Short, Human-Interest Articles for Extensive Reading: # 20: “Your Type of Friends Are More Important for Your Future Than a Famous College”

Leave a reply

  Many people believe a common idea: To get a great job and make the most money, you must go to a famous, top college. People think these schools are best because they have the best teachers. But studies show that something else is more important than great teachers. It is the type of friends and classmates that we have.

In one study, researchers looked at students with high grades. They found that these students had roommates and friends who studied a lot. In fact, when new students got new roommates, they changed each other’s habits very quickly. Students with roommates who liked to party and drink alcohol started to party more, too. But students with serious roommates became more serious students themselves.

Another famous study asked a different question: Does a famous college really help students more in life?….(See complete article below.)

(This posting includes a handout LINK AT THE END OF THIS POST which you are welcome to use with your students.) *

For background information about these articles and for suggestions for how to use them with your students, see  • Introducing “Short, High-Interest Readings”  Also, I’ll be adding more of these articles in the right-hand column: ESL Reading> Short, High Interest Articles for Extensive Readings

Here is the 20th article. You can download the article for your students by clicking on the link at the end. Also included are three optional exercises: True-False Questions; Paraphrasing Exercise; Reflection Exercise.

Continue reading →

“It Worked, David!” — A Practical Strategy for Starting and Ending Conversations (Updated for 2026)

Leave a reply

 

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

I couldn’t believe what I was seeing, or more accurately, what I was hearing.

One of my shyest students, Eri, sat down next to Liam and said, “I like your backpack.” Liam smiled, opened a secret compartment to show her, and by the time class began, Eri was beaming.

Later, as students were leaving, Anika stopped me and said, “It worked, David!” When I asked what she meant, she told me about waiting at the bus stop the day before. She’d noticed a friendly‑looking older woman and tried something new: “Excuse me. Could I ask you a question?” A short exchange about the Number 8 bus turned into a pleasant conversation about stores at the mall.

I shouldn’t have been surprised. These small but meaningful moments happen often after my students did the activity “Starting and Ending a Conversation.”

Helping students develop this strategy (including a downloadable activity to use with your students).

Continue reading →

Short, Human-Interest Articles for Extensive Reading # 19: “Kindness Makes People Look More Beautiful”

Leave a reply

You are on a bus at a bus stop watching passengers get on. A middle-aged woman gets on and sits near you. You notice that she looks just like a normal woman about her age. Two bus stops later, an elderly man who is slowly walking with a cane gets on. Immediately, the middle-aged woman jumps up, smiles and gives the man her seat. As you observe the woman now standing, you notice that she is actually quite attractive.

Researchers have found that your experience is common. When a person does something kind and helpful, they will look more physically attractive to us  ….(See complete article below.)

(This posting includes a handout LINK AT THE END OF THIS POST which you are welcome to use with your students.) *

For background information about these articles and for suggestions for how to use them with your students, see  • Introducing “Short, High-Interest Readings”  Also, I’ll be adding more of these articles in the right-hand column: ESL Reading> Short, High Interest Articles for Extensive Readings

Here is the 19th article. You can download the article for your students by clicking on the link at the end. Also included are three optional exercises: True-False Questions; Paraphrasing Exercise; Reflection Exercise.

Continue reading →

Entering a Lesson with Predictions (Part 2: Pre-Discussion Activities) (Updated)

Leave a reply

Cover pre speaking Pt 2 slide

(This article was originally published in MET (Modern English Teaching) in Spring 1986.)  MET website

In Part 1 ( • Entering a Lesson with Predictions (Part 1: Pre-Listening Activities) , I introduced how we can help student to focus on a particular day’s materials and to become personally involved in its content. We can do it through a “prediction process.” I also described two prediction activities as entries to listening activities.

In this Part 2, I’ll share two sets of “prediction activities” as entries to speaking/discussion activities. In the first one, the prediction activity is indirectly related to the speaking activity. In the second one, it is directly related to what they will be discussing in their groups.

Example of predictions as an indirectly-related “entry” to a speaking activity

Lesson plan:  The students were going to have group discussions about “fun.”

Prediction procedure (which preceded the discussion.) I found online a ranking of the 10 most fun countries in the world.

Step 1: A list of 10 countries in alphabetical order was given to each student. They then individually predicted the ranking of each one according to how fun the online survey found.  Next, they formed groups of three or four and shared their guesses (predictions) with the group members.

Step 2: The teacher read the rankings, as they had been listed in the online source. Students jotted the answers on their lists.

Step 3: Still in their groups, they compared how well they had predicted.

Step 4: The students then formed new groups of three or four. The students were given a list of discussion questions about “fun.” For example
1) Did you have fun last weekend
2) When you were a child, what did you do that was fun?
3) Do you think computers are fun?
4) Is there a country or city you want to go to for fun?
etc.

Observation: Even though the ranking of fun countries had no direct bearing on the discussion that followed, students appeared to automatically think broadly about the topic of fun.

Example of predictions as a directly- related “entry” to a speaking activity

Continue reading →