Conditionals

 

Useful resources for English teachers‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  ‌  

Hey, teachers!  If you had to teach Conditionals to your students, how would you do that? In fact, learning Conditional Sentences is easier than using all their types in speech. Some students find it difficult to understand and use English Conditional Sentences. Sometimes it seems that the student understands all the Conditionals separately, does the grammar exercises correctly but when it comes to use in oral speech or writing, something goes wrong. Are you familiar with such a situation? Today, we are offering a selection of tasks for the practice of Conditional Sentences in English classes. Their main advantage is that almost any of the tasks can be adapted to any type of Conditionals. Chain Conditionals This task focuses on the form of a Conditional Sentence and on building grammatical accuracy. At the same time, students perform controlled practice, as they will have to use this grammatical structure in a limited context. The teacher reads the first sentence. For example, a Conditional Sentence of Type 3: 'If I had bought that car a year ago, I would have saved a lot of money.'  The next student should use part 2 of the conditional sentence read by the teacher and make a new one. For example: 'If I had saved a lot of money, I would have gone on holiday.'  Then students continue, using the ideas from the previous sentences: 'If I had gone on holiday, I would have visited many countries', etc. You can add an element of competition and divide students into teams. Teams make sentences in turns. The team that says the last sentence if the opponents have no ideas wins. The sentences must be grammatically correct. Clues This game can be played with the whole class, and it focuses on the free use of Conditional Sentences, i.e. we use it at the stage of freer practice. One of the students leaves the class. In the meantime, you and the other students agree on a word for the student to guess. When the student returns, other students give him clues using Conditional Sentences. Again, they can make up clues depending on the type of sentences you want to work on. For example, if you and your students have chosen the word 'mustard', the clues might look like this: If I were you, I’d be careful not to get this on my clothes. If I were you, I’d never eat this by itself. If you were a waitress, you would put this on the table next to the ketchup. If I were you, I would always put it on hot dogs. The student can also ask questions to other students, but he must use the proper grammatical structure. For example: 'If I didn't eat spicy food, would I eat this?' The game continues until the student says the correct answer. Activity can be easily adapted to other types of Conditional Sentences. Line-Ups This is a communicative task that you can prepare in advance or with your students in class. You will need cards with questions that you can make up yourself, or ask students to make questions and write them on the cards. Example:  If your parents told you not to see your boyfriend/girlfriend, what would you do? If your friend gave you a puppy for your birthday, what would you do? If your friend makes mistakes in grammar while speaking, do you correct him/her? If you were invited for dinner to a friend’s house and the food was terrible, what would you say or do? Again, questions can be composed using different types of Conditional Sentences. Divide the students into 2 groups and ask them to face each other in the 'question line' and 'answer line'. Students from the question line receive question cards and ask those questions to their partner. He answers and moves on to the next student in the question line. Students in the question line do not move. Their task is to memorize the answers of students from the "answer line". When the questions are over, we conduct a 'whole class feedback'. Then students can swap roles and play the game again. Songs English songs should not be underestimated either, as they contain excellent examples of the use of Conditional Sentences. Take at least:  If It Hadn’t Been for Love (Adele) Count On Me (Bruno Mars) If I Had A Million Dollars (Barenaked Ladies) Should've Said No (Taylor Swift) In My Place (Coldplay) If Everyone Cared (Nickelback) Hurt (Christina Aguilera) Rich Girl (Gwen Stephani) Time After Time (Cyndi Lauper) In addition to noticing different forms of Conditionals in songs and focusing on pronunciation, songs can also serve as a starting point for discussion or writing. Take, for example, the song by Cher 'If I Could Turn Back Time'. Invite students to write an essay or discuss the topic: 'If you could change something you did in the past, what would it be?' For homework, ask students to listen to a few songs and find out how they use certain types of Conditional Sentences. As you can see, the tasks offered today are easily adapted to the needs of your students and the topic being studied. How do you practise Conditionals with your students?

'Month Project' in May2021

 Happy and proud of the result! Our eTwinning project "Te@ach with Teach" was announced as the best project in May 2021.

