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

This article in not about fashion. It’s not about the impression people get when they see someone wearing glasses. It’s about helping low-income people.

A 42-year-old grandmother in Bangladesh named Jasmin Atker was making the equivalent of $52 a month on her small family farm. Then one day, a nonprofit organization gave her a pair of glasses. After that, her income jumped almost 200% to $150 a month.

Researchers found similar improvements in people’s income in villages in Bangladesh and India after they had received glasses. (See complete article below.)

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 sixth 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 →

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

Complaining to a friend about something can often become a part of everyday conversation. Perhaps it’s about a teacher’s style, or about the pay at a job, or about the food in the school cafeteria, or about someone you both know.

Researchers have studied the reason why complaining is so common, what benefits it might have, and the problems it can cause the complainer. Also, the researchers looked at ways that we can learn to complain more effectively.

Complaining can actually become a pattern among friends, classmates and co-workers. For example, Allie had a part-time job as a waitress that she enjoyed after classes.The restaurant was supposed to close at 9 p.m., but recently the manager was letting customers enter later than that. This meant that the staff (waiters, waitresses and cooks) often couldn’t leave unit 10 or 10:30 p.m. or later.  This became the most common topic of conversation among the staff members as they were leaving and later in text messages.  (See complete article below.)

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 fifth 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 →