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Parents' Meetings

Parents' Meetings
Do you teacaah young learners in an academy or in the public sector?

Do you teach young learners in an academy or in the public sector? If so, you almost certainly write reports and meet parents at teacher/parent evenings. What do you do to prepare for these? What do you say to parents whose kids are having difficulties with their learning? Do you prepare anything to give to parents about helping with their child’s learning? What is acceptable and not acceptable when speaking to parents?
How do you prepare for teacher/ parent evenings?
Collect examples of student's work.
I like to take some written work with me to a parent's meeting. This provides the opportunity to show the parents what their child is doing in the class, how well they are doing it and in which direction they can go to make it even better.
Compile a list of resources
A list of online materials in the form of weblinks ranging from fun websites to more serious ones means you can tailor a suggestions list for each parent and their child. Encourage parents to investigate the list with their child together and identify one's which the child enjoys and is willing to visit and the less enjoyable ones which the child should visit.
During meeting
Confirm the student's identity
Start by confirming the full name of the child whose parents you are talking to. You can have students with the same first name in your classes and you don't want to confuse them especially when their academic attainments, efforts and behaviour are all aspects which can vary hugely. Confirming their full name makes you look thorough and it means you can cross reference them in any class documents, such as a register, for attendance and grades and other information.
Ask the parents
Start with the question “How's young X finding the class?”. Asking them how their child is finding the class gives you the time to not only to get information and material ready at your finger tips but it also gives you a feel for the needs and expectations of the parents.
Be positive
You may have a student that doesn't do so well in class but you should avoid comparisons with other students and be sure that the parent can report to their child that you said something positive. You want to be truthful but you don't want to demotivate the student either.
Post meeting
Review and evaluate
Decide what worked and what didn't and be prepared to incorporate this into any future meetings you have.
Make a note
Any information on your student that came out of the meeting could prove useful in a class if it allows you to engage and motivate a little more – likes and dislikes, hobbies and interests.
Pass it on
If there were any issues that were raised that you think need passing on to say a senior teacher then do it sooner rather than later. This should reflect any requests or queries that are made by more than one parent such as exams or recomended readers.


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staff and stuff

staff ; (administrative employees) موظفون

The staff at the university handle the managerial tasks for the professors. يتولى موظفو الجامعة المهامّ الإدارية عن الأساتذة.

stuff informal (things) أشياء

What is this stuff over here in the corner? ما هذه الأشياء في الزاوية؟

Names of baby animals in English

Names of baby animals in English:
ﺃَﺳَﻤَﺎﺀ ﺻِﻐَﺎﺭ ﺍﻟْﺤَﻴَﻮَﺍﻧَﺎﺕ ﺑِﺎﻟﻠُّﻐَﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ :

1. Bear (ﺩﺏّ) - Cub (ﺍﻟﺪَّﻳْﺴَﻢُ)
2. Bird (ﻃﻴﺮ) - hatchling, chick (ﻓﺮﺥ)
3. Buffalo (ﺟﺎﻣﻮﺱ) - calf (ﻋﺠﻞ)
4. Butterfly (ﻓﺮﺍﺷﺔ) - pupa, caterpillar (ﺷﺮﻧﻘﺔ)
5. Camel (ﺟَﻤﻞ) - calf (ﻋﺠﻞ)
6. Cat (ﻗﻄّﺔ) - Kitten (ﻫﺮﻳﺮﺓ)
7. Cow (ﺑﻘﺮﺓ) - Calf (ﻋﺠﻞ)
8. Deer (ﻏﺰﺍﻝ) - Fawn (ﺧﺸﻴﺶ)
9. Dog (ﻛﻠﺐ) - Pup (ﺟﺮﻭ)
10. Donkey (ﺣﻤﺎﺭ) - Foal (ﺍﻟﺠﺤﺶ)
11. Duck (ﺑﻄّﺔ) - Duckling (ﺑﻄّﺔ ﺻﻐﻴﺮﺓ)
12. Elephant (ﻓﻴﻞ) - Calf (ﺩَّﻏْﻔَﻞُ)
13. Frog (ﺿﻔﺪﻉ) - Tadpole (ﺃﺑﻮ ﺫُﻧﻴﺒﺔ)
14. Goat (ﻣَﺎﻋَﺰَ) - kid (ﺟﺪﻱ)
15. Horse (ﺣﺼﺎﻥ) - foal, colt (male), filly
(female) ( ﺍﻟﻤﻬﺮ ﻣﺬﻛﺮ- ﺍﻟﻤﻬﺮﺓ ﻣﺆﻧﺚ )
16. Kangaroo (ﻛﻨﻐﺮ) - Joey (ﻣُﻬْﺮ)
17. Monkey (ﻗﺮﺩ) - infant (ﺍﻟﻘﺸﺔ)
18. Lion (ﺃﺳﺪ) - Cub (ﺍﻟﺸﺒﻞ)
19. Sheep (ﺧِﺮﺍﻑ) - Lamb (ﺣﻤﻞ)
20. Tiger (ﻧﻤﺮ) - Cub (ﺍﻟﻔِﺰْﺭُ)