More information you can find here:

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Morning energizes for kids and teachers

 https://grade.ua/uk/blog/english-exercises/?utm_source=facebook&utm_medium=social&utm_campaign=blog

Creative Camp Online 2021. Morning energizer

 https://youtu.be/Pce8Slw-7CU

Creative Camp Online 2021. Video Project

 https://youtu.be/qQ5BmKab1hA

Creative Camp Online 2021. Summarizing

 https://www.youtube.com/watch?v=Qj_ublTloII

Creative Camp Online 2021. Day 10

 #CreativeCoCampOnline2021

Day 10. Final Day

#GoCamp, you are super!

Inspiration for us!

With you holidays - better

You deserve for the trust!

Thanks a million for the great project! 🥳

Thanks a billion to all #GoCamp team for your hard work, warm atmosphere on the sessions, great motivative speakers,  inspiration and creativity!🏆🥇

Thanks a bunch to our campers for your great work!

And see you soon!!!!😀🥰

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Creative Camp Online 2021. Day 9

 #CreativeCampOnline2021

Day 9. How to show my city. Video content

After morning energizer we talked about different kinds of video. 🎬

This material helped our campers improving project ideas and choosing a concept.

Kateryna Khorlikova, Content Analyst, gave our campers useful tips how to prepare an effective presentation.

Lively discussion and reflection with our volunteer Matilde were 

the highlight of day 9.🥰

To be continued...😀

День 9. Як показати своє місто. Відео зміст

Після ранкової руханки ми говорили про різні види відео.

Цей матеріал допоміг нашим кемперам вдосконалити проектні ідеї та вибрати концепцію.

Катерина Хорлікова, аналітик контенту, дала нашим кемперам корисні поради, як підготувати ефективну презентацію.

Жвава дискусія та роздуми з нашою волонтеркою Матільдою стали родзинкою дня 9.

Далі буде...😀

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Creative Camp Online 2021. Day 8

 #CreativeCampOnline2021

Day 8. What does my city look like. Colours🌈☀️

Day 8 started with morning energizer. Our team danced well!!!️🏆🥇

Campers learned unknown colors using Quizlet, our thanks to Oksana Yerokhina,  and played Kahoot.😀

The topic of the day made us feeling amazing! Such bright and 

colourful cities of our volunteers! It was really tremendous!

Ihor Lipov, QA Engineer and Ivan Oliinyk, Software Engineer, spoke about how to get a job in a world-known IT company. 

Some conclusions after their speach:

- Simple, ordinary guys made their dreams come true.;

- You should believe in yourself.;

- To succeed you should work hard, develop and have a desire.;

- English language is crucial.;

- To learn English you need to talk with native speakers, change your apps  into English, watch films in English.

- Playing computer games can be useful in your future life.)))🎮

At the end of the day all campers got acquainted with Snapchat buddies who will be campers' mentors for those teams who are interested in creating their own projects.

To be continued...😉

День 8. Як виглядає моє місто. Кольори

День 8 розпочався з ранкової руханки. Наша команда гарно танцювала !!!

Кемпери вивчали невідомі кольори за допомогою Quizlet, наша подяка Оксані Єрохіній,  і зіграли в Kahoot.

Тема дня змусила нас почуватися дивовижно! Такі яскраві і

барвисті міста наших волонтерів! Це було дійсно приголомшливо!

Ігор Ліпов, інженер з контролю якості та Іван Олійник, інженер-програміст розповіли як влаштуватися на роботу у всесвітньо-відому ІТ-компанію.

Деякі висновки після їх виступу:

- Прості, звичайні хлопці здійснили свої мрії .;

- Ви повинні вірити в себе .;

- Щоб досягти успіху, слід багато працювати, розвиватися та мати бажання .;

- Англійська мова має вирішальне значення .;

- Щоб вивчити англійську, потрібно говорити з носіями мови, змінити додатки на  англійську мовою, дивитися фільми англійською мовою.

- Гра в комп’ютерні ігри може бути корисною у вашому подальшому житті.)))

В кінці дня усі кемпери познайомилися з друзями Snapchat,

які будуть наставниками  для тих команд, які зацікавлені у створенні своїх власних проектів.

Далі буде...

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Reflection Questions for Teachers

 

Creative Camp Online 2021. Day 7

 #CreativeCampOnline2021

Day 7. What does my city sound like?| Sounds and Music

Everyday in #CreativeCampOnline2021 our campers are inspired and motivated by talented experts. Today's day was not an exception!

