Master English with fun and effective exercises

ɫèAV Languages
A woman sat in a library reading books at a table
Reading time: 3 minutes

Learning English can be a rewarding yet challenging journey. Whether you're aiming to improve your language skills for travel, work, or personal growth, using the right resources will make all the difference.

Types of English exercises you should try

Grammar exercises

Grammar is the backbone of any language. Worksheets focusing on grammar can help you understand sentence structure, verb tenses and other essential rules. Look for exercises that cover:

  • Verb conjugation: Practice different verb forms and understand when to use each.
  • Sentence structure: Learn how to construct sentences correctly.
  • Punctuation: Understand the importance of punctuation marks and how to use them properly.

Vocabulary building

Expanding your vocabulary is crucial for effective communication. Worksheets can help you learn new words and phrases, as well as their meanings and usage. Try exercises like:

  • Word matching: Match words with their definitions.
  • Fill-in-the-blanks: Complete sentences using appropriate vocabulary.
  • Synonyms and antonyms: Identify words with similar or opposite meanings.

Reading comprehension

Improving your reading skills involves understanding and interpreting written texts. Worksheets designed for reading comprehension can help you practice:

  • Short stories: Read short passages and answer questions about the content.
  • Articles: Analyze articles to identify main ideas and supporting details.
  • Inference: Draw conclusions based on the information provided in the text.

Writing practice

Writing exercises help you articulate your thoughts clearly and coherently. Worksheets can guide you through different writing styles and formats:

  • Essay writing: Practice writing essays on various topics.
  • Letter writing: Learn how to write formal and informal letters.
  • Storytelling: Create your own stories using prompts or randomly selected features.

Activity 1: Grammar & sentence structure

Rewrite the following sentences to correct any grammatical errors and improve their structure.

  1. She don't like to play football.
  2. They was going to the market when it started to rain.
  3. The cat is sat on the mat.
  4. He's more taller than his brother.
  5. We are going at the cinema tonight.

Answer key

  1. She doesn't like to play football.
  2. They were going to the market when it started to rain.
  3. The cat is sitting on the mat.
  4. He's taller than his brother.
  5. We are going to the cinema tonight.

Activity 2: Vocabulary expansion

Match the words on the left with their correct definitions on the right.

Words

1. Eloquent

2. Obsolete

3. Pensive

4. Jovial

5. Meticulous

Definitions

a. Very happy or cheerful

b. No longer in use

c. Expressive and persuasive in speaking

d. Thoughtful and reflective

e. Showing great attention to detail

Answer key

  1. c. Eloquent - Expressive and persuasive in speaking
  2. b. Obsolete - No longer in use
  3. d. Pensive - Thoughtful and reflective
  4. a. Jovial - Very happy or cheerful
  5. e. Meticulous - Showing great attention to detail

Activity 3: Reading comprehension

Read the following passage and answer the questions below.

"In an era where technology evolves rapidly, the way we communicate is constantly changing. Social media platforms have become a primary means of interaction, often replacing traditional face-to-face conversations. While this shift offers several advantages, such as instant connectivity and access to a global audience, it also presents challenges. For instance, the lack of non-verbal cues in digital communication can lead to misunderstandings."

Questions

  1. What is the main idea of the passage?
  2. Name one advantage of social media communication mentioned in the passage.
  3. What is one challenge of digital communication highlighted by the author?

Answer key

  1. The main idea of the passage is that while social media communication offers advantages, it also has challenges.
  2. One advantage of social media communication mentioned is instant connectivity. You could also have said access to a global audience.
  3. One challenge highlighted by the author is the lack of non-verbal cues leading to misunderstandings.

Activity 4: Writing skills

Write a short paragraph (5-6 sentences) about the importance of effective communication skills in today's world. Use at least three of the vocabulary words from Activity 2.

Conclusion

English learning exercises are an invaluable tool for anyone looking to master the language. They offer structured learning, reinforce key concepts, provide immediate feedback, and keep you engaged throughout your learning journey. By incorporating these kinds of exercises into your study routine, you'll be well on your way to achieving fluency in English.

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    Content and Language Integrated Learning (CLIL) is an approach where students learn a subject and a second language at the same time. A science course, for example, can be taught to students in English and they will not only learn about science, but they will also gain relevant vocabulary and language skills.

    It’s important to note that CLIL is not a means of simplifying content or reteaching something students already know in a new language. CLIL courses should truly integrate the language and content in order to be successful – and success is determined when both the subject matter and language is learned.

    Who is CLIL for?

    CLIL can work for students of any age, all the way from primary level to university and beyond. So long as the course content and language aims are designed with the students’ needs in mind, there is no limit as to who can benefit from this teaching approach. However, it is most commonly found in primary and secondary school contexts.

    What are the main benefits of CLIL?

    Many teachers see CLIL as a more natural way to learn a language; when a subject is taught in that language there is a concrete reason to learn both at the same time. And as students have a real context to learn the language in, they are often more motivated to do so, as they can only get the most of the content if they understand the language around it.

    Moreover, being content focused, CLIL classes add an extra dimension to the class and engage students, which is especially advantageous in situations where students are unenthusiastic about learning a language.

    CLIL also promotes a deeper level of assimilation, as students are repeatedly exposed to similar language and language functions, and they need to produce and recall information in their second language.

    Furthermore, it has the advantage that multiple subjects can be taught in English, so that students’ exposure to the language is increased and their language acquisition is faster.

    CLIL also encourages students to develop 21st century skills, including the ability to think critically, be creative, communicate and collaborate.

    What are the challenges of CLIL?

