner.
Walk	Move on foot	Walk down the street.
Cross	Go from one side to another	Cross the road.
Take	Use a street or transport	Take the second street on the right.

Direction Words

Word	Meaning
Left	⬅️ Opposite of right
Right	➡️ Opposite of left
Straight	↕️ No turns
Back / Go back	🔄 Return to where you were
Next to	Beside something
Between	In the middle of two places
Behind	At the back of something
In front of	Before or ahead of something

🧩 Common Phrases

“Go straight for two blocks.”
“Turn right at the traffic light.”
“It’s next to the bank.”
“Take the first left.”
“It’s on your right.”
“You’ll see it across from the supermarket.”
“Walk past the café.”

🚕 Practice Example (Dialog)

A: Excuse me, how do I get to the train station?
B: Go straight for two blocks, then turn left. The station is next to the post office.

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Vocabulary Recap

(Review before starting)

Go straight
Turn left / right
Cross the street
Take the second street
Next to / Behind / In front of
Across from / Between

📄 WORKSHEET – Fill in the blanks

Use these words:
(turn / straight / across / next / left / right / behind)

Go ______ for two blocks.
Turn ______ at the traffic lights.
The library is ______ from the school.
The bus stop is ______ to the pharmacy.
The restaurant is ______ the supermarket.
______ right at the corner.
The hotel is ______ the cinema.

✅ Answers:

straight
left
across
next
behind
Turn
behind

🎭 PRACTICE DIALOGUE – Roleplay Time!

Situation:
A tourist is asking for directions to the nearest café.

A (Tourist): Excuse me, can you help me? I’m looking for a café nearby.
B (Local): Sure! Go straight for one block, then turn right.
A: Okay, and then?
B: The café is next to the bookstore, across from the park.
A: Thank you so much!
B: You’re welcome. Enjoy your coffee!

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Idioms About Family

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👨‍👩‍👧‍👦 Family Idioms

1. Like father, like son

Meaning: A son often behaves like his father
Example: Jack is just as stubborn as his dad—like father, like son!

2. Runs in the family

Meaning: A characteristic or skill that many people in a family have
Example: Musical talent runs in the family—both her parents are musicians.

3. Black sheep of the family

Meaning: A person who is different (often in a negative way) from other family members
Example: He’s the black sheep of the family because he never went to college like his siblings.

4. Blood is thicker than water

Meaning: Family relationships are stronger than other relationships
Example: We argue a lot, but I’ll always help my brother—blood is thicker than water.

5. Chip off the old block

Meaning: A child who looks or behaves like their parent
Example: Your daughter is a chip off the old block—she has your sense of humor!

6. Born with a silver spoon in one’s mouth

Meaning: Born into a rich or privileged family
Example: She never had to work; she was born with a silver spoon in her mouth.

7. Tied to your mother’s apron strings

Meaning: Very dependent on your mother
Example: He’s 30, but still tied to his mother’s apron strings!

8. Skeleton in the closet

Meaning: A secret, often embarrassing or shameful, especially within a family
Example: Every family has a skeleton in the closet—they just don’t talk about it.

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🎯 Activity 1: Match the Idiom to Its Meaning

Match each idiom to the correct meaning. (You can write the number of the idiom with the letter of the meaning.)

Idioms:

Like father, like son
Born with a silver spoon in one’s mouth
Black sheep of the family
Skeleton in the closet
Runs in the family

Meanings: A. A person who is different or causes embarrassment in the family
B. A hidden family secret
C. When a child behaves like a parent
D. A trait or skill that is common in the family
E. Born into a wealthy or privileged family

✏️ Activity 2: Fill in the Blank

Choose the correct idiom from the list to complete each sentence.
(Use: blood is thicker than water, chip off the old block, tied to your mother’s apron strings, runs in the family)

Jane never goes anywhere without asking her mom first. She’s still ___________________________.
Lucas looks and acts just like his dad. He’s a real ___________________________.
All of the siblings are doctors—medicine ___________________________.
We don’t always get along, but I’ll help my sister no matter what. After all, ___________________________.

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🧠 Quiz Time!

Choose the best answer for each question.

1. What does “black sheep of the family” mean?

A. Someone who is the favorite child
B. Someone who is different or causes shame in the family
C. Someone who loves animals

2. If someone was “born with a silver spoon in their mouth”, what does it mean?

A. They love eating with silverware
B. They had a very easy, rich life from birth
C. They collect spoons

3. What does “skeleton in the closet” suggest?

A. A family who loves Halloween
B. A secret or scandal in the family’s past
C. A problem with bones

4. “Chip off the old block” describes someone who…

A. Is shy and quiet
B. Is exactly like their parent
C. Works with wood

✅ Activity 1: Match the Idiom to Its Meaning

Like father, like son → C
Born with a silver spoon in one’s mouth → E
Black sheep of the family → A
Skeleton in the closet → B
Runs in the family → D

✅ Activity 2: Fill in the Blank

Jane never goes anywhere without asking her mom first. She’s still tied to her mother’s apron strings.
Lucas looks and acts just like his dad. He’s a real chip off the old block.
All of the siblings are doctors—medicine runs in the family.
We don’t always get along, but I’ll help my sister no matter what. After all, blood is thicker than water.

✅ Quiz Answers

B — Someone who is different or causes shame in the family
B — They had a very easy, rich life from birth
B — A secret or scandal in the family’s past
B — Is exactly like their parent

🎤 Speaking Activity: Family Idioms in Conversation

🎯 Goal:

Practice using family-related idioms naturally while talking about real or imaginary family situations.

👥 Option 1: Interview a Partner

(If you’re with someone or in a class)

Take turns asking and answering these questions. Try to use at least one idiom in your answer.

Do you think you’re a “chip off the old block”? Why or why not?
Is there a talent or skill that “runs in your family”?
Do you know someone who is the “black sheep” in their family?
Do you agree with the saying “blood is thicker than water”? Why?
Were you born with a silver spoon in your mouth, or did you have to work hard for everything?
Do your parents or grandparents have any “skeletons in the closet”? (Make it light-hearted!)

🎙️ Option 2: Mini Story Time (Solo Practice)

(If you’re practicing alone or recording yourself)

Pick 2–3 idioms from the list and create a short story (1–2 minutes) about a fictional family. Try to include the idioms naturally.

Example Starter:

“In the Jenkins family, musical talent runs in the family. Everyone plays an instrument, except for Uncle Joe—the black sheep of the family. He always wanted to be a magician instead…”

You can record yourself and listen back, or say it aloud in front of a mirror to improve fluency and confidence.

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Verb Tenses

🧠 Focus on Meaning First, Then Form

When teaching verb tenses, always begin with what the tense means, not just how it’s formed. Students need to understand the concept of time (past, present, future) and how each tense connects to that timeline. Use timelines, visuals, and real-life contexts to make abstract grammar more concrete. For example, when teaching the present perfect, show that it’s about a past action that connects to now, rather than overwhelming students with auxiliary verbs at first.

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🔄 Use a Contextual Approach

Avoid teaching tenses in isolation. Instead, introduce them within meaningful contexts or stories. For instance, you could use a short narrative where different verb tenses naturally appear, then help students notice how and why those tenses are used. This method not only supports understanding, but also encourages natural usage. Role-plays, interviews, and diary entries are great for contextualizing tense usage.

🧩 Scaffold Grammar Through Practice

Begin with guided practice, where students complete fill-in-the-blanks or match sentences to timelines. Then move to controlled speaking and writing, such as asking questions or describing events. Finally, encourage freer production with storytelling, opinion sharing, or future planning tasks. Always include error correction and feedback, but keep it constructive and supportive.

👂 Integrate Listening & Speaking

Many learners grasp verb tenses better when they hear them in natural speech. Use listening activities, video clips, or teacher modeling to expose students to real examples. Encourage students to respond with full sentences so they practice using tenses aloud, not just in writing. Speaking prompts, sentence starters, and peer interviews are excellent tools.

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🎯 Focus on Tenses with a Purpose

Teach tenses when they are needed, not just because they are next in the textbook. For example, teach the past simple when students are learning to talk about their weekends. Introduce the present perfect when discussing life experiences. This helps grammar feel functional rather than abstract.

✅ 1. Simple Tenses

Tense	Example	Use
Present Simple	I eat lunch at noon.	Regular actions, facts
Past Simple	She walked to school.	Finished actions in the past
Future Simple	We will travel tomorrow.	Future actions/plans

🔄 2. Continuous (Progressive) Tenses

Tense	Example	Use
Present Continuous	I am studying now.	Happening right now
Past Continuous	They were playing football.	Past action in progress
Future Continuous	She will be working at 5.	Action in progress at a future time

🧩 3. Perfect Tenses

Tense	Example	Use
Present Perfect	He has finished homework.	Action with result in the present
Past Perfect	I had eaten before class.	Action before another past action
Future Perfect	They will have left by 8.	Action completed before a future time

🔁 4. Perfect Continuous Tenses

Tense	Example	Use
Present Perfect Continuous	She has been reading for 2 hours.	Action started in past, still happening
Past Perfect Continuous	I had been working all day.	Duration before another past event
Future Perfect Continuous	He will have been driving for 5 hours.	Duration up to a future point

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🧠 Fill in the Blank with the Correct Form of “to wash”

🔹 Use each sentence to practice a different tense.

(Write the correct form: wash / washed / is washing / has washed / will wash, etc.)

1. (Present Simple)

Every morning, I __________ my face.

2. (Past Simple)

Yesterday, she __________ the dishes after dinner.

3. (Future Simple)

Don’t worry, I __________ the car tomorrow.

4. (Present Continuous)

Look! He __________ his hands right now.

5. (Past Continuous)

At 8 p.m., we __________ the clothes.

6. (Present Perfect)

They __________ the windows already.

7. (Past Perfect)

By the time I got home, Mom __________ the baby.

8. (Future Perfect)

By next weekend, we __________ the entire house.

9. (Present Perfect Continuous)

She __________ the floor for 30 minutes.

10. (Future Continuous)

This time tomorrow, I __________ my laundry.

1. (Present Simple)

Every morning, I wash my face.
🟩 (regular daily habit)

2. (Past Simple)

Yesterday, she washed the dishes after dinner.
🟩 (finished past action)

3. (Future Simple)

Don’t worry, I will wash the car tomorrow.
🟩 (future plan)

4. (Present Continuous)

Look! He is washing his hands right now.
🟩 (happening now)

5. (Past Continuous)

At 8 p.m., we were washing the clothes.
🟩 (past action in progress)

6. (Present Perfect)

They have washed the windows already.
🟩 (past action with result now)

7. (Past Perfect)

By the time I got home, Mom had washed the baby.
🟩 (action completed before another past event)

8. (Future Perfect)

By next weekend, we will have washed the entire house.
🟩 (action that will be completed before a future point)

9. (Present Perfect Continuous)

She has been washing the floor for 30 minutes.
🟩 (started in the past, still happening now)

10. (Future Continuous)

This time tomorrow, I will be washing my laundry.
🟩 (future action in progress)

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📝 Story Exercise: A Day of Washing

🔹 Instructions:

Fill in the blanks with the correct form of the verb “to wash” (wash, washes, is washing, was washing, has washed, etc.) based on the context and time. Try to use different tenses.

