Expression
Vanilla
Meaning
The word vanilla can be used to describe something this is basic or bland.
Example
I thought his performance in the movie was very vanilla - he's normally amazing.
I'm just looking to buy a vanilla car - nothing fancy, no extras - just something to drive to the shops in.
I wanted to go sky diving with my friend, but he's so vanilla - he'd never do anything risky!

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Next vs The next vs Nearest
Next means 'immediately after this one'. It is often used with day, week, month or year.
• I'll see you next week.
• You'll be going university next year.
The next means 'the period of time starting from now'.
• The next 5 minutes are going to be crucial.
• The next week will be the most important of you life.
Nearest means 'the closest to something or someone in distance'.
• Pass me the sugar. You're the nearest.
• This stop is the nearest to the airport.
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Whisper vs Murmur vs Mumble
Whisper
Whisper means to speak quietly, often on purpose, so that only someone very close can hear what you're saying.
She whispered into my ear.
I couldn't hear what the children we whispering about.
Murmur
Murmur means to speak quietly, often in a low continuous voice, so it's hard to understand.
• He was murmuring continuously.
• She was murmuring about something.
Mumble
Mumble means to speak quietly, often in a low voice, making it difficult understand.
• I couldn't understand what he was mumbling about.
• She was mumbling under her breath.

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Peep vs Peer vs Glimpse
Peep means 'look at something quickly and secretively'.
• He peeped at my work.
• I peeped at the secret document.
Peer means 'to look at something intently or carefully in detail'. It can also be used to describe difficulty looking at something.
• I peered at the document.
• I peered at the figure in the distance.
Glimpse means 'to see something for a short time', or 'to only see part of something'. We often use glimpse as a noun with the verb catch.
• I glimpsed the monster.
• I caught a glimpse of the monster.

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• Catch someone out: put someone in a difficult situation
• Caught out: put in a difficult situation
• He got caught out by the sudden rainstorm. He got very wet. (passive)
• The teacher caught her out by her a question when she wasn't paying attention.
• Let someone down: disappoint someone by not meeting expectations
• Let down: disappoint by not meeting expectations
• We were let down by the weather when we wanted to go to the beach. (passive)
• He doesn't mean to arrive late, but somehow he always lets me down.
• Come out with: suddenly and unexpectedly speak or say something
• He came out with the truth at the last moment.
• I thought they weren't listening, but they suddenly came out with the correct answer!
• Slip up: make a mistake. Also: mess up, foul up and screw up.
• I slipped up by mentioning the surprise birthday party.
• She really messed up when she locked herself out of her car.
• Clown around: behave in a silly or foolish way. Also: muck around, mess about, monkey around and goof off.
• Stop clowning around and get to work.
• If you spent less time monkeying around and more time studying, you'd pass your exam!
• Catch on: understand or comprehend
• Just keep explaining and he'll catch on eventually.
• I don't speak French, but I think I caught on to what they were saying to me.
• Plug away: try hard to do something difficult
• He kept plugging away until he learned to drive.
• She's been plugging away at her PhD for years.


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Vocabulary
hierarchy
system of organising people according to their level of importance
coercion
the use of force to persuade someone to do something they do not want to do
commitment
a promise or firm decision to do something
left behind
remain at a lower level than others because you are not as quick to improve, develop or progress
take full advantage (of)
make good use of an opportunity to progress or achieve a goal
be held accountable
accept responsibility for the consequences of your actions

@Englishteacherideas1

awkward [ˈɔːkwərd] adj. - noqulay, hijolatli

definition: If something is awkward, it is embarrassing and uncomfortable.

example: After dropping his coffee cup, Robbie felt awkward.

@Englishteacherideas1




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@Englishteacherideas1 #coursesre week 2 Two Modes of Learning

@Englishteacherideas1 Language is Basketball

@Englishteacherideas1 Practicing in two Modes



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Accuracy vs. Fluency: Find a Balance and Keep Moving Forward

by Andrea Murau Haraway

When I was a young, 20-something, I accepted a job teaching English in Japan. While I had never studied Japanese or lived in Japan, I did have experience learning other languages and living in other countries.

When I arrived in Kyoto, I joined two other English-teaching colleagues -- also new to Japan. We spent our first few months teaching, and outside of teaching, struggling to get by in daily life. We soon realized that we needed to take language classes, so as summer break approached, we enrolled in intensive Japanese classes.

It was very interesting to watch our different approaches to learning (and using) our new language.

One weekend, we decided to take a day trip to Ryoanji, a famous rock garden, located in the outskirts of Kyoto. We took a train to the area, but from the train station we had to ask directions to the garden. Here is where I discovered our different approaches.

One friend was very particular about speaking correctly. She would spend several minutes quietly thinking to herself, checking her dictionary, and planning how she should best ask how to get to Ryoanji. Five minutes passed before she would even open her mouth!

Another friend was very open and gregarious and rather indifferent to language structures and cultural convention. She grabbed the first person she could find, and asked him for directions. The problem was that he had difficulty understanding what she was saying. When he finally understood, he offered the directions, but then she didn’t understand everything he said, so she asked again and again for him to repeat the directions. Several minutes passed and she was still not clear on the directions and he was trying to find a way to escape!

My approach was different. I considered what I was going to say, and then asked the nearest person for directions. She said, “You go down this road and take the second right. Then you…” Unfortunately, my Japanese was only good enough to retain small chunks of information, so I couldn’t understand the rest of her directions. But I thanked her kindly, walked down the street, and took the second right. Now out of sight of the first person who gave me directions, I simply asked a new person for the next set of directions. And so I continued until I made it to Ryoanji!

