Talksford

In this article, we’ll focus on using the present perfect tense to describe actions and states related to different points in time. Through the story of Peter and his experiences in Australia, students will learn how to differentiate between "has gone to," "has been to," and "has been in". By using visual aids, we’ll make it easier to grasp the meanings of these phrases and their use in different contexts. By the end of the lesson, students will be able to clearly understand when to use each form, helping them describe actions and experiences in a more precise way.

In this article, we’ll explore the conjunction "no matter" and how it can be used to express situations where something is not important, regardless of other factors. Through the story of Robert and his wife Rachel, students will learn how to connect clauses and convey the idea that something remains constant no matter the circumstances. By the end of the lesson, students will be able to use "no matter" with different question words like who, what, where, and more, as well as understand how to use it in both present and future contexts.

In this article, we’ll focus on how to express regrets about the past using the structures "should have" and "shouldn't have." Through a simple story and some interactive activities, students will learn how to talk about desirable actions they didn't take and undesirable actions they did. By the end, they'll understand how to use these structures to reflect on past decisions and express regret effectively.

Your students are about to learn how to express regrets about the past. How do you make this lesson engaging and easy to grasp? In this article, I present a creative and visually-driven approach that will not only help students understand the grammar but also make them feel how these expressions are used in real-life situations. You'll see how a simple story and a few pictures can become powerful tools for teaching structures like If only, I wish, and I should have.

Как часто вы сталкиваетесь с ситуацией, когда ваши студенты, даже обладая хорошими знаниями грамматики и большим словарным запасом, всё равно говорят неестественно? Они могут построить предложение по правилам, но их речь остается механической, а иногда и непонятной носителям языка. Например, вместо I went to the park yesterday, они говорят I go to park yesterday, а выражение to do a decision кажется им логичным, хотя правильно говорить to make a decision.

Главная причина такой «деревянной» речи — привычка думать на родном языке и переводить слова по отдельности. Лексический подход помогает решить эту проблему, потому что учит студентов воспринимать английский не как конструктор из отдельных слов, а как набор готовых выражений, которые используются вместе. Разберемся, как это работает и как применять этот метод в преподавании.