Story: A Clean Saturday

It’s Saturday morning, and Anna always __________ (1) her clothes on the weekend.
Today, she __________ (2) them earlier than usual because she has plans later.
Right now, she __________ (3) her favorite red sweater by hand.

By noon, she __________ (4) all her clothes and is ready to hang them outside.
While she __________ (5) the last few items, her friend Lisa called.
Anna told her, “I __________ (6) clothes all morning!”

Last Saturday, she __________ (7) everything very quickly, but this time it took longer.
By next weekend, she __________ (8) all her laundry again.
She just loves the feeling of fresh, clean clothes!

Story: A Clean Saturday (With Answers)

It’s Saturday morning, and Anna always washes (1) her clothes on the weekend.
Today, she washed (2) them earlier than usual because she has plans later.
Right now, she is washing (3) her favorite red sweater by hand.

By noon, she has washed (4) all her clothes and is ready to hang them outside.
While she was washing (5) the last few items, her friend Lisa called.
Anna told her, “I have been washing (6) clothes all morning!”

Last Saturday, she washed (7) everything very quickly, but this time it took longer.
By next weekend, she will have washed (8) all her laundry again.
She just loves the feeling of fresh, clean clothes!

👩‍🏫 Tip for Learning:

Start by mastering the simple tenses, then add the continuous and perfect forms as you get comfortable.

🎙️ Speaking Prompts for Verb Tense Practice

Try to answer these aloud using the verb tense mentioned. You can practice solo or with a partner!

🔹 Present Simple

Prompt: What do you usually wash every week?
👉 Talk about your habits or routines.

🔹 Past Simple

Prompt: What was the last thing you washed yesterday?
👉 Describe a completed action in the past.

🔹 Future Simple

Prompt: What will you wash this weekend?
👉 Talk about a plan or future action.

🔹 Present Continuous

Prompt: What are you washing today (or right now)?
👉 Talk about something happening currently.

🔹 Past Continuous

Prompt: What were you washing the last time someone called you?
👉 Talk about an action that was in progress in the past.

🔹 Present Perfect

Prompt: Have you washed anything today?
👉 Talk about recent actions with results now.

🔹 Past Perfect

Prompt: Had you washed your clothes before it started raining?
👉 Describe an action completed before another past event.

🔹 Future Perfect

Prompt: By the end of the day, what will you have washed?
👉 Imagine something completed before a future time.

🔹 Present Perfect Continuous

Prompt: How long have you been washing clothes today?
👉 Talk about a continuous action that started in the past and continues now.

🔹 Future Continuous

Prompt: What will you be washing at this time tomorrow?
👉 Describe an action that will be in progress in the future.

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Spelling Mistakes In English

🔍 Teach Spelling Through Patterns, Not Just Memory

One of the most effective ways to help learners improve their spelling is by teaching spelling patterns and rules, rather than relying on rote memorization. English spelling can seem irregular, but there are many helpful patterns (like i before e except after c, or how -ed endings are spelled for past tense). Highlight these patterns and group words accordingly (e.g., “believe,” “relieve,” vs. “receive,” “deceive”). This pattern-based approach helps learners recognize and apply rules across a wider range of vocabulary.

CLICK HERE for my English Spelling Sounds Song and Worksheets

✂️ Focus on High-Frequency Mistakes

Be aware of the most common spelling errors learners make, such as:

Confusing homophones (e.g., “their/there/they’re”)
Doubling consonants incorrectly (e.g., “runing” instead of “running”)
Adding or omitting silent letters (e.g., “wich” instead of “which”)
Confusing British vs. American spellings (e.g., “colour” vs. “color”)

Prepare targeted spelling lists and activities based on these frequent errors, especially drawn from learners’ own writing.

✍️ Use Writing as a Diagnostic Tool

Collection of real writing samples from students to identify consistent personal spelling mistakes. These become the basis for individualized spelling lists and classroom mini-lessons. Rather than correcting every error, focus on a few recurring issues and create activities that raise awareness and provide focused practice.

🧠 Teach Strategies, Not Just Corrections

Good spellers use strategies. Teach your students to become more independent by using techniques like:

Sounding out the word and writing a phonetic version first
Chunking syllables (e.g., “en-vi-ron-ment”)
Using mnemonics (e.g., “necessary has one collar and two sleeves”)
Encouraging use of spell checkers + self-correction

By integrating strategy instruction with practical activities, learners gain confidence and accuracy.

📚 Make Spelling Interactive and Fun

Finally, remind your students that spelling practice doesn’t have to be boring. Use games, puzzles, spelling bees, gap-fill exercises, and peer correction tasks to make spelling both engaging and effective. Visual tools like word walls, spelling journals, and personal dictionaries can also support long-term retention.

CLICK HERE for my English Spelling Sounds Song and Worksheets

👩‍🏫 Demo Spelling Lesson

🎯 Objective:

Identify common spelling errors, teach spelling patterns and strategies, and engage students in active spelling practice.

🧠 Step 1: Warm-Up – Error Hunt (10 mins)

Activity for students:
Show students a short paragraph with typical spelling mistakes. Example:

Yesturday I went to the libary to borrow a book on enviromentel sciense. I realy enjoy reading about the natur and wildlief.

Task: In pairs, students find and correct the spelling mistakes.
✔️ Focus: Misused vowels, missing letters, phonetic errors

Debrief: Ask:

Which errors were easy/hard to find?
Why do students make these kinds of mistakes?

🧩 Step 2: Teaching Strategy – Sound, Pattern, Memory (15 mins)

Mini-lecture or modeling:
Introduce the 3-part approach to use with students:

Sound it out – Encourage phonetic spelling first
Look for a pattern – Teach common spelling rules/patterns
Use memory tricks – Like mnemonics or visual memory

Example words:

Necessary (one collar, two sleeves)
Environment (break into en-vi-ron-ment)
Science (i before e except after c)

Ask students to come up with strategies they’d use to learn these.

🎲 Step 3: Active Spelling Practice – Game Time (15 mins)

Group activity:
Introduce a spelling game like “Correct the Teacher.” Write a sentence with spelling errors on the board and pretend you don’t know what’s wrong. Let the “students” correct it.
You can also try:

Spelling Bingo
Spelling Word Relay
Spelling Jeopardy

🧠 These games make practice fun and reinforce memory.

📝 Step 4: Application – Student Writing & Individual Errors (15 mins)

Task for students:
Give a short sample of real or simulated student writing with spelling mistakes. Ask students to:

Identify 2–3 common misspelled words

Encourage students to think:
“How would I correct this without just giving the answer?”

🔁 Wrap-Up Reflection (5 mins)

Ask students:

What spelling mistakes are most common?
How can spelling be more interactive and less stressful?

🛠️ Materials You Can Provide:

Error paragraph handout
Common spelling mistake list
Word wall templates

CLICK HERE for my English Spelling Sounds Song and Worksheets

__________________________________________________________________________________

✍️ Error Paragraph Handout: Spelling Correction Activity

🧠 Instructions for Students:

Read the paragraph below. Work in pairs or small groups to identify and correct the spelling errors. Highlight any patterns you notice in the mistakes (e.g., vowel confusion, silent letters, homophones, etc.).

❌ Student Writing Sample (With Spelling Errors)

Last weekend, I visitted my cousens in the contryside. We went for a walk near the rivver and saw lots of interresting anmals. My youngest cosin was very exsited to see a rabit and a dear. We brought sandwches and juice for lunch, but I forgot the napkings. The whether was beautifull, and we stayed untill the sun went down. It was defenitly a memorabel day.

✅ Your Tasks:

Underline or highlight all the spelling mistakes.
Correct the paragraph on the lines below or in the margin.
Identify 2–3 common types of spelling mistakes made in the paragraph.
How could you teach these spelling corrections in a fun or memorable way?

📋 Optional Extension:

Have teachers categorize the types of errors:

Doubling consonants
Homophones
Silent letters
Vowel confusion
Irregular spelling

CLICK HERE for my “Everyday Verbs Songs” and Worksheets

———————————————————————————————————–

📚 Common English Spelling Mistake List for ESL Learners

🔠 1. Double Letters

Learners often forget to double consonants or do it unnecessarily.

Incorrect	Correct	Notes
runing	running	Double the n (CVC rule)
stoped	stopped	Double p before -ed
bigest	biggest	Double g in short vowels

🧠 Teach: The CVC rule (consonant-vowel-consonant) → double the final consonant before adding -ing or -ed.

🧏‍♂️ 2. Silent Letters

Silent letters are often dropped because learners spell phonetically.

Incorrect	Correct	Notes
wich	which	Silent h
nife	knife	Silent k
lisening	listening	Silent t

🧠 Teach: Use mnemonics or visuals to reinforce tricky silent letters.

👂 3. Homophones

Words that sound the same but are spelled differently.

Incorrect	Correct	Notes
their going	they’re going	“They are” contraction
there books	their books	Possessive pronoun
hear me	here me	Place, not sound

🧠 Teach: Use contextual examples and sentence comparisons.

📐 4. Vowel Confusion

Learners mix up vowel combinations, especially in unstressed syllables.

Incorrect	Correct	Notes
definitly	definitely	“ite” not “itly”
enviroment	environment	Missing n and wrong vowel
beleive	believe	“i before e except after c”

🧠 Teach: Syllable chunking and stress patterns help with vowels.

🇬🇧 5. British vs. American Spelling

Students may mix up versions.

British	American	Example Sentence
colour	color	My favorite color is blue.
centre	center	Let’s meet at the sports center.
organise	organize	She helped organize the event.

🧠 Teach: Choose one variety per course and explain the differences.

📝 6. Common High-Frequency Errors

These words are often misspelled simply because of irregularity or confusion.

Incorrect	Correct
recieve	receive
seperate	separate
accomodate	accommodate
occurence	occurrence
goverment	government

🧠 Teach: Spelling flashcards, quizzes, and visual memory tricks.

CLICK HERE for my English Spelling Sounds Song and Worksheets

——————————————————————————————————————————————

A word wall is a great visual tool to help students remember tricky or commonly misspelled words. Below are some ready-to-use word wall templates you can print or adapt. These templates can be used in physical classrooms or on digital bulletin boards like Padlet, Jamboard, or Google Slides.

🧱 1. Basic Word Wall Template

markdown

🧠 Focus Word: _____________________

✅ Correct Spelling: _____________________

🔤 Word Type:  [ ] Noun   [ ] Verb   [ ] Adjective   [ ] Other

💬 Sample Sentence: ________________________________________
____________________________________________________________

🧩 Spelling Tip or Mnemonic: ________________________________
____________________________________________________________

🧱 Category:  [ ] Double Letters  [ ] Silent Letters  [ ] Homophones
             [ ] Vowel Confusion [ ] High-Frequency [ ] British/American

📐 2. Visual Word Wall Card (for Bulletin Boards)

Print these on index cards or colored paper.

