Common Grammar Mistake: “She hopes him to get a haircut.” 

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Questions

(This posting includes a handout which you are welcome to use with your students.)

I recently put my students in small groups, gave them a list of sentences and asked them to identify which were incorrect and to correct those. Several of the groups either thought that this sentence was correct or believed that there was something wrong with it but couldn’t correct it:

  • She doubted him to go to the party on Friday.

Surprisingly, these were advanced-level students who were stymied by this. In fact, when they asked me to explain the problem, some of them asked me, “Are you sure it’s wrong? It sounds right to me.” I imagine that the reason for their confusion is because they are familiar with the pattern of Subject + Verb + Object:

Actually, this is not a difficult grammar structure for students to learn, even lower level students. Basically, I tell them that after certain verbs, they should write “that” + subject + verb.  (Technically, the word “that” is optional, but to keep it simple, I tell them to write “that.”)  Although the formal term of this structure is “noun clauses,” I don’t expect them to remember that. If they can remember which verbs are followed by this structure, they’ll be fine.

These are some examples of this kind of mistake:

Mistake: She doubted him to go to the party on Friday.
Correct: She doubted that he would go to the party on Friday.

Mistake: His parents worry their kids to get into an accident.
Correct: His parents worry that their kids will get into an accident.

Avoiding unnecessarily complicated explanations (and handout exercises)

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Whole Class Conversation Mixer Activity: Good for Students’ Skills, Brains and More

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conversation standing

(This posting includes a handout which you are welcome to use with your students.)

Develop techniques, bond with classmates, improve cognitive performance all in one activity!

The first time I used this type of activity, I was a relatively new ESL Conversation teacher and just wanted something to get my students talking.  Over the years, I’ve developed it more to involve additional conversational techniques.  And from cognitive psychology, I discovered why students are so energized by it.

You may be familiar with a simple version of this activity called “Find someone who” in which students are given a list of items and directed to talk to their classmates and find someone who has that item or has done that activity.  For example, find someone who has a pet or has lived in Europe or has gone backpacking.  However, that simple version has limited value.

A much improved version of this type of activity with great benefits (and handout)

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Surprising Insight: Avoiding Eye-Contact can Improve Comprehension

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eye contact

A good reason not to be upset if students don’t look directly at you during a lesson or conversation.

If you need to have an important conversation with someone like a friend or co-worker, your discussion could be deeper if you go for a walk together rather than sit face to face.  And the reason for this isn’t connected to physical exercise.  It’s about eye-contact and thinking.

If someone doesn’t look at us during a conversation, we may think that they are not interested in what we are saying, or that they are feeling embarrassed, or they are hiding something or lying.  If students are not looking directly at a teacher, the teacher might think that they are not paying attention.  Actually, there could be a completely different reason why someone is not making eye-contact.

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Getting Students to Write More Interesting and Unique Ideas in Essays

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Argumentation list

(This posting includes a handout which you are welcome to use with your students.)

After your students do this exercise, reading their essays will be much more stimulating for you.

I felt a bit deflated while reading an essay by Jojo, one of my higher-level students. His title was “It’s Best to Marry Someone from a Foreign Country.” From reading his previous essays, I knew he had the potential to be a very good writer with interesting ideas, but on that essay, he just supported his opinion with content that I would expect from students at lower levels.  For example, here is his list of simple support for marrying someone from a foreign country:

  • We can learn a foreign language more easily.
  • We can enjoy eating different kinds of food.
  • We can go easily to a foreign country for vacations.

Although I don’t believe that we, as ESL instructors, should expect our students to keep us stimulated with deep ideas,  (see my posting “Wow” is not Necessarily the Goal in Students’ Essays) we should encourage those students who have the potential to push themselves to write beyond the mundane. This is especially true for our students who are planning to take English Comp and other academic classes with native speakers.

An exercise to help students develop awareness for writing more advanced and unique ideas (handout)

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Stimulating Small-Group Discussion Activity 3: People Will Like You More If You Ask Follow-up Questions

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Discussion triads

(This posting includes a handout which you are welcome to use with your students.)

Some reasons why students seemed stimulated by this discussion:

1) They were surprised that some of their classmates’ cultures have different norms about asking questions.  In some of their cultures, it’s actually discouraged.

2) They realized that in order to make and maintain friendships with Americans, it’s a good idea to ask questions.

3) They enjoyed comparing theirs reaction to speed dating.

4) They liked comparing dating in their different countries.

A very important result from this discussion

After this discussion, I noticed students applying what they had learned by asking many more follow-up questions during all small-group discussion.

(This posting includes a handout which you are welcome to use with your students.)

Here is the basis for this discussion: According to research, people who ask questions, especially follow-up questions, will be considered more likeable.  The one-page article describes the results from a speed dating study and from an online chat study.  The researchers found that the participants who asked the most questions during a conversation with other participants got the most invitations to have a date or were rated as more likeable.  The article explains why asking questions has this positive effect.

This and future discussion activities include four parts:

1) A one-page article usually including a brief summary of a high-interest research study.
2) Ten true-false comprehension questions.
3) Pre-Discussion Exercise in which students read and think about several questions about their experience and opinions about the topic before discussing them in groups.
4) Small-group discussions of the article in which each student is given a paper with different content/personal experience questions in the form of Student A, B or C.

Stimulating Small-Group Discussion Activity 3: People Will Like You More If You Ask Follow-up Questions (and the handout)

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Mistake: He SURPRISED to see it snowing. (Adjectives that look like verbs.)

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Questions

 

(This posting includes a handout which you are welcome to use with your students.)

When students see an –ed at the end of a word, they tend to automatically assume it’s a verb, and this assumption can lead them to grammar mistakes.

(* mistakes—These sentences are missing a verb.)
*Kai embarrassed during his speech.
* Rumi interested in horses.

To help students in the most efficient manner, I will sometimes paint with a broad brush.  So I simply tell my students that these words are adjectives: surprised, embarrassed, confused, interested and shocked. They need a verb with them.

(correct): Kai was (v) embarrassed (adj) during his speech.

Avoiding unnecessarily complicated information

It’s true that those words can be can be used as verbs, for example:
– It embarrassed (v)  Kai that he forgot some of his speech.

But in all my years of teaching writing, I rarely see students use them that way. They almost always use them as adjectives, so I don’t waste their time/mental energy talking to them about using these as verbs. Instead, I just generalize and tell them that they are adjectives.

Four-step exercises to teach these to students (Handout included.)

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Teachers: How To Sleep Well After a Class With a Couple of Troublesome Students

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Classroom management

Why teachers’ brains tend to dwell on the  “disruptive” students rather than on the “attentive” students after class.  And what we can do about it.

I can have a class composed of 14 engaged students and two or three inattentive ones and guess whose faces I’ll see when I go to bed at night.  Right, the “slackers.”

I was interested to discover that I’m not the only teacher who has this happen to them.  This led me to try to understand the reason and investigate what to do about (in order to get a good night’s sleep.)

Why we tend to dwell on the troublesome ones and what to do about it.

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