Consider the following questions:

• Which of the people in the story were more focused on learning? Which on acquisition?

• Is your approach to language learning similar or dissimilar to the examples mentioned in the reading? How?

• Which approach is more likely to propel a language learner toward acquisition? Why? @Englishteacherideas1 Join to coursera courses





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2 sinf Unit 1 All around me Lesson 1 A-apricot, B-bee @Englishteacherideas1 #videodars Vocabulary-Lug'at
Father/dady-ota
Mother/momy-ona
Brother-aka/uka
Sister-opa/singil
Rain-yomg’ir
Go-bormoq
Come-kelmoq
Apricot-o’rik
Apple-olma
Bee-ari
Balloon-shar
Poem of the lesson
Rain , rain go away
Come again another day
Dady wants to play
Rain , rain go away
Rain , rain go away
Come again another day
Momy wants to play
Rain , rain go away
Rain , rain go away
Come again another day
Brother wants to play
Rain , rain go away
Rain , rain go away
Come again another day
Sister wants to play
Rain , rain go away
Rain , rain go away
Come again another day
Baby wants to play
Rain , rain go away



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@Englishteacherideas1 4sinf Unit 1 lesson 1 We can speak English Vocabulary
I can- men qila olaman
I am good at- men iqtidorlikman ..
Together-birga
More-ko’proq
Happier-baxtliroq
Animal-hayvon
Kind-mehribon
Chess-shaxmat
Cooking-pishirish
Drawing-rasm chizish
Doing homework-uy vazifasini ba’arish



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3 sinf unit 1 Our family is big Lesson 1 I have two sisters VOCABULARY-lug’at
I have-menda bor
Family-oila
Big-katta
Our-bizning
Father-ota
Mother-ona
Brother-aka/uka
Sister-opa/singil
Grandad-bobo
Granny-buvi
He-u(o’g’il bola)
She-u(qiz bola)
They-ular
Good-yaxshi
Name-ism
Surname-familya
Little-kichkina
Go/goes-bormoq
His-uning(o’g’il bola)
Her-uning(qiz bola)
One-bir
Two-ikki
Three-uch
Four-to’rt


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The Lightning Bug
By Haru

Japan is homogenous. This is a word I did not learn until many months after visiting the United States. But I felt the power of this word as soon as I moved here.

Homogenous means being of the same type or group. It means fitting in. It means how I did not feel when I came here to the United States. I remember not even knowing how to order French fries, because the phrase we use in Japan is “fried potatoes.” Because I knew the phrase was English, I thought that is what Americans would call them. I remember wondering why the cashier did not understand me. I saw fried potatoes everywhere, yet when I told her I wanted them, she just stared at me. Was it my accent? Was it my color?

I was not homogenous anymore.

This is a strange feeling coming from Japan. In Japan, there are very few minorities. There, I am the majority. People dress like me, they eat like me, they ARE me. White is exotic. Black is exotic. Only Japanese is normal. And now in the United States, I was exotic.

Back in Japan, my older sister was at her desk studying for a college entrance examination, and something flew into her sight. At first she didn’t recognize what it was. It was a bug that was black, tiny, and moving slowly. She quickly learned that it was a lightning bug because the bug’s behind lit up. She was so happy to see it that she kept it as a pet in a glass. The very day after that she was also studying at her desk when a black, tiny bug flew into her sight. As she reached to grab it, she realized that the bug on her desk was a cockroach. Upon seeing that, she screamed very loudly and then, without mercy or a second thought, killed it quickly. What a difference a lightning bug and a cockroach are for her!

And so I learned there are two kinds of ways to look at people also. I will call it “good” exotic and “bad” exotic. For example, when I walk into a math class, immediately students wanted to sit next to me, and at least two people asked for my number. On the first day. It did not take long to realize that Americans had a positive stereotype about Asians in science and math classes. On the other hand, when I went to a dance club, it was almost impossible for me to get the courage to ask an American girl to dance, although I had my American roommate there to encourage me. I felt like I was foreign, even ugly. Perhaps this is not true. I do not mean to offend, and perhaps it is my own fear of feeling different. I simply don’t look like that so-blue-eyes boy as he glides across the floor. I look like me.

I have to decide if, even though I do not look like him, that I am also something and someone who these girls will dance with. There are many Japanese stories that reminded me to be brave, and I decided to be brave. I walked to a group of girls and said, in my broken English, if anyone would like to dance. One girl turned away not just with her eyes but with her body. Another looked at her friend and both began speaking as if I were not there. But the fourth girl said yes. I could not help smiling.

So I think that, on days that we are not homogenous, we must make a decision. When we meet those who are different from us: are we the cockroaches, or the lightning bugs? And, I think, it is our own choice—it is something we must believe about ourselves.

As for me, I choose to glow.

Questions to Think About

1. In what places or situations do you feel the most different?

2. What does Haru mean that he chooses to glow? How does one do that? https://t.me/joinchat/AAAAAFLKe25ozheu7CjxWA

School supplies @Englishteacherideas1 By Pulatova Umida Ferghana Region Kushtepa district school nuber 49 For classes : 1st, 2nd, 3rd

Past simple by Pulatova Umida an English teacher of Ferghana region Kushtepa district school number 49 @Englishteacherideas1

Fruits(mevalar) vocabulary Video lesson prepared by Pulatova Umida Ferghana region Kushtepa district school number 49 @Englishteacherideas1

Clothes vocabulary video lesson prepared by Pulatova Umida school 49 @Englishteacherideas1

vegetables vocabulary+ have / have got grammar+ exercise video lesson prepared by Pulatova Umida Ferghana region Kushtepa district school number 49 @Englishteacherideas1