Tip: Print multiple cards and color-code them by spelling rule (e.g., blue = silent letters, yellow = homophones).

📊 3. Category-Based Word Wall Chart

Use this as a poster or anchor chart in the classroom.

❌ Common Error	✅ Correct Spelling	Rule/Pattern	Mnemonic or Tip
runing	running	Double consonant	CVC rule – short vowel sound
wich	which	Silent letter	“Which witch is which?”
their	they’re / there	Homophones	They + are = they’re
beleive	believe	Vowel confusion	i before e, except after c
color (UK)	colour (US/UK diff)	Brit vs. US	Use UK spelling for exams in UK

💡 Ideas for Using Word Walls:

Student-created cards: Let learners write and decorate the cards.
Weekly spotlight: Highlight 5 new focus words each week.
Interactive review: Play games like “Guess the Word,” “Fix the Error,” or “Find the Pattern.”
Digital version: Use Google Jamboard or Canva to build a digital word wall with the same format.

CLICK HERE for my English Spelling Sounds Song and Worksheets

American English, British English and Australian English

🌎 Start with Awareness, Not Preference

Introduce language variation as a natural and enriching part of English. Students don’t need to learn all varieties perfectly, but they should be aware that English differs by region in pronunciation, spelling, vocabulary, and usage. It’s important to present this as a global language reality, not a “right vs. wrong” situation. Teachers should choose one variety as the primary classroom standard (based on exam boards, location, or school policy) while highlighting differences for comprehension and cultural understanding.

CLICK HERE for FREE Language Songs and Worksheets

✍️ Teach Differences in Context

Rather than presenting long comparison lists, help students embed differences into meaningful contexts. For example, in a listening task, you might feature an Australian speaker ordering “takeaway,” then discuss how Americans say “takeout” and Brits say “takeaway” too. When teaching spelling rules, compare “color” (US) and “colour” (UK), and link them to writing formats or exam requirements. Contextual exposure makes differences easier to retain and more relevant to real-world use.

📚 Focus on the Four Main Areas of Difference

Help students organize lessons around the key difference categories:

Spelling – e.g., center/centre, organize/organise, travelling/traveling
Vocabulary – e.g., truck (US), lorry (UK), ute (AUS)
Pronunciation – e.g., rhotic /r/ sounds in US vs. non-rhotic UK/AUS
Grammar/Usage – e.g., “I have just eaten” (UK) vs. “I just ate” (US)

Present these in mini-lessons, contrast charts, or role-play dialogues from different regions.

🎧 Use Authentic Materials and Speakers

Encourage real voices and texts from each region: podcasts, news clips, YouTubers, travel blogs, TV shows, and social media posts. Students benefit greatly from hearing various accents and seeing differences in usage. It also trains teachers to spot cultural context clues and accent features they can explain to students.

💬 Build Curiosity, Not Confusion

Finally, the goal isn’t for learners to master every variety, but to be flexible and curious users of English. If a student hears “boot” and thinks “trunk,” that’s success! Encourage open discussion, comparison, and even student-led mini-presentations on regional language quirks.

🎯 LESSON PLAN: Understanding Varieties of English

Topic: Differences between American, British, and Australian English
Level: Intermediate and above
Length: 60 minutes
Skills Focus: Listening, speaking, vocabulary, cultural awareness

📌 Learning Objectives:

By the end of the lesson, students will be able to:

Identify key vocabulary, spelling, and pronunciation differences
Match words to the correct variety of English
Demonstrate understanding through speaking and interactive tasks

🪜 LESSON STAGES:

1. 🔍 Warm-Up: “Which English?” (10 mins)

Write 3 sentences on the board, each using a regional word:

Let’s put the pram in the boot.
He got a flat tire on the freeway.
I grabbed some takeaway on my way home.

Ask:

What do these words mean?
Can you guess which country each sentence comes from? (UK, US, AUS)

✔️ Elicit the idea of varieties of English and introduce the focus of the lesson.

2. 🧠 Presentation: Vocabulary Comparison (15 mins)

Use a simple chart or slideshow to present 10 key vocabulary differences by category (transport, food, school, everyday objects).

American	British	Australian
elevator	lift	lift
cookie	biscuit	bikkie
truck	lorry	ute
vacation	holiday	holiday
flip-flops	sandals	thongs

✔️ Teach meanings using images or realia if possible. Focus on overlapping terms and cultural differences.

3. 🎧 Listening Practice: “Guess the Accent” (10 mins)

Play short audio clips or YouTube videos of native speakers from the US, UK, and Australia saying common expressions.

Students listen and guess:

Where is the speaker from?
What clues helped you decide? (e.g., pronunciation of “r,” intonation, slang)

✔️ Focus on accent recognition, not mimicry.

4. 🗣️ Main Activity: Vocabulary Mix-Up Game (15 mins)

Materials Needed: Word cards or printed handout (see below)
Activity: “Who Says It?”

Hand out a list of mixed vocabulary.
Students work in pairs to match each word to the correct variety (US, UK, AUS).
Then, in groups of three, students create a role-play conversation using one of the varieties (e.g., 2 Aussies at a café).

✔️ Encourage use of idioms/slang or regional expressions where appropriate.

5. 🗣️ Speaking Extension: “What’s the Word in Your English?” (5–10 mins)

In groups, students discuss:

Which variety of English are you most used to hearing?
Do you prefer one? Why?
Which words or spellings have surprised you?

✔️ Build reflection and language awareness.

CLICK HERE for FREE Language Songs and Worksheets

📋 VOCABULARY HANDOUT (for matching activity)

Word	Meaning	Variety
faucet	tap	American
rubbish	trash/garbage	British
arvo	afternoon	Australian
subway	underground train	American
jumper	sweater	British
lollies	candy/sweets	Australian
diaper	nappy	American
chemist	pharmacy	British/Australian

CLICK HERE for FREE Language Songs and Worksheets

In Australia we say a mixture and some of our own 🙂

truck

gum boots

fries (for thin), chips (for big)

movie

taxi

torch

wardrobe

footy (rugby or aussie rules called AFL-Australian Football League)

sidewalk

lollies

lift

zipper

can

bickies

rubber

corn

luggage

queue (difficult spelling!)

tea towel

rubbish bin

runners

dummy

flat

singlet

autumn

chips

waistcoat

petrol station

subway

mail box or post box

CLICK HERE for FREE Language Songs and Worksheets

CLICK HERE for this “English Spelling Songs Song” and Worksheets

Look at these English words and their pronunciation.

now, cow low,

moth, mother, broth, brother, both, bother ?

there, here, pear ?

hear, bear, dear ?

read and read (past tense), bead and dead ?

pay, paid, say, said ?

meat, great, threat ?

suite, straight, debt ?

hose, rose, dose, lose ?

foe. shoe?

goose, choose ?

These words and other English spelling words are put into a song.

I’ll send you this song and all my songs after the Everyday Verbs Songs.

CLICK HERE for this “English Spelling Songs Song” and Worksheets

Hi friends, I think that your “English Spelling Sounds Songs are excelent form how to develop English and make learning fun. Once again thanks.

Vladimír Korbel

Hello, there
I don’t know how to address you.
I like the “English Spelling Sounds Song” very much. I think those songs are very great and helpful to my students. I have tried to teach some to them. They like the songs very much!

CLICK HERE for this “English Spelling Songs Song” and Worksheets

Heart Idioms

💡 Why Teach “Heart Idioms”?

Idioms with “heart” are emotionally rich and often used in everyday speech. They’re a great way to:

Expand vocabulary in a fun, memorable way
Explore metaphor and figurative language
Help students sound more natural and expressive
Connect language to culture and emotions

CLICK HERE for FREE English Language Songs

🧑‍🏫 Step-by-Step: How to Teach Heart Idioms

1. Introduce in Context, Not in Isolation

Advise teachers to avoid long lists of idioms. Instead, introduce 5–7 idioms at a time within a theme or situation, such as love, kindness, or honesty. Use short dialogues, story excerpts, or video clips where idioms appear naturally.

Example:
“Even though she was angry, she forgave him—she really has a heart of gold.”

2. Use Visuals and Body Language

Idioms like “heart skips a beat” or “follow your heart” lend themselves well to visuals. Encourage teachers to:

Use emojis or heart icons
Show short skits or videos
Ask students to act out idioms (e.g., miming a “broken heart”)

3. Teach Meaning + Literal vs Figurative

Students often struggle when idioms seem illogical. Help teachers create a chart for each idiom with:

Literal meaning (if applicable)
Figurative meaning
Example sentence
Native language equivalent (optional)

“To wear your heart on your sleeve”

Literal: Having a heart outside your body (confusing!)

Figurative: Showing your emotions openly

Example: “He wears his heart on his sleeve—everyone knows how he feels.”

4. Reinforce Through Speaking and Writing

Encourage practice by integrating idioms into student writing and conversation:

Ask students to write short stories using two idioms
Create dialogue pairs who must include a heart idiom in their conversation
Run a game like “Idiom Charades” or “Match the Idiom to the Emotion”

📝 Suggested Heart Idioms for Teaching

To have a heart of gold
To break someone’s heart
To have a change of heart
To cross your heart (and hope to die)
To take something to heart
To learn by heart
To follow your heart
My heart goes out to you
A heart-to-heart (conversation)

💬 Encourage Cultural Exploration

Remind students that idioms reflect values and communication styles. Let students share similar expressions in their native languages, which:

Encourages cross-cultural comparisons
Builds deeper understanding
Makes class more engaging and personal

Worksheet: Idioms of the Heart

Level: Intermediate to Upper-Intermediate
Topic: Heart Idioms
Skill Focus: Vocabulary, reading, speaking, and writing

❤️ Part 1: Match the Idiom to Its Meaning

Match the idioms on the left with their meanings on the right.

Idiom	Meaning
1. Heart of gold	A. Feel deep sympathy for someone
2. Break someone’s heart	B. A sincere, emotional conversation
3. Change of heart	C. To memorize something completely
4. Cross your heart	D. Someone very kind and generous
5. Take something to heart	E. Make someone very sad
6. My heart goes out to you	F. Promise sincerely
7. Learn by heart	G. Take something very personally
8. Heart-to-heart	H. Change your opinion or feelings about something

❤️ Part 2: Fill in the Blanks

Use the correct heart idiom to complete each sentence.

I didn’t mean to hurt her, but I think I really ____________________.
He has a ____________________. He always helps others.
I had a ____________________ and decided to forgive her.
She always takes criticism ____________________. She’s very sensitive.
We had a ____________________ last night. I feel much closer to her now.
I swear I’ll keep your secret. ____________________!
I had to ____________________ all the vocabulary for the test.
When I heard about the earthquake, ____________________ the victims.