Sight Word Matchup

Sight Word Matchup
Skill: Reading one- and two-letter sight words
Players: Whole class
Object: To find the player with the matching sight word- and two-letter sight words
Materials: 26 word cards: a, I, am, an, as, at, be, by, do, go, he, if, in, is, it, me, my, no, of, on, or, so, to, up, us, we How to Play
1. Photocopy and cut apart enough word cards so that there are two cards for each word and each pair of players.
2. Mix up the cards. Distribute them randomly, one card to each player. Tell children not to look at their cards until you say “Go.”
3. When you say “Go,” players look at their cards and find a classmate with the same word. Once children pair up, have them spell out and then read their word together and sit down.

From Here to There

From Here to ThereSkill: Reading homophones Players: Whole class Object: To line up using high-frequency homophones Materials: • 22 word cards: ate, eight, buy, by, for, four, know, no, one, won, hour, our, hear, here, right, write, to, too, two, their, there, they’re
How to Play
1. Photocopy and cut apart the word cards. Distribute one word card to each player. If necessary, have some children pair up (because there are only 22 cards). 
2. Call on children to read the word on their card and think about how they would use it in a sentence.
3. Randomly call out a word (see Materials box) and use it in a sentence. The player with that word card can get in line after saying the word, spelling it, and using it in another sentence. Then the player(s) with a homophone for that word reads it, spells it, uses it in a sentence, and gets in line. 
4. Collect the word cards after all children are in line.

Figures of Speech : Euphemism

Figures of Speech : Euphemism

Figures of Speech : Irony

Figures of Speech : Irony

Reflexive Pronouns

Reflexive Pronouns

Use the reflexive  pronoun when the subject and the object are the same person. 

myself ourselves yourself yourselves 

Ex. He likes to look at himself in the mirror. 

himself/herself/itself themselves 

Note: You can also use the reflexive  pronoun to say that you did something without anyone’s help: I fixed the hair dryer myself.

Wither , Weather , and Whither

Wither = (v.) become dry and shriveled = يذبل = يفقد الحيوية = يُذبل شيئًا، يُذوي شيئًا 
Weather = (n.) climate = الطقس 
Ex.  1-Flowers *wither* in hot *weather*. 🌺🌞  2-Evelyn forgot to water her houseplants and they withered.  3-Glenn's enthusiasm withered after ten years doing the same job. Simon and Janet's love withered as they began to understand the practicalities of running a home and raising children.  4-The intense heat from the sun withered the delicate seedlings.  5-The weather is nice today.  6-There was some weather earlier this week. 
Whither = (adv.) to where, to what place or state = حيثما = أين؟ = إلى أين؟ 
Ex.  1-*Whither* will Jo go for lunch? 🍣🍲  2-The decision when and whither to attack the enemy would be crucial.  3-Whither is the cook?  4-Whither is the ship sailing?

Whoever vs. Whomever

Whoever vs. Whomever
Don’t Say: Give the tickets to whomever can use them.  Say Instead: Give the tickets to whoever can use them.
Here’s Why: You may have been tempted to say “whomever” here, because it may seem to be the object of “to.” But actually the object of “to” is the whole final clause “whoever can use them.” Within that clause, the pronoun is the subject of the verb “can,” so the subjective case is required, and that’s “whoever.” 
Grammatically, “whoever” and “whomever” work the same way that “who” and “whom” do. Wherever you would use “who,” you use “whoever,” and wherever you would use “whom,” you use “whomever.” “Whoever” can be used as the subject of a verb, for example:
Whoever took my belt had better give it back.  Whoever said that was crazy.
Whomever” can put in an appearance as a verb’s object:
Please bring whomever you like to the picnic.
But these pronouns get tough when it’s hard to tell which part of the sentence determines which pronoun we should use. That’s what mig…

Principles for Teaching Writing

Principles for Teaching Writing

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1. Understand your students’ reasons for writing. The greatest dissatisfaction with writing instruction comes when the teacher’s goals do not match the student’s, or when the teacher’s goals do not match those of the school or institution in which the student works. It is important to understand both and to convey goals to students in ways that make sense to them. Are the students required to take other courses? If so, which ones? Will those courses require writing? If so, what kind o f writing? This is not to say that your course should only be in service to other courses. However, if your curriculum includes a lot of personal writing, and the students’ other courses do not, what is your justifica…