(This posting includes handouts which you are welcome to use with your students.)
See Select Category > ESL Reading Units Free: Reading for Insights (Introduction) for an introduction to these reading units. Reading Units: Reading for Insights (Introduction)
(This posting includes handouts which you are welcome to use with your students.)
According to Brain Briefs by Bob Duke and cognitive scientist Art Markman, “… adults who learn a new language make more mistakes with prepositions than with just about any other aspect of speech.”
Most ESL teachers have probably been asked questions like this one that I had from one of my students, Camila, from Mexico: “Why do we say ‘I’m confused about’ rather than ‘I’m confused at’?”
It seems futile to try to explain the reasons or give rules for when to use certain prepositions. And even if we could formulate some, it seems unimaginable that students will stop while speaking or writing and ask themselves, “Now what was the rule for the preposition here?” Just the preposition “on” has 10 definitions.
Markman and Duke summarize what many professionals (e.g. Krashen) in the teaching ESL field have said about how to learn prepositions: “… the best way … is to hear them, use them, and allow your brain to recognize which ones are appropriate in different circumstances by taking into account both the meaning and the statistics of when they are used. This kind of implicit learning requires a lot of exposure to the language …” (p. 127).
This doesn’t mean that the only role that a teacher plays in this is to just provide meaningful input through reading and listening.
(This posting includes a handout which you are welcome to use with your students.)
A student, Tim, once came to my class all excited and asked me, “Hey David, wha ya gonna do di wee-en? I wanna gedouda taw.”
I was pretty sure that he was trying to say something in English, but I had no idea what it was. After repeating the sentences several times, he became embarrassed and decided to write them down. “What are you going to do this weekend? I want to get out of town.”
He told me that the teacher in his previous class was doing lessons on reduced forms of speaking and had encouraged them to use them when speaking. So this student whose pronunciation was often hard to understand because he tended to drop final consonants of words (e.g. wee = week / taw = town) was being encouraged to do something that would make him even harder to understand. Crazy!
(This posting includes a handout which you are welcome to use with your students.)
1) Before reading this article, many just assumed that very smart children (prodigies) would become the most successful as adults.
2) They seemed interested to hear about prodigies that their classmates knew or that were in each other’s countries.
3) They were surprised by how important or unimportant approval by their parents was to their classmates.
4) They enjoyed comparing how creative they were and how much each of them was a conformist and/or non-conformist.
5) They liked to talk about their passions.
Here is the basis for this discussion: In his book, Originals, Adam Grant explains how many people believe that life would be easier and people would admire us if we were very, very smart. Actually, though, being creative improves people’s lives more.
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 own experiences about the topic.
4) Small-group discussions of the article in which each student is given a paper with different questions in the form of Student A, B or C.