❤️ Part 3: Speaking Practice

Work in pairs. Ask and answer the following questions using at least one idiom in your answer.

Have you ever had a change of heart about something important? What happened?
Can you describe someone you know who has a heart of gold?
When was the last time your heart went out to someone?
Do you usually wear your heart on your sleeve or keep your feelings hidden?

❤️ Part 4: Creative Writing

Write a short paragraph (5–7 sentences) about a time you felt strong emotions. Try to use at least two heart idioms from this worksheet.

Teacher Tip: Review idioms with pictures or short video clips beforehand to build understanding. For extra support, allow students to use bilingual dictionaries for idioms

CLICK HERE for FREE English Language Songs

———————————————————————————————————————————

You should know by heart all these idioms.

Cross my heart, I’m telling the truth.

He wears his heart on his sleeve.

She’s had her heart broken before.

He is the heart and sole of the team.

I’d be there in a heartbeat if you need me.

They’ve got their hearts set on that house.

CLICK HERE for FREE English Language Songs

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Prepositional Phrases

Teaching prepositional phrases to ESL students can be both engaging and highly beneficial, as these structures are essential for expressing relationships between objects, ideas, time, and place. Here’s a guide on how to effectively introduce and practice prepositional phrases in the classroom.

CLICK HERE for FREE English Language Songs

🎯 What Are Prepositional Phrases?

A prepositional phrase consists of a preposition and its object (usually a noun or pronoun), along with any modifiers.

Examples:

on the table
in the morning
with great enthusiasm

These phrases often function as adjectives (the book on the table) or adverbs (He arrived in the morning).

CLICK HERE for FREE English Language Songs and Worksheets

🧑‍🏫 How to Teach Prepositional Phrases to ESL Students

1. Start with the Basics: Prepositions of Place and Time

Introduce prepositional phrases using concrete, visual examples:

on the chair, under the table, next to the window
at 5 o’clock, in April, on Monday

✅ Teaching Tip: Use real classroom objects or pictures. Ask:

“Where is the pen?” — on the desk, under the chair, etc.

This builds familiarity with form and function in a meaningful context.

2. Show the Structure Visually

Break the phrase into parts:

Preposition + Object
Example: under (preposition) + the bed (object)

Use color-coding or underlining to help students see the structure.

✅ Mini-task: Ask students to underline prepositions and circle objects in sample sentences.

3. Introduce Function Gradually

Explain that prepositional phrases can:

Modify nouns (the girl with the red dress)
Modify verbs (He ran through the park)

Give side-by-side examples and ask students:

What does the phrase describe? (noun or verb?)

✅ Exercise idea: Match a sentence to its function (adjective or adverb).

4. Encourage Speaking and Movement

Use TPR (Total Physical Response) to reinforce place phrases:

“Put the book on the desk.”
“Stand next to the chair.”

✅ Students can give each other instructions using prepositional phrases — this makes learning interactive and kinesthetic.

5. Integrate Reading and Writing Practice

Provide short texts and have students:

Identify all prepositional phrases
Replace or expand phrases with their own ideas

✅ Writing task: Describe a room using at least 5 prepositional phrases.

6. Use Games and Visuals

Preposition Bingo: Students find matching phrases or locations
Sentence scramble: Unscramble sentences with prepositional phrases
Image descriptions: Show a photo and ask students to describe where objects are using prepositional phrases

🌟 Final Advice for ESL Teachers

Teach in small chunks and recycle frequently
Focus on function, not just form
Use real contexts and visuals as much as possible
Encourage creativity in speaking and writing tasks

CLICK HERE for FREE English Language Songs

Lesson Plan & Worksheet: Teaching Prepositional Phrases

📅 LESSON PLAN

Level: Beginner to Low-Intermediate
Time: 45–60 minutes
Topic: Prepositional Phrases (Place & Time)

Objectives

Identify and understand basic prepositional phrases
Use prepositional phrases to describe locations and times
Practice speaking and writing with targeted structures

Materials

Whiteboard, projector or pictures
Printed worksheets (below)
Real classroom objects

Warm-Up (10 mins)

Use real objects to review basic prepositions: on, under, next to, in, behind
Ask students: “Where is the pen?” and elicit answers like on the desk

Presentation (10 mins)

Write structure on board: Preposition + Object = Prepositional Phrase
Show examples: in the morning, on the table, behind the curtain
Highlight use as adjective (the cat under the chair) and adverb (He arrived in the evening)

Guided Practice (10 mins)

Students label items in a classroom image using prepositional phrases
Pair activity: Describe where classroom items are (e.g., “The notebook is under the chair.”)

Worksheet Activity (15 mins)

Use the worksheet below. Students complete exercises individually or in pairs.

Wrap-Up (5 mins)

Review key prepositions and ask a few students to describe their desk or room
Optional exit ticket: Write one sentence with a prepositional phrase

🗋 WORKSHEET: Prepositional Phrases

Part A: Match the Prepositions to the Pictures

on the desk
under the chair
in the bag
behind the door
next to the window

(Insert matching image descriptions or have students draw quick sketches)

Part B: Complete the Sentences

Fill in the blanks with appropriate prepositional phrases:

The pencil is ________________________.
She put her phone ________________________.
There is a spider ________________________.
My backpack is ________________________.
He sat ________________________ me.

Part C: Identify the Prepositional Phrase

Underline the prepositional phrase in each sentence:

The cat is under the table.
I will see you in the morning.
There is a clock on the wall.
She hid behind the curtain.
He arrived at 3 o’clock.

Part D: Speaking Practice

Work in pairs. Ask and answer:

Where do you usually study?
What’s in your bag right now?
Can you describe what’s next to your bed?

Teacher Tip: Prepositional phrases become more natural with repetition in real contexts. Use games and physical movement to reinforce learning!

————————————————————————————————————————————

CLICK HERE for my “Everyday Verbs Songs” and Worksheets

Compare these preposition phrases and “the mistakes with prepositions” post. Click on the Prepositions category over to the right.

Most common phrases here are:

at a discount, out of breath, out of control, out of date, in time, in demand, by chance, by accident, on schedule, on the road, on a diet

CLICK HERE for FREE English Language Songs

^{image from http://loveenglish.org}

Adjectives of Feeling

adjectives of feeling—words like happy, nervous, excited, bored, etc. These are crucial for helping students express emotions, develop empathy in communication, and build fluency in both speaking and writing.

CLICK HERE for FREE English Language Songs and Worksheets

🎯 Why Teach Adjectives of Feeling?

Adjectives of feeling are essential for:

Describing emotions and reactions
Expressing opinions and experiences
Engaging in real-life conversations and storytelling

Students often learn basic adjectives like happy or sad, but they need a broader emotional vocabulary to express themselves meaningfully in English.

CLICK HERE for FREE English Language Songs and Worksheets

🧑‍🏫 How to Teach Adjectives of Feeling

1. Start with Common Emotions

Begin with a list of high-frequency emotions such as:

Happy, sad, tired, angry, bored, excited, nervous, scared

Use pictures, emojis, or facial expressions to help students match words to feelings.

✅ Activity idea: Show pictures of people showing emotions and ask:

“How do they feel?” Students guess the adjective.

2. Teach in Context

Avoid isolated lists. Instead, use short dialogues or stories where feelings are expressed naturally.

“She was excited to see her best friend.”
“He felt nervous before the test.”

✅ Use sentence frames:

“I feel ______ when…”
“She looks ______ because…”
“They were ______ after…”

3. Teach Opposites and Degrees

Help students learn opposites (e.g., happy/sad, nervous/confident) and intensity (e.g., tired → exhausted).

✅ Create a feelings spectrum from positive to negative.
Encourage students to rank feelings by strength.

4. Integrate All Four Skills

Listening: Short audio clips or video scenes—students identify feelings
Speaking: Emotion charades, role-play situations, daily feelings check-ins
Reading: Short texts or diary entries—highlight feeling words
Writing: Sentence completion, mood journals, emotion word maps

✅ Encourage daily use with warm-ups:

“How are you feeling today, and why?”

5. Support with Visuals and Repetition

Use emoji flashcards, mood meters, or feelings posters. Make them part of the classroom routine so students can refer to them during discussions or writing tasks.

✅ Keep reviewing and expanding: add words like frustrated, thrilled, embarrassed as students progress.

CLICK HERE for FREE English Language Songs and Worksheets

💬 Tips for Success

Connect feelings to real-life experiences (e.g., “I felt embarrassed when…”)
Make it personal and interactive
Avoid overwhelming students—start small and build up
Use visuals and real-world contexts often

^{Image from http://loveenglish.org}

Positive feelings make you feel good.

Negative feelings make you feel bad.

All feeling words are adjectives.

I am feeling excited, grateful and impulsive 🙂

Which three adjectives speak to you?

CLICK HERE for FREE English Language Songs and Worksheets

Lesson Plan & Worksheet: Adjectives of Feeling

📅 LESSON PLAN

Level: Beginner to Low-Intermediate
Time: 45–60 minutes
Topic: Adjectives of Feeling
Skill Focus: Vocabulary, speaking, listening, writing

Objectives

Recognize and understand common adjectives that describe feelings
Use adjectives of feeling in sentences and conversation
Practice identifying feelings in context

Materials

Flashcards or images of emotions (or emojis)
Feelings Word Wall (see below)
Printed worksheets

Warm-Up (5–10 mins)

Show 4–6 images of people expressing emotions
Ask: “How do they feel?” Elicit answers like happy, sad, tired, angry

Presentation (10 mins)

Introduce 10–12 adjectives of feeling:
- Happy, sad, angry, scared, tired, excited, bored, nervous, surprised, relaxed, proud, embarrassed
Use facial expressions, images, and simple example sentences

Guided Practice (10 mins)

Matching game: match adjectives to facial expressions
Sentence frames: “I feel ___ when…” / “She looks ___ because…”

Worksheet Activity (15–20 mins)

Use the worksheet below to practice vocabulary and sentence writing

Wrap-Up (5 mins)

Feelings Check-in: “How do you feel right now and why?”
Exit slip: Write one sentence using a feelings adjective

🗋 WORKSHEET: Adjectives of Feeling

Part A: Match the Word to the Picture

Draw lines to match each word to the correct emoji or image. (Happy, sad, angry, tired, scared, excited)

Part B: Fill in the Blank

Use one of the adjectives to complete the sentence:

I feel __________ when I get a good grade.
She is __________ because her dog is lost.
We are __________ before a big test.
They were __________ at the funny movie.
He is __________ after playing soccer.

Part C: What’s the Feeling?

Read the sentence and write the feeling:

“I have a test tomorrow and I don’t feel ready.” → __________
“I got a new bike today!” → __________
“My cat is missing.” → __________
“I fell in front of the class.” → __________

Part D: Write Your Own

Complete the sentence:

I feel __________ when __________.
When I am __________, I usually __________.