Anton Kuzmenko, People Manager of VFX team, spoke about music in video. Campers heard Anton's history to success ('try and do'; It's great when your preferences and needs match.), his research about the common in music and videos, how silent films invented the soundtrack.

Did you know that AI ( Artificial Intelligence) can generate music?

That an orchestra played music created by AI?

That AI voiced the actors' play?

Our campers went outside and recorded different sonds in the town.

Campers' favourite thing in the GoCamp Online is to communicate

with their volunteer Matilde! They can talk about everything they want!

To be continued...

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Creative Camp Online 2021. Day 6

 #CreativeCampOnline2021

Day 6. What is happening in my city? Storytelling

What a bright day today! Our GoCamp Online volunteers

showed us beautiful videos/ photos of their countries and cities! But in unusual way!) Campers had to quess volunteers' countries and cities.

Today we talked about storytelling, listened to Andriy Voloshin,

concept artist.

Our campers developed their imagination and creativity to create a story about your city.

To be continued...

https://www.facebook.com/permalink.php?story_fbid=1421992534850119&id=100011181581510

How to help students learn new grammar and vocabulary?

 

Talking about techniques, let's discuss a couple more, and then move to the ways of making your controlled practice even more interactive.

Matching

The task is that students look for and select items that match each other. These can be: Definitions to a word, halves or phrases or grammar rules. Synonyms / antonyms. Formal / informal words or expressions. Pictures with words or sentences. Cards with pictures, words, sentences, etc. In this memory card  game, students take turns flipping cards with words or pictures until they find a matching pair.

Touch the board

Students hit or touch the correct answer on the board with a fly swatter or just a hand. The first one wins. In groups: students sit in groups and play with each other. When one student gives a hint, the other students (perhaps two at a time) compete to 'slap' the correct answer. Whole class: students form two rows leading to the board. Two students stand in front of the board when the teacher reads a hint. When you say, 'Turn around!' or 'Go!', students start the competition. The correct answer is a picture or a word or a sentence.

Fill-in-the-blank

From the title, it is clear that students will fill in the blanks in the text. They will need to choose or write the correct answer: Two options: students choose (underline or circle) the correct answer. Word bank: students are given a word bank from which they select the answer. No options: students need to write their own answer without any options.

Jumbled Sentences/Words

In this exercise, the teacher gives a set of words/letters that students need to arrange in the correct order to get a sentence/word.

Sentence Completion

It’s also a great task at this stage of the lesson. Students receive prompts with blanks for their own answers (e.g. personal information or opinions, etc.) and write their own sentences.

How to make controlled practice more interactive?

The tasks described above may seem simple because many of them are in almost every modern coursebook. Here are some highlights that will help make this stage of the lesson more interactive.

Click click sentences

This task works well with prepositions, participles in phrasal verbs or prepositional phrases. Distribute a TL card to each student.  For example: 'I am good at English and Science.' Students should move around the classroom, approach other students, and 'click' on the words they are learning. Example: 'I am good click click English and Science' or 'I am click click click click English and Science'. Their partner listens and guesses the missing word or words. Then they exchange cards, find a new partner and repeat the process. Read about other mingling activities in our blog.

Wacky Backy

This is a very interactive gap-fill. Ask students to stand up and attach a sheet of paper with one of the correct answers on their backs (10 answers = 10 students). Also, use sticky notes that you can stick on their foreheads – make sure they do NOT see your word. Give a worksheet with a gap-fill to each student. Then they move around the class and tell each other what number they think the other students are. If I ………(1) the lottery, I……….(2). a Ferrari. If I ………(3) rich, I………(4) money to charity. WOULD BUY, WERE, WON, WOULD GIVE WOULD BUY: “I think you’re number 2” They SHOULD NOT say what word it is! Each student must guess their word and write it on the board.

Treasure Hunt

Divide the students in pairs and say that this is a competition. Students have a worksheet with a task to fill in the blanks. Post answers, as well as distractors, on the walls or in the hallway. They need to find answers quickly and fill the gap.  Here are some other cool ideas in our webinar with Chris Reese:

As you can see, even ordinary exercises from the textbook can be turned into an exciting game, during which students will learn in a relaxed and natural atmosphere. Isn't that what we want? https://mail.google.com/mail/u/0/#inbox/FMfcgzGkXwNcmPjhkQxvrMcmgbgxndWW