

Grammar


Tenses


Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous


Past

Past Simple

Past Continuous

Past Perfect

Past Perfect Continuous


Future

Future Simple

Future Continuous

Future Perfect

Future Perfect Continuous


Parts Of Speech


Nouns

Countable and uncountable nouns

Verbal nouns

Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

Concrete nouns

Abstract nouns

Common nouns

Collective nouns

Definition Of Nouns

Animate and Inanimate nouns

Nouns


Verbs

Stative and dynamic verbs

Finite and nonfinite verbs

To be verbs

Transitive and intransitive verbs

Auxiliary verbs

Modal verbs

Regular and irregular verbs

Action verbs

Verbs


Adverbs

Relative adverbs

Interrogative adverbs

Adverbs of time

Adverbs of place

Adverbs of reason

Adverbs of quantity

Adverbs of manner

Adverbs of frequency

Adverbs of affirmation

Adverbs


Adjectives

Quantitative adjective

Proper adjective

Possessive adjective

Numeral adjective

Interrogative adjective

Distributive adjective

Descriptive adjective

Demonstrative adjective


Pronouns

Subject pronoun

Relative pronoun

Reflexive pronoun

Reciprocal pronoun

Possessive pronoun

Personal pronoun

Interrogative pronoun

Indefinite pronoun

Emphatic pronoun

Distributive pronoun

Demonstrative pronoun

Pronouns


Pre Position


Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition


Preposition by construction

Simple preposition

Phrase preposition

Double preposition

Compound preposition

prepositions


Conjunctions

Subordinating conjunction

Correlative conjunction

Coordinating conjunction

Conjunctive adverbs

conjunctions


Interjections

Express calling interjection

Phrases

Sentences


Grammar Rules

Passive and Active

Preference

Requests and offers

wishes

Be used to

Some and any

Could have done

Describing people

Giving advices

Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

First conditional

Second conditional

Third conditional

Reported speech

Demonstratives

Determiners


Linguistics

Phonetics

Phonology

Linguistics fields

Syntax

Morphology

Semantics

pragmatics

History

Writing

Grammar

Phonetics and Phonology

Semiotics


Reading Comprehension

Elementary

Intermediate

Advanced


Teaching Methods

Teaching Strategies

Assessment
The Word-MES Strategy
المؤلف:
Jane D. Hill Kathleen M. Flynn
المصدر:
Classroom Instruction that works with English Language Learners
الجزء والصفحة:
P19-C2
2025-09-02
426
The Word-MES Strategy
The Word-MES formula is another strategy you can use to enhance language development. Jane Hill, one of the authors, named this formula based on her experiences learning to speak Spanish in Mexico and Spain. She knew what she wanted to say, but when she tried to say it she ended up in a big word mess—entangled in an utterance of disjointed nouns, verbs, and adjectives. Today, when she works with ELLs on language development, she uses the phrase “Word-MES” to remind her to
1. Work on word selection with Preproduction students,
2. Model for Early Production students,
3. Expand what Speech Emergence students have said or written, and
4. Help Intermediate and Advanced Fluency students “sound like a book.”
Here is how the 1st grade teacher in our classroom example can employ the Word-MES formula with ELLs at different stages.
Preproduction
Students need help with word selection. They need to learn vocabulary words such as “wolf,” “pig,” “house,” “straw,” “bricks,” and “blow.”
Early Production
Students benefit from you modeling good English. If a student says, “Wolf blowed,” you can say, “Yes, the wolf blew and blew.” Note that explicit corrections should not be made.
Speech Emergence
Students should focus on expanding oral and written sentences. If a student says, “He blew the house down,” you can say, “Yes, he blew the straw house down.” You have expanded by adding an adjective.
Intermediate and Advanced Fluency
Students should sound like a book. You can help them achieve this by exposing them to words beyond their current repertoire.
Furthermore, in the early grades, students acquire vocabulary through repeated readings of the same book or singing the same chants and familiar songs over and over. Word walls are a way for all ELLs to increase word knowledge while engaged in such activity. See Figure 1 in the stages of second language acquisition summary for a word wall based on The Little Red Hen.
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية

قسم الشؤون الفكرية يصدر كتاباً يوثق تاريخ السدانة في العتبة العباسية المقدسة
"المهمة".. إصدار قصصي يوثّق القصص الفائزة في مسابقة فتوى الدفاع المقدسة للقصة القصيرة
(نوافذ).. إصدار أدبي يوثق القصص الفائزة في مسابقة الإمام العسكري (عليه السلام)