🏫 FEELINGS WORD WALL

Cut out and display in class. Use images or emojis for each word.

Positive Feelings:

Happy
Excited
Proud
Relaxed
Surprised

Negative Feelings:

Sad
Angry
Nervous
Scared
Embarrassed
Tired
Bored

(Use color coding: green for positive, red for negative. Include visuals or real photos if possible.)

Teacher Tip: Reinforce adjectives with daily use: ask “How do you feel?” as a class routine and encourage students to answer with full sentences.

CLICK HERE for FREE English Language Songs and Worksheets

Phone Chat Words

Teaching phone chat words (like BRB, LOL, TTYL, etc.) is a fun and useful way to help ESL students engage with informal, real-world English—especially in digital communication like texting, chatting, or messaging apps. Here’s a short guide for ESL teachers on how to effectively introduce these expressions in the classroom.

GET FREE ENGLISH LANGUAGE SONGS AND WORKSHEETS HERE

📱 Why Teach Phone Chat Words?

Phone chat words (also called text speak, chat acronyms, or internet slang) help students:

Understand real messages from peers or online platforms
Communicate quickly and casually in English
Build cultural awareness of informal language use

Many ESL learners see these acronyms but don’t always know what they mean or when they’re appropriate to use.

🧑‍🏫 How to Teach Phone Chat Words

1. Introduce the Concept

Start by explaining that chat words are short forms used in informal digital conversations. They save time and are mostly used between friends.

Give examples on the board:

LOL = Laugh Out Loud
BRB = Be Right Back
IDK = I Don’t Know
TTYL = Talk To You Later
OMG = Oh My God/Goodness
BTW = By The Way

✅ Ask: “Which of these have you seen before? Do you use any of them in your language?”

2. Use Matching Activities

Provide a list of acronyms and their meanings. Have students match them. For example:

GTG — Got To Go
THX — Thanks
CU — See You
IMO — In My Opinion

✅ Add emojis to show tone or feeling and help with understanding.

3. Practice in Context

Give example chats with missing words or acronyms and have students fill them in. Then let them create their own short conversations using 3–5 chat words.

✅ Activity idea: “Fake Texting” — students pair up and write a short text conversation using acronyms, then read it aloud.

4. Discuss Formal vs Informal Use

It’s important students know these expressions are:

❌ Not appropriate in formal emails or exams
✅ Fine in messages to friends, social media, or casual online chat

Use side-by-side examples:

❌ IDK what to write in the report.
✅ IDK what movie to watch tonight.

✅ Discussion: “When would you NOT use chat words?”

5. Play Games

Chat Word Bingo: Students listen for meanings and mark the acronyms
Acronym Race: Teams compete to write meanings of chat acronyms quickly
Guess the Chat: Give a sentence in chat form, and students “translate” it

GET FREE ENGLISH LANGUAGE SONGS AND WORKSHEETS HERE

✍️ Teaching Tips

Include a visual glossary on the wall or in student notebooks
Make sure students pronounce the full forms (not just the acronyms)
Encourage students to share slang/acronyms from their own languages

I learnt a few here myself. 🙂

Acronyms are abbreviations formed from the first letters of words in a phrase.

GET FREE ENGLISH LANGUAGE SONGS AND WORKSHEETS HERE

The most popular here would be ASAP, BTW, ETA, FYI, LOL, OMG, PM, ppl, thx, XOXO

^{Image from http://facebook.com/EFLpractice}

Worksheet: Phone Chat Words & Acronyms

🔌 Part A: Match the Chat Word to Its Meaning

Match each acronym with the correct full form.

LOL
BRB
IDK
TTYL
OMG
BTW
GTG
CU
THX
IMO

A. By the way
B. Talk to you later
C. Be right back
D. I don’t know
E. Thanks
F. Got to go
G. Laugh out loud
H. Oh my God
I. In my opinion
J. See you

🔊 Part B: Complete the Chat

Fill in the blanks with the correct phone chat word from the list. (Use: LOL, BRB, IDK, GTG, OMG, TTYL, THX, CU)

A: Hey! I just saw your dance video!
B: __________! Did you like it?
A: Can you help me with math homework?
B: Hmm… __________. Ask Maria!
A: I’ll call you after class.
B: Cool! __________!
A: __________, I forgot my keys at school!
A: __________, I need to go eat dinner. Be back soon!
A: Thanks for the help today.
B: No problem! __________!

📝 Part C: Translate to Full English

Write the full sentence using regular words (not chat acronyms).

IDK what to do tonight.
BRB! My phone is ringing.
OMG! That was amazing!
TTYL, I have class now.
BTW, your jacket looks nice.

🧣 Part D: Write Your Own

Write a short phone chat (3–5 lines) using at least 3 chat acronyms. Example:

A: Hey! Wanna hang out later?
B: Sure! GTG now, TTYL!
A: OK, CU!

GET FREE ENGLISH LANGUAGE SONGS AND WORKSHEETS HERE

Teacher Tip: Review answers together, and invite students to act out their chat conversation or read it in pairs.

Writing A Good Message

Teaching students how to write a good message—whether a text, email, or simple note—is a practical and essential skill. Here’s a short guide on how to teach message writing effectively in the classroom.

✉️ Why Teach Message Writing?

Messages are a part of everyday communication. Students may need to:

Text a classmate about homework
Leave a note for a teacher
Send a short email for a job or appointment
Message someone in English socially or professionally

A “good message” is clear, polite, and has a purpose. Teaching message writing builds confidence in both written English and real-life interaction.

GET FREE ENGLISH LANGUAGE SONGS AND WORKSHEETS HERE

🧑‍🏫 How to Teach Students to Write a Good Message

1. Start with the Purpose

Explain the different types of messages:

Informal (to friends/family)
Semi-formal (to classmates/teachers)
Formal (for jobs or requests)

Discuss:

What is the message for?
Who is the reader?
What information must it include?

✅ Tip: Create a message checklist (Who? What? Why? When? How?)

2. Introduce the Structure

Teach students a basic structure for a short, polite message:

1. Greeting – “Hi Sara,” / “Hello Mr. Lee,”
2. Purpose – “I just wanted to ask…” / “I’m writing to tell you…”
3. Details – Time, place, request, reason
4. Closing – “Thanks!” / “See you soon!” / “Best regards,”

✅ Example (to a classmate):

Hi Leo,
Just a quick note to ask if you remember the homework for today.
Let me know. Thanks!
– Emma

3. Model and Analyze Messages

Show students realistic examples of short messages. Discuss what makes them good:

Clear and polite language
Correct grammar and punctuation
The right tone for the audience

✅ Activity: Compare a “bad” and “good” message. Ask: “What’s wrong? How can we fix it?”

4. Practice with Prompts

Provide prompts and ask students to write short messages. Examples:

Write a message to your teacher explaining why you’re late.
Send a text to a friend inviting them to a movie.
Email your boss asking for a day off.

✅ Pair students to write and reply to each other’s messages.

5. Focus on Politeness and Clarity

Teach phrases that sound polite and helpful:

“Could you…” instead of “Give me…”
“I’m sorry, but…” instead of “I can’t…”
“Would you mind…?”

✅ Mini-lesson: Formal vs informal tone

🛠️ Classroom Tips

Create sentence banks for common situations
Review punctuation and short-form writing rules
Encourage daily practice with real-life scenarios
GET FREE ENGLISH LANGUAGE SONGS AND WORKSHEETS HERE

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Lesson Plan, Worksheet & Checklist: Writing a Good Message

📅 LESSON PLAN

Level: High Beginner to Intermediate
Time: 45–60 minutes
Topic: Writing a Good Message
Focus: Writing, Reading, Speaking (Politeness, Clarity, Tone)

Objectives

Understand the structure and purpose of different types of messages
Write clear and polite short messages (texts, notes, or emails)
Identify and use appropriate tone (informal, semi-formal, formal)

Materials

Sample message handouts
Message writing checklist (see below)
Worksheet (included)

Warm-Up (5–10 mins)

Ask: “When do you write messages in your daily life? Who do you write to?”
Discuss the differences between messages to friends, teachers, or employers

Presentation (10 mins)

Show 2 sample messages (one informal, one formal)
Identify structure:
- Greeting
- Purpose
- Details
- Closing

Guided Practice (10–15 mins)

Read sample messages and highlight key parts
Practice rewriting informal messages into more polite ones

Worksheet Activity (20 mins)

Complete the worksheet exercises (see below)

Wrap-Up (5 mins)

Exit slip: Write a short message to the teacher about something realistic (e.g., being absent)

GET FREE ENGLISH LANGUAGE SONGS AND WORKSHEETS HERE

🗋 WORKSHEET: Writing a Good Message

Part A: Label the Parts of the Message

Read the message below and label: Greeting, Purpose, Details, Closing

Hi Mr. Park,
I’m sorry I missed class today. I wasn’t feeling well and went to the doctor.
I will catch up on the notes from Maria.
Thank you!
See you tomorrow,

Anna

Part B: Improve the Message

Make this message more polite and clear:

Hey! Can I not come tomorrow? Got stuff to do. Bye.

Write your improved version:

Part C: Write a Message for Each Situation

You want to ask your teacher about homework.
You want to invite a friend to study together.
You need to cancel your English class.

Use full sentences. Include greeting, purpose, detail, and closing.

🔢 CHECKLIST: A Good Message Has…

✅ A clear greeting (Hi Sarah, Hello Mr. Kim)
✅ A short and clear purpose (I want to ask…, I’m writing to tell you…)
✅ Enough details (What, when, why)
✅ A polite tone (Please, Thank you, Sorry)
✅ A proper closing (Thanks, See you, Best wishes)
✅ Correct punctuation and spelling

Extension idea: Create a message board in class or use chat simulations for real-life practice!

A Brilliant Message!

GET FREE ENGLISH LANGUAGE SONGS AND WORKSHEETS HERE

^{image from https://www.96three.com.au/}

Mistakes With Prepositions

Teaching students how to avoid common preposition mistakes is a key part of building accurate grammar and natural-sounding English. Here’s a practical guide for how to recognize, teach, and correct prepositional errors.

GET FREE ENGLISH LANGUAGE SONGS AND WORKSHEETS HERE

📌 Why Preposition Mistakes Happen

Prepositions are small words (in, on, at, to, for, of) but carry big meaning. They’re often tricky for learners because:

They don’t always translate directly from other languages
One preposition can have many meanings
Prepositions often follow fixed patterns (e.g., interested in, good at)

Understanding how and why students make these errors helps teachers plan better instruction.

🧑‍🏫 How to Teach Students to Avoid Preposition Mistakes

1. Focus on High-Frequency Errors

Start by identifying the most common mistakes. Some examples:

❌ I’m good in English → ✅ I’m good at English
❌ She depends of her friends → ✅ She depends on her friends
❌ He is married with a doctor → ✅ He is married to a doctor
❌ I arrived to school late → ✅ I arrived at school late

✅ Tip: Create a “Top 10 Preposition Mistakes” board in class.

