Category Archives: • Advanced & High-Intermediate Levels

• Recommended Treasure Chest for Writing Your Own ESL Materials

Leave a reply

Treasure Cover shot

I wanted to encourage my Writing students to include information from their own country to support their ideas in their essays. If done well, this kind of information can be very enthralling for anyone who reads their papers. (See • The Huge Advantage International Student Writers Have Over Their American Classmates )

The problem was that, when they tried to do this, the information was often too general, which made it sound kind of trite. So, I decided to write an exercise in which they would see how effective detailed information could be.

For the exercise, I wanted to juxtapose weak short paragraphs with few details to strong ones with more , and then have students identify each type. The challenge for me was to come up with stimulating content for these short paragraphs.

Fortunately, I had a treasure chest filled with interesting content that I could draw from. And as I’ll demonstrate below, this treasure chest has been my go-to place when writing materials for all the other skills too.

Here is what is in my treasure chest.

Continue reading →

• ESL Student-Presentations (Part 2): An Effective, Modified Presentation Activity

Leave a reply

Group Leader Cover Pt 2

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

In Part 1, I analyzed the assumptions teachers have made about having students do class-presentations. (See •ESL Student-Presentations (Part 1): Questioning the Reasons for Doing Them)

As I concluded in that post, there seems to be weak support for having students do class presentations. However, many ESL teachers would like to give each student the experience of speaking to a small group of classmates. These are the challenges:

  • The students should clearly understand how to carry out the activity.
  • The activity shouldn’t take up a lot of class time preparing.
  • What the “presenters” talk about should be of high interest.
  • The activity shouldn’t give the “presenters” increased levels of stress, but rather help them develop confidence and let them experience success.
  • The “presenters” should receive natural feedback on how well they were understood, but at the same time, the “audience” classmates should not be expected to be evaluators.
  • The “audience” classmates should not be merely passive listeners. They need to be motivated to be engaged during the activity.

And here is an activity that does all that.

Continue reading →

•ESL Student-Presentations (Part 1): Questioning the Reasons for Doing Them

Leave a reply

Ink Cover presentation whole class

Our ESL program faced a mystery. For a couple of terms, students going from Conversation Level 3 (intermediate) to Level 4 (high-intermediate) were struggling with demonstrating basic conversation skills and some needed to repeat the course.

To analyze the problem, the Level 4 teacher recorded students in pairs and triads during an activity in which they were supposed to discuss a topic like “weekend plans,” “having kids in the future,” “social media,” and “emotions.” Then she showed the recordings to a small group of teachers, and we all noticed the same thing: the students weren’t actually interacting by asking a question, answering with some details, giving understanding responses or asking for clarifications and asking follow-up questions. Those are the skills that were supposed to have been introduced in Level 2 and reinforced in Level 3. Instead, those students tended to read from their paper a question which the partner(s) responded to briefly before reading the next question.

We asked the Level 3 teacher if he was surprised by his former students’ performance on these recordings. He said that he wasn’t too surprised because he had only spent half the term working on those skills, and during the other half of the term, he had them prepare and give presentations. His reasons, he told us, were based on his assumptions about the importance of doing presentations and also from some internet and YouTube sites promoting them.

This situation gave us an opportunity to re-evaluate our course goals and the basis for those. During our discussion, we examined the common assumptions for why teachers assign student-presentations.

Assumption 1: Presentations are an essential part of preparing ESL students to succeed in college course.  They are useful since students will surely have to make presentations in other classes, in college, and/or in their future jobs. In other words, ESL students should experience giving presentations because in 5 or 6 months from now when they are in mainstream classes, it is assumed that they’ll be giving presentations.

Response: To find out how true this assumption is, it’s helpful to learn what college instructors actually say.

Continue reading →

• DON’T Teach This as an ESL Speaking Skill

Leave a reply

Reduced Forms 2 Cover shot

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

In the video, I explain how ESL teachers can best help their students deal with reduced forms of speech. Some examples of reduced forms are
• whaddya (what are you)
• gonna (going to)
• din (didn’t)
• isn (isn’t)
•  cha > / t / + you) > I want you to start now.

It’s vital that we help students UNDERSTAND what OTHER PEOPLE are saying when they use these, but it’s COUNTER-PRODUCTIVE to tell students to use these when they speak.

The link to the video and two handout-activities

Continue reading →