Skip to 0 minutes and 8 seconds Show me your– Pedro? Show me your shoes. Shoes.
Skip to 0 minutes and 15 seconds Let me see them. Oh, well done. OK. Show me your socks.
Skip to 0 minutes and 24 seconds There. Did they move? Where are they? Where are they? Your smelly socks. Oh, I see. Let me see. Ah, well done. Excellent. [LAUGHS]
Skip to 0 minutes and 37 seconds We have to remember that in the past when we use the past simple, we have two kinds of verbs. We have regular verbs, remember? Yes. The ending– how do they end? What’s the ending of the regular verbs? Is it AD? AD or ED? ED, sorry. Yes. Good. So the regular verbs end in ED. And the irregular verbs are irregular. Yeah. So that’s why they’re called irregular because there isn’t really a rule. Yeah? But there are less verbs of irregular verbs I can share with you, OK? Couldn’t. I couldn’t agree with you more. OK.
Skip to 1 minute and 42 seconds Take. Take. Hm. Take, take, take. Hm. Why the– ah, it was a new phrase for me. What’s your take on? What’s the opposite of an interesting job? It’s a boring job. OK.
Skip to 2 minutes and 5 seconds And you find a job that makes you tired, it is? A tiring job. You’re right. Now let’s continue. Caio, do you know the opposite of a well-paid job? I think it’s a worse paid job. Not really. It’s a badly paid job. Can you say that after me? Badly paid job. Badly paid job. Good. So what’s the problem if a job is badly paid? What is low? Do you know? The salary. Very good.
Skip to 2 minutes and 48 seconds I was a bit confused. It’s fine. What I said in this story was “I got”. I got. But I can use “I was”. I was confused. Yeah. Well, “I got” is because something changed. Ah, right. Yeah? Yeah. Right. So I got confused. I was looking at people climbing. And I got confused. I was like, why are they climbing? I thought we weren’t allowed to climb. Because I want to eat. I thought it. Ah. Very good. OK. I thought– I thought. I thought, thank you so much. I thought it was illegal. But it was– And now it is. Yeah. Fantastic. It was illegal. The firefighter– I think the firefighter is a very demanding job, too, because it’s dangerous.
Skip to 3 minutes and 54 seconds A firefighter has to run into a house to help someone. Yes. He don’t even know who’s the person in it.
Skip to 4 minutes and 8 seconds But I also think that it’s rewarding because when you save somebody, you– you’re the hero. Are you ready for the game, Pedro? Ready? Yes. OK. Pedro, can you wear your t-shirt?
Skip to 4 minutes and 34 seconds Ah. Well done. Excellent. One point for you, Pedro. One point. Pedro, can you wear your shoes? Your shoes, Pedro?
Skip to 4 minutes and 50 seconds Ah. Let me see. Ah. OK. Good. [LAUGHS] Well done. Yeah. Two points for you, Pedro. Now, Pedro, [LAUGHS] now listen. Listen. Pedro, you there? Can you wear your trousers? Your trousers.
Skip to 5 minutes and 16 seconds Hm. And a zipper.
Skip to 5 minutes and 23 seconds OK? Yes. Well done. [LAUGHS]
Online language lessons
As with face-to-face language lessons, online language lessons give learners the opportunity to notice language in context, understand how that language is used, formed and pronounced, and practise using that language in a meaningful way.
Watch the video which shows clips of various lessons. What is the purpose of each activity you see? What resource is used to make it work online? Complete the table with the information.
|Teacher||Activity purpose||Resource used|
Please note down your answers on a piece of paper
Reflect and share
Think about how you teach grammar and vocabulary in your face-to-face lessons. How will you adapt this approach to an online classroom? Share your ideas in the comments.
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