2. Teach Prepositions in Chunks

Instead of teaching prepositions alone, teach them as part of phrases:

interested in, afraid of, good at, listen to, talk to, arrive at This helps students remember them more naturally.

✅ Use visuals and context to support understanding.

3. Compare and Contrast

Use side-by-side examples to show correct and incorrect usage:

He lives in Canada vs. He lives on Canada ❌
We met at 5 PM vs. We met on 5 PM ❌

✅ Activity: “Correct the mistake” sentences

4. Use Contextual Practice

Give students real-life situations to use prepositions:

Talking about time and place: in the morning, at the park, on Monday
Describing relationships: married to, angry with, interested in

✅ Role-plays and sentence-completion games work well here.

5. Highlight Fixed Phrases and Collocations

Some verbs, adjectives, and nouns require specific prepositions:

responsible for, afraid of, rely on Teach these as chunks, and encourage memorization through repetition and use.

✅ Create preposition “families” with mind maps.

6. Error Correction with Sensitivity

When students make mistakes:

First, check if the meaning is still clear
Gently reformulate the sentence
Ask guided questions: “Do we say ‘interested on’ or ‘interested in’?”

✅ Use peer editing and group work to review errors together.

🛠️ Extra Teaching Tips

Use games like Preposition Bingo, Correct or Incorrect, or Preposition Jeopardy
Keep a preposition wall or chart for common expressions
Encourage students to keep a personal “Preposition Notebook”
CLICK HERE for my “Everyday Verbs So GET FREE ENGLISH LANGUAGE SONGS AND WORKSHEETS HERE ngs” and Worksheets

^{image from https://www.flickr.com/photos/133912735@N07/34158547833/}

📅 LESSON PLAN: Preposition Mistakes

Level: Intermediate ESL
Time: 45–60 minutes
Focus: Grammar (Prepositions), Error Correction, Collocations

Objectives

Recognize and correct common preposition mistakes
Use common preposition + verb/adjective/noun collocations accurately
Practice in context through sentence correction and communication tasks

Materials

Preposition mistake worksheet (included)
Preposition error list (included)
Whiteboard or digital projector

Warm-Up (5 mins)

Ask students: “Which prepositions are the hardest for you?” Write answers on the board.

Presentation (10 mins)

Show 3–5 incorrect example sentences on the board (from the error list)
Ask students to identify and correct them
Explain common confusion patterns (e.g., L1 transfer, false friends)

Guided Practice (15 mins)

Work through Part A and B of the worksheet as a class
Emphasize memorizing common collocations (e.g., interested in, married to)

Pair Work (10 mins)

Students complete Part C in pairs (short dialogue correction)
Then act out or read their corrected version

Wrap-Up (5 mins)

Review tricky examples from the worksheet
Assign one preposition phrase for each student to teach the class tomorrow

GET FREE ENGLISH LANGUAGE SONGS AND WORKSHEETS HERE

WORKSHEET: Fixing Preposition Mistakes

Part A: Correct the Mistakes

Correct the incorrect prepositions in these sentences.

I’m good in cooking.
We arrived to the airport late.
She’s married with a dentist.
He’s afraid about spiders.
They talked about the phone.
I depend of my sister.
This book is full from mistakes.
I dreamt on winning the lottery.

Part B: Match the Verb/Adjective with the Correct Preposition

Match each phrase correctly.

Interested ___
a. on b. in c. for
Angry ___
a. with b. of c. to
Rely ___
a. to b. on c. for
Afraid ___
a. at b. from c. of
Responsible ___
a. for b. in c. of

Part C: Fix the Dialogue

Fix the preposition mistakes in the dialogue.

A: Are you married with someone?
B: No, I’m married at my job. Haha.
A: I’m interested on starting a new course.
B: Really? What course are you good in?

Write the corrected version:

❌ COMMON PREPOSITION ERROR LIST

Incorrect Sentence	Correct Version
I’m good in math.	I’m good at math.
She arrived to the party late.	She arrived at the party late.
He’s married with a nurse.	He’s married to a nurse.
I depend of my parents.	I depend on my parents.
She’s afraid about the dark.	She’s afraid of the dark.
It depends of the weather.	It depends on the weather.
I’m interested on history.	I’m interested in history.
Talk about the phone.	Talk on the phone.
Responsible of the project.	Responsible for the project.

Teacher Tip: Create flashcards with common collocations (e.g., good at, afraid of) and quiz students in pairs!

Common Idioms

🧠 Why Teach Idioms?

Idioms are fixed expressions like “break the ice” or “under the weather” that have meanings different from the literal meanings of the individual words. They’re important because:

Idioms appear often in spoken and informal written English
They enrich vocabulary and help students sound more natural
Understanding idioms improves listening and reading comprehension

However, idioms are often difficult for ESL students because they can’t be translated word-for-word and don’t follow grammar rules clearly.

CLICK HERE for my “English Language Songs” and Worksheets

🧑‍🏫 How to Teach Idioms to ESL Students

1. Choose Relevant Idioms

Start with high-frequency, concrete, and contextual idioms—especially those used in everyday conversation, like:

It’s raining cats and dogs (raining heavily)
Hit the books (to study)
Piece of cake (easy)
Cost an arm and a leg (very expensive)

✅ Choose 5–10 idioms that relate to a theme (e.g., school, feelings, body, weather).

2. Teach Idioms in Context

Never teach idioms in isolation. Use stories, dialogues, or images to show the idiom in use.

✅ Example:

Sarah was nervous before the presentation, but her teacher told her to break a leg.
Ask: “What do you think that means? Was it literal?”

Encourage students to guess the meaning based on the context. This builds inference skills.

3. Break Down the Idiom

After context:

Explain the idiom’s meaning clearly
Give one or two more example sentences
Highlight if it’s formal or informal, and how it’s used grammatically

✅ Activity: Match idioms with their meanings or example sentences.

4. Encourage Usage

Provide chances for students to use the idioms:

Create a short dialogue using 2 idioms
Write a mini story or comic strip with 3 idioms
Use “Idiom of the Week” and challenge students to use it in conversation or writing

✅ Speaking games like “Idiom Charades” or “Guess the Idiom” are fun and effective.

5. Visuals Help

Idioms are more memorable when paired with images or gestures. Create visual flashcards or have students illustrate idioms.

✅ Tip: Let students draw or act out the literal and actual meanings to reinforce learning.

✏️ Teacher Tips

Avoid overwhelming students—teach a few idioms at a time
Recycle idioms regularly in reading, writing, and speaking tasks
Keep a class idiom wall or idiom journal for ongoing review

CLICK HERE for my “English Language Songs” and Worksheets

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Above are common idioms with meanings and examples.

A blessing in disguise, actions speak louder than words, a piece of cake, beating around the bush, break a leg, can’t stand it, check out that, close but no cigar, don’t sweat it, driving me bananas, easier said than done, get over it.

CLICK HERE for my “English Language Songs” and Worksheets

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📅 LESSON PLAN: Common Idioms

Level: Intermediate ESL
Time: 45–60 minutes
Focus: Vocabulary (Idioms), Listening, Speaking, Reading, Writing

Objectives

Understand the meanings of common idioms in context
Use idioms correctly in writing and speaking
Recognize idioms in reading and listening tasks

Materials

Idiom worksheet (included)
Idiom picture cards (included)
Whiteboard or projector

Warm-Up (5–10 mins)

Ask: “Do you know any strange English expressions? What do they mean?”
Share an idiom like “It’s a piece of cake” and ask students to guess what it means

Presentation (10 mins)

Show 5 idioms with meanings, images, and example sentences
Elicit ideas: What might this idiom mean?

Guided Practice (15 mins)

Use idiom picture cards and match them with definitions and example sentences
Students complete matching and gap-fill exercises from the worksheet

Speaking Practice (10 mins)

Students choose 2 idioms and create a short dialogue or mini-story in pairs
Present to the class or another pair

Wrap-Up (5 mins)

Review key idioms with a quick game: “Guess the Idiom” (teacher gives definition, students guess)
Assign homework: Use 3 idioms in a journal entry

🗋 WORKSHEET: Common Idioms Practice

Part A: Match the Idiom to Its Meaning

Break the ice
Under the weather
Cost an arm and a leg
Piece of cake
Hit the books

A. Easy to do
B. Study hard
C. Help people feel comfortable
D. Very expensive
E. Feeling sick

Write the correct match:

___ 2. ___ 3. ___ 4. ___ 5. ___

Part B: Fill in the Blank with the Correct Idiom

I stayed home today because I was feeling _____________________.
The new phone I want _____________________. I need to save money!
I have a test tomorrow. Time to _____________________.
Speaking English in front of the class helped _____________________.
Don’t worry about the exam. It will be a _____________________.

Part C: Create Your Own Dialogue

Use at least 2 idioms from the lesson in a short conversation between two people:

🎨 IDIOM PICTURE CARDS (Description)

Use these with flashcards or slides. Each card should show:

Idiom: Break the ice
Image: People meeting for the first time, someone telling a joke Meaning: To make people feel relaxed in a new situation
Idiom: Under the weather
Image: Person in bed with tissues and a thermometer Meaning: To feel sick or unwell
Idiom: Cost an arm and a leg
Image: Price tag with arms and legs drawn on it Meaning: Something very expensive
Idiom: Piece of cake
Image: A cake and a thumbs-up sign Meaning: Something very easy
Idiom: Hit the books
Image: A student surrounded by textbooks Meaning: To study hard

Tip: Laminate cards or show them in a digital slideshow for reuse.

CLICK HERE for my “English Language Songs” and Worksheets

Collocations with Take

📚 What Are Collocations?

Collocations are words that often go together in natural English. For example, we say:

✅ take a break (not make a break)
✅ take a photo (not do a photo)

Learning collocations helps students speak more fluently and naturally, because native speakers store these word combinations as “chunks” of language.

CLICK HERE for my “English Language Songs” and Worksheets

🧑‍🏫 Why Teach “Take” Collocations?

The verb “take” is especially useful to teach because:

It’s highly common and appears in many everyday expressions.
Its collocations cover a wide range of situations (e.g., time, responsibility, emotions).
It often confuses students because it can’t always be translated literally into their native languages.

Examples include:

take a shower, take a seat, take responsibility, take a chance, take part (in)

🧑‍🏫 How to Teach “Take” Collocations

1. Introduce in Context

Start with a short dialogue, story, or audio clip that includes several “take” collocations. Have students listen or read and highlight all the phrases with “take.”

Example:

“I took a deep breath and took a chance. Then I took the elevator to the 5th floor and took a seat.”

Ask students: “What do these expressions mean?” Elicit or explain the meanings.