    As CLIL is subject-focused, language teachers may also have to develop their own knowledge of new subjects in order to teach effectively.

    They must also structure classes carefully so that the students understand the content of the lesson, as well as the language through which the information is being conveyed.

    And when it comes to classroom management, educators need to be very aware of individual student understanding and progress.

    It’s therefore important to consistently concept check and scaffold the materials to be sure both the language and content are being learned.

    How can you apply CLIL to your class?

    It’s important to have a strategy in place when applying CLIL in your courses. One of the key things to remember is that the language and subject content are given equal weight and that it shouldn’t be treated as a language class nor a subject class simply taught in a foreign language.

    According to Coyle’s 4Cs curriculum (1999), a successful CLIL class should include the following four elements:

    • Content – Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
    • Communication – Using language to learn whilst learning to use language
    • Cognition – Developing thinking skills which link concept formation (abstract and concrete), understanding and language
    • Culture – Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self

    Using a number of frameworks can help you prepare your lessons and make sure activities are challenging yet achievable for your learners.

    Bloom’s Taxonomy, for example, classifies learning objectives in education and puts skills in a hierarchy, from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS).

    In the diagram below, you can see the levels increasing in complexity from the base up to the triangle’s peak.

  • A group of students  hugging a teacher

    How to use praise to motivate your students

    By Joanna Wiseman
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    Praise in the classroom is a valuable resource that every teacher has in their toolbox.It can encourage struggling students and reward learners who have been studying diligently and working hard on their language skills.

    But not all types of praise have the same effect. Let’s take a look at different types of praise and how you can use it to boost your learners’ motivation andself-esteem.

    Different types of praise in the classroom

    There are three types of praise that teachers commonly engage in - but they’re not all equal and are not all desirable:

    • Personal praise: Here you praise a student for a specific ability or quality. For example, you might say something like,“You have a great memory for vocabulary”.
    • Effort-based praise: Thisis when you comment on a student’s efforts. For example, you could say,“I can see you tried really hard with this vocabulary homework – well done.”
    • Behavior-based praise:This type of praiseis where you comment on how a student is acting, an example would be,“You were really paying attention during the vocabulary lesson – good job.”

    So how – and when – should we use these types of praise in the classroom?

    Try not to praise ability

    The first type of praise – personal praise – should be avoided in the classroom.has shown that this type of praise doesn’t have a beneficial effect on motivation.

    In fact, praise for intelligence actually has a detrimental effect on student achievement. When students were praised for their intelligence, they tended to care more about their performance goals – the score they achieved on a test, for example. Learning goals, like mastering a new skill, became less important to them.

    Moreover, personal praise has been shown to undermine student resilience in the face of failure. Students showed less persistence when it came to challenging tasks and less enjoyment of the challenge. They also performed more poorly than children praised for effort.

    Furthermore, when you praise students for their ability, they also tend to see intelligence or aptitude as a fixed trait. However, students who are praised for effort are more likely to see ability as something they can improve on. This feeds into the development of a growth mindset vs a fixed mindset.It’s important toinstilla growth mindset in learners to enable them to reach their full potential.

    How to praise effort and behavior

    When it comes to praising effort and behavior, what’s the most effective way to do it? Here are some techniques to employ:

    1. Be specific

    General praise such as “Good job” isn’t nearly as effective as a comment that shows you’ve been paying attention to what the student is doing. A precise compliment will make a much bigger impact on a student, for example:“I was really impressed at how hard you concentrated during the listening exercise. Well done.”

    2. Give praise in the moment

    Immediate praise doesn’t need to be disruptive, but it shows students that you are paying attention and noticing good behavior and effort.

    3. Avoid comparisons with other students

    Instead of saying, “You got the best mark in the class – well done!” say something like,“You got a really high score in the reading test. Your hard work has really paid off this term.”

    4. Keep track of praise

    Before your class, choose three or four students you’re going to praise that day. That way, you can be sure that each and every student will benefit from the motivational power of effective classroom praise!

    5. Personalize your praise, depending on the student

    Young students enjoy being praised publicly, but shy students, older children and teenagers prefer positive feedback to be given quietly.

    Don’t overpraise and watch your positive bias

    It’s important to be sincere. Older children, especially adolescents, have an extremely low tolerance of insincerity. So, don’t be tempted to praise students too often, or too effusively – it can actually have a negative impact on your relationship with your whole class. Insincere praise can lead students to question your judgement.

    It’s also really important to be aware of your positive bias.that teachers consistently give students of color more positive feedback on their work. It’s done with good intentions, but it can actually be harmful. If you regularly overpraise students for minor achievements, it can imply that you have low expectations for these students. And, this can make your students feel like they might not be capable of fulfilling the high expectations that you should have of them.

    So, instead of overpraising, focus on giving specific, immediate praise to motivate your students, boost theirself-esteem and unlock their potential.

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    5 quick and easy ESL games for teaching young learners

    By Joanna Wiseman

    Can we play a game? How many times have you been asked this in class? And how often do you say Yes? Young learners love to play games, and if you choose the right ones, they can have a hugely beneficial impact on their learning.

    As well as being fun, games can provide learners with necessary language practice, as well as lowering the affective filter (i.e. anxiety, fear, boredom and other negative emotions that can all impact learning). Games also foster a positive, relaxed environment.

    So are you ready to play? Here are a few tried and tested games that work especially well in the primary classroom. Each game is designed to consolidate and review the language students have been learning, and take from 5 to 15 minutes. The primary games are flexible enough for you to adapt them to different learner levels, age groups and skills.