2. Group by Theme or Meaning

Organize “take” collocations into categories to help students remember them:

Time/Rest: take a break, take a nap, take your time
Responsibility: take responsibility, take charge
Emotions/Reactions: take offense, take it easy, take something seriously
Opportunities/Actions: take a chance, take part, take action
Transport/Direction: take a taxi, take the bus, take the stairs

✅ Use visuals or a mind map on the board to make categories clear.

3. Practice with Matching, Sorting, and Fill-in-the-Blanks

Provide students with a list of “take” collocations and have them:

Match them to their definitions
Fill in the blanks in sentences
Sort them into categories

✅ Example: “She was tired, so she decided to ___ a nap.”

4. Use in Speaking & Writing

Have students create short role-plays, conversations, or written stories using 3–5 “take” collocations. Encourage creativity.

✅ Role-play prompt: “You’re planning a vacation. Use as many ‘take’ collocations as you can.”

5. Reinforce with Games and Reviews

Try games like:

Collocation Bingo: Students listen for “take” collocations as you read a story.
Memory Match: Match halves of collocations (e.g., “take” + “a seat”).

✏️ Teaching Tips

Encourage students to keep a collocation journal
Highlight the difference between literal vs. idiomatic uses of “take”
Recycle learned collocations regularly in new contexts

CLICK HERE for my “English Language Songs” and Worksheets

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^{image from http://englishstudyhere.com}

Collocations with “take” such as take part in something, take time, take a look, take a bath, take a shower, take a break, take a chance, take a picture, take a decision, take a bite. See where you can use these other collocations with take.

Examples of changing tenses and the person. The first two examples are grammatically different than the others.

(1) take part in something

I’m going to / I will take part in a school activity.

You can / may / should take part in it. (some activity)

We took part in the discssion.

They’ve taken part in it before.

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(2) take time

I’m going to / I will take my time.

You can / may / should take your time.

We took our time.

They’ve taken their time.

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(3) take a look

I’m going to / I will take a look at it.

You can / may / should take a look at it tomorrow.

We took a look at it this morning.

They’ve taken a look at it before.

CLICK HERE for my “Everyday Verbs Songs” and Worksheets

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📅 LESSON PLAN: Collocations with “Take”

Level: Intermediate ESL
Time: 45–60 minutes
Focus: Vocabulary development, speaking, listening, writing

Objectives

Recognize and understand common collocations with “take”
Use collocations accurately in context
Develop fluency and natural usage through practice activities

Materials

Worksheet (included below)
Collocation cards (printable or digital)
Whiteboard or digital presentation tool

Warm-Up (5 mins)

Ask: “What are some things you can ‘take’?”
Write student responses on the board and group similar phrases

Presentation (10 mins)

Introduce common “take” collocations by category:
- Time/Rest: take a break, take a nap
- Responsibility: take responsibility, take charge
- Action/Chance: take a chance, take part, take action
- Emotion/Reaction: take it easy, take offense, take something seriously
- Daily Routines: take a shower, take a bus
Provide example sentences and check comprehension

Guided Practice (15 mins)

Students complete matching, sorting, and fill-in-the-blank tasks (worksheet Part A & B)
Review answers together and correct pronunciation if needed

Speaking Practice (10 mins)

Students choose 3 collocations and write a short dialogue
Pair up and act out the dialogue, then share with the class

Wrap-Up (5 mins)

Collocation Card Game: Match or memory pairs
Assign homework: Use 5 “take” collocations in a short story

🗋 WORKSHEET: Collocations with “Take”

Part A: Match the Collocations with Their Meanings

Take a break
Take a chance
Take a nap
Take responsibility
Take it easy
Take offense
Take part (in)
Take a shower

A. Join an activity
B. Relax; don’t work too hard
C. Try something even if it’s risky
D. Feel upset by something said
E. Accept you made a mistake
F. Clean yourself with water
G. Rest for a short time
H. Stop working for a few minutes

Write the correct letter:

___ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___ 7. ___ 8. ___

Part B: Fill in the Blanks

Use the correct “take” collocation:

I usually __________ a shower in the morning.
You should __________ it easy this weekend. You look tired!
She didn’t __________ part in the meeting. She was sick.
Let’s __________ a break. We’ve been studying for hours.
He __________ offense when she corrected his English.
I need to __________ a nap after lunch.

Part C: Your Turn!

Write a short story (4–6 sentences) using at least 3 collocations with “take.”

🎨 COLLOCATION CARDS: “TAKE”

Use these for flashcards or digital slides. Each card shows:

Card 1
Front: Take a break
Back: Stop working for a short time (Image: person with coffee at desk)

Card 2
Front: Take a shower
Back: Clean yourself with water (Image: shower icon)

Card 3
Front: Take part (in)
Back: Join an activity (Image: group of people in discussion)

Card 4
Front: Take it easy
Back: Relax, don’t stress (Image: hammock or beach)

Card 5
Front: Take offense
Back: Feel upset by something (Image: angry emoji)

Card 6
Front: Take a chance
Back: Try something risky (Image: dice or lottery ticket)

Card 7
Front: Take responsibility
Back: Accept blame or control (Image: checklist or hands raised)

Card 8
Front: Take a nap
Back: Short sleep (Image: person sleeping)

Extension Tip: Add more collocations like take a photo, take care, take the bus in future lessons.

CLICK HERE for my “English Language Songs” and Worksheets

You are awesome :) Synonyms

📘 Why Teach Synonyms of “Awesome”?

Many ESL students rely on “awesome” to express positivity or excitement. While it’s common in informal speech, it’s not always appropriate in every context. Teaching synonyms helps students:

Vary their vocabulary
Match tone and formality to the situation
Improve their writing and speaking precision

CLICK HERE for my “English Language Songs” and Worksheets

🧑‍🏫 How to Teach Synonyms of “Awesome”

1. Start With Context

Explain that “awesome” can mean:

Great/excellent: That movie was awesome!
Impressive: The view from the mountain was awesome.
Inspiring admiration or fear (less common): The storm was awesome in its power.

Highlight that it’s informal in most uses today, especially in American English.

2. Introduce Synonyms by Category

Break synonyms into categories depending on meaning or use. For example:

Informal (like “awesome” in speech):

Cool
Great
Amazing
Fabulous
Epic

More formal or precise alternatives:

Impressive
Outstanding
Remarkable
Breathtaking
Spectacular
Marvelous

✅ Teach the register (formal/informal), intensity, and usage of each synonym.

3. Use Examples & Practice

Provide example sentences and ask students to replace “awesome” with a more specific synonym.

Example:

“Your presentation was awesome!” → “Your presentation was outstanding!”

✅ Tip: Use sentence completion, matching, or fill-in-the-blanks to practice.

4. Teach Collocations and Nuances

Some synonyms pair better with certain nouns:

Breathtaking view
Outstanding performance
Cool idea
Epic adventure

Encourage learners to notice these common pairings.

5. Speaking and Writing Practice

Ask students to describe a favorite movie, trip, or event using at least 3 synonyms of “awesome.”
Do a “synonym swap” where students rewrite short paragraphs replacing “awesome” with more specific words.
Play a speaking game where they draw a card with a synonym and must use it in a sentence.

🧑‍🏫 Teacher Tips

Make a word wall or synonym chart in class
Encourage students to keep a “vocabulary variety” journal
Emphasize that using a range of words makes them sound more fluent and expressive

CLICK HERE for my “English Language Songs” and Worksheets

_____________________________________________________________________________________________

^{image from http://lovingenglish.org}

You are awesome! See how many of these awesome synonyms you can use to describe yourself, your family and friends.

Awesome synonyms – outstanding, astounding, staggering, incredible, astonishing, awe- inspiring, superb, wonderful, incredible, tremendous, splendid, spectacular, stunning, sublime, breathtaking, grand, badass, amazing, phenomenal, resplendent

CLICK HERE for my “English Language Songs” and Worksheets

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Lesson Plan, Worksheet & Synonym Card Set: Synonyms for “Awesome”

📅 LESSON PLAN: Synonyms for “Awesome”

Level: Intermediate ESL
Time: 45–60 minutes
Focus: Vocabulary development, register awareness, speaking, writing

Objectives

Learn a variety of synonyms for “awesome” and their usage
Understand formal vs. informal word choices
Practice using synonyms accurately in different contexts

Materials

Worksheet (below)
Synonym flashcards (included)
Whiteboard/projector
Optional: synonym word wall or visuals

Warm-Up (5 mins)

Ask: “What do you say when something is really good or exciting?”
Write student responses and circle “awesome.”
Ask: “Can we say something else instead of ‘awesome’?”

Presentation (10 mins)

Show 8 common synonyms for “awesome”
Teach meaning, register (formal/informal), and common collocations:
- Amazing (informal)
- Outstanding (formal)
- Fabulous (informal)
- Incredible (neutral)
- Epic (informal/slang)
- Impressive (formal/neutral)
- Spectacular (formal)
- Cool (very informal)

Guided Practice (15 mins)

Students complete matching and fill-in-the-blank tasks (see worksheet)
Pair work: Students choose two synonyms and create short dialogues

Speaking Practice (10 mins)

In pairs, students describe a favorite movie, vacation, or event using 3–4 synonyms
Class listens and identifies the synonyms used

Wrap-Up (5 mins)

Review synonyms using a mini quiz or synonym swap game
Homework: Write a paragraph about a personal experience using at least 4 synonyms

🗋 WORKSHEET: Synonyms for “Awesome”

Part A: Match the Synonym to the Definition

Amazing
Impressive
Fabulous
Epic
Outstanding
Cool
Spectacular
Incredible

A. Extremely exciting or large in scale
B. Extremely good; wonderful
C. Very enjoyable or trendy (slang)
D. Unusual and excellent
E. Very good or better than others
F. Surprising and wonderful
G. Visually beautiful and dramatic
H. Makes people admire it

Write the correct letters:

___ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___ 7. ___ 8. ___

Part B: Fill in the Blank

Use a synonym for “awesome” to complete each sentence:

That fireworks show was absolutely ____________________!
Your science project was ____________________. You should be proud.
We had an ____________________ time at the music festival!
This new phone is so ____________________ — I love the camera!
She looked ____________________ in her wedding dress.
The final scene of the movie was so ____________________.

Part C: Create Your Own

Write 3 sentences about something you love (a place, movie, event, food, etc.). Use a different synonym for “awesome” in each sentence.

🎨 SYNONYM CARD SET

Use as printable cards or a digital slideshow. Each card includes:

Card 1
Word: Amazing
Register: Informal
Example: That magic trick was amazing!
Image idea: A magician performing

Card 2
Word: Outstanding
Register: Formal
Example: She gave an outstanding presentation.
Image idea: Award or trophy

Card 3
Word: Fabulous
Register: Informal
Example: You look fabulous tonight!
Image idea: Fashion or party setting

Card 4
Word: Epic
Register: Informal/Slang
Example: Our road trip was epic!
Image idea: Road or mountains

Card 5
Word: Impressive
Register: Neutral/Formal
Example: His resume is very impressive.
Image idea: Business meeting or diploma

Card 6
Word: Cool
Register: Very Informal
Example: That video game is so cool!
Image idea: Gaming controller or emoji face

Card 7
Word: Spectacular
Register: Formal
Example: The sunset over the beach was spectacular.
Image idea: Colorful sunset

Card 8
Word: Incredible
Register: Neutral
Example: The story she told was incredible.
Image idea: A person telling a story

Tip: Display synonyms on a classroom word wall and add to them over time.

CLICK HERE for my “English Language Songs” and Worksheets

Develop Dialogue and Discussion

🧑‍🏫 How ESL Teachers Develop Dialogue and Discussion with Students

🎯 Why Dialogue and Discussion Matter

Dialogue and discussion aren’t just speaking practice—they build real-world communication skills, boost fluency, and allow students to personalize language. They help learners:

Develop confidence in using English naturally
Practice grammar and vocabulary in context
Improve listening and interaction strategies

CLICK HERE for my “English Language Songs” and Worksheets

🛠️ Step-by-Step: How to Develop Dialogue & Discussion Activities

1. Start with a Purpose

Before designing an activity, decide:

What’s the language focus? (e.g., past tense, giving opinions, question forms)
What’s the real-world skill? (e.g., ordering food, asking for directions, expressing feelings)

✅ Tip: Keep the language level and interests of your students in mind.

2. Build the Dialogue

Create sample dialogues to model conversation. Use:

Simple, natural language
A clear context (e.g., at a restaurant, job interview, making plans)
Useful vocabulary and expressions

✅ Tip: Leave some gaps or blanks in the dialogue for students to complete—this adds flexibility and creativity.

3. Include Personalization

After the model, get students to:

Change the dialogue to make it personal
Use prompts to express real opinions
Practice in pairs or small groups

4. Encourage Open-Ended Discussion

Move beyond controlled practice by giving:

Discussion questions
Role-play scenarios
Problem-solving tasks

These activities allow students to think, respond, and interact more naturally.

CLICK HERE for my “English Language Songs” and Worksheets

💡 Sample Discussion Starters

“What makes a good friend?”
“Do you prefer cities or the countryside?”
“Describe a holiday you’ll never forget.”
“What would you do if you found $1,000?”

👂 Tips for Teachers

Monitor without interrupting – take notes and give feedback after
Focus on communication, not just accuracy – help students feel safe to speak
Teach conversation strategies – like asking follow-up questions, agreeing politely, or expressing uncertainty

how to plan and implement effective dialogue and discussion activities that build fluency, confidence, and communication skills in their students.

🏠 LESSON PLAN FOR ESL TEACHERS

Topic: Developing Dialogue & Discussion in the ESL Classroom
Audience: ESL teachers (in training or in practice)
Length: 60 minutes

✅ Objectives

By the end of this session, teachers will be able to:

Design level-appropriate dialogue activities
Create prompts that promote authentic discussion
Facilitate speaking practice that is meaningful and student-centered

✏️ Materials

Sample dialogue worksheet (included)
Discussion prompt handout (included)
Whiteboard, markers or digital slides

⏰ PROCEDURE

1. Warm-Up: Think-Pair-Share (10 mins)

Question: Why is speaking practice important for ESL learners?
Teachers share experiences of successful or challenging speaking activities.

2. Mini-Lecture: Dialogue vs. Discussion (10 mins)

Dialogue: Controlled practice using set phrases and vocabulary
Discussion: Open-ended speaking with opinions, elaboration, and interaction

3. Activity Demo: Model a Dialogue (15 mins)

Topic: “At the Coffee Shop” (see worksheet below)

Step 1: Model with another teacher
Step 2: Identify useful expressions
Step 3: Have pairs adapt the dialogue to their own preferences

4. Activity Demo: Discussion Task (15 mins)

Topic: “Would you rather…?”

Hand out question prompts
Pairs choose 3 to ask and answer
Emphasize giving reasons and asking follow-up questions

5. Reflection & Feedback (10 mins)

What made the activities work well?
How would you adapt them for different levels?
What challenges do you anticipate?

📄 SAMPLE DIALOGUE WORKSHEET

Topic: At the Coffee Shop

Student A: Hi! I’d like a large coffee, please. Student B: Sure. Would you like cream or sugar? Student A: Just cream, thanks. Can I also get a muffin? Student B: Of course! That’s $5.50. Student A: Here you go. Student B: Thank you. Have a nice day!

Task: Practice the dialogue, then change it. What else could they order? What other questions might they ask?

CLICK HERE for my “English Language Songs” and Worksheets

💬 DISCUSSION PROMPT HANDOUT

Use these to spark pair or group discussion. Encourage full sentences, opinions, and follow-up questions.

Would You Rather…?

…travel to the past or the future?
…live in a city or the countryside?
…be very rich or very famous?
…never use a phone again or never eat chocolate again?

Personal Questions

What’s your favorite way to relax?
What is something new you’d like to try?
Describe your perfect weekend.
What advice would you give to a new English learner?

🔊 TIPS FOR TEACHERS

Use real-world contexts and age-appropriate topics
Allow thinking time before discussion
Monitor groups and provide vocabulary support
Focus on communication, not perfection
Encourage clarification and repetition in conversation

Beautiful Mother Teresa.

CLICK HERE for my “English Language Songs” and Worksheets

English Spelling and Pronunciation

English spelling and pronunciation, can be a real challenge for learners due to the inconsistencies in the language.

CLICK HERE for my “English Spelling Sounds Songs” and Worksheets. After I will send you other language songs.

This is a worksheet from my English Spelling Sounds Song

Look at the difficulty of the spelling of the words with the same and different sounds.

🧑‍🏫 How to Teach English Spelling & Pronunciation to ESL Students

English has a complicated relationship between spelling and pronunciation. Words are often not spelled the way they sound, and letters can represent multiple sounds depending on the context (e.g., ough in though, through, rough). The goal for teachers is to make this connection clearer through patterns, practice, and awareness strategies.

🔤 1. Teach Common Sound-Spelling Patterns

Start by highlighting high-frequency patterns:

Long vowels: cake, bike, home, cube
Short vowels: cat, big, hop, fun
Consonant digraphs: ch, sh, th, ph
Vowel teams: ea, oa, ai, ou

Activity: Give students word lists to sort by pronunciation and spelling pattern. For example: group boat, coat, float together.

📚 2. Use Phonemic Awareness & IPA (International Phonetic Alphabet)

Help students hear and recognize sounds before they associate them with spelling. Use phonetic symbols sparingly to build awareness (e.g., /i:/ in sheep vs. /ɪ/ in ship).

Activity: Minimal pairs – have students listen and identify differences between similar-sounding words: ship/sheep, bit/beat, bed/bad.

🗣️ 3. Focus on Problem Areas

Some areas that often cause confusion:

Silent letters: knight, doubt, lamb
Homophones: there/their/they’re, to/too/two
Irregular words: said, one, people

Teach these as “sight words” that need memorization and frequent exposure.

🧱 4. Use Chunking & Syllable Strategies

Break words into parts for spelling and pronunciation:

re-mark-a-ble, com-fort-able
Identify the stressed syllable and how it affects vowel sound

Activity: Clap the syllables or use color coding for stressed/unstressed parts.

🧠 5. Teach Through Reading & Writing

Encourage noticing spelling patterns during reading, and practice spelling in writing. Use dictation and read-alouds to reinforce the connection.

🎯 Teaching Tips

Use word walls organized by sound or spelling
Practice spelling rules, but don’t overemphasize exceptions
Be patient—students need repeated, multi-sensory exposure
Use apps, chants, games, and songs to make practice fun and memorable

CLICK HERE for my “English Spelling Sounds Songs” and Worksheets. After I will send you other language songs.

Lesson Plan, Worksheet & Chart: Teaching English Spelling & Pronunciation

📅 LESSON PLAN: English Spelling & Pronunciation

Level: Beginner to Intermediate ESL
Time: 45–60 minutes
Focus: Sound-spelling relationships, phonemic awareness, pronunciation accuracy

Objectives

Recognize common spelling patterns and their pronunciation
Identify differences between similar-sounding words
Improve word recognition and pronunciation through practice

Materials

Pronunciation rule chart (included)
Worksheet (included)
Audio samples (optional)
Board/markers or slides

Warm-Up (5 mins)

Write a few English words on the board that don’t sound like they look: colonel, debt, though, island.
Ask: “Why is English spelling so tricky?” Brief discussion.

Presentation (10 mins)

Introduce common English sound-spelling rules (see chart)
Highlight silent letters, vowel patterns, and common confusing combinations
Use examples and model pronunciation

Guided Practice (15 mins)

Students work through matching and gap-fill exercises
Pair practice: Minimal pair reading (e.g., ship/sheep, cut/cat)

Production Practice (10 mins)

Group reading aloud (short paragraph with tricky spellings)
Word sort: sort given words into pronunciation pattern categories

Wrap-Up (5 mins)

Pronunciation game or spelling bee
Homework: Practice 10 tricky words from today’s lesson with a partner or voice memo

🗋 WORKSHEET: Spelling & Pronunciation Practice

Part A: Match the Word to its Sound

Match each word to the correct phonetic sound (IPA).

Through
Rough
Though
Thought
Cough
Bough

A. /ruː/
B. /ʌt/
C. /ɔːt/
D. /ɔf/
E. /ɒf/
F. /baʊ/

___ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___

Part B: Fill in the Blanks

Use the correct word from the box to complete the sentence. Focus on spelling and pronunciation.

Box: island, debt, honest, write, gnat, hour

He couldn’t swim to the ______________ because of the waves.
I forgot to ______________ her birthday card.
You should always be ______________ with your friends.
He owes a large amount of ______________ to the bank.
It took us an ______________ to get through traffic.
A ______________ buzzed near my ear.

Part C: Pronunciation Practice (Minimal Pairs)

Read these word pairs out loud. Circle the one you hear from your partner or teacher.

ship / sheep
bit / beat
cap / cup
full / fool
sit / seat

Part D: Word Sorting

Sort the following words by vowel sound. Create two groups.

Words: cake, bed, sheep, bit, bike, set, plate, pin

Group A (Long vowel): ________________________________
Group B (Short vowel): ________________________________

📝 PRONUNCIATION RULE CHART

Spelling Pattern	Sound	Example Words	Notes
CVC (consonant-vowel-consonant)	Short vowel	cat, bed, hop	Typical short vowel pattern
CVCe (magic e)	Long vowel	cake, hope, bike	Silent “e” makes the vowel long
-ough	Varies	though, rough, cough	Must memorize each
-ight	/aɪt/	light, night	Consistent pattern
Silent letters	—	write, knee, honest	Often at start (w, k, h)
Vowel teams	Long vowels	boat, seat, meat	Two vowels = long sound
-tion/-sion	/ʃən/ or /ʒən/	nation, vision	Common suffixes for nouns
Homophones	Same sound	their/there/they’re	Different spellings & meanings