Love it or hate it, Valentine’s Day is a part of American culture. If you’re teaching ESL in America, your students will want to learn about it.
At the moment, I’m teaching compare/contrast essays in my writing class, so the following activities combine information about Valentine’s Day with language for compare/contrast. However, you can adapt most of these ideas for different units and subject areas.
Other teachers have been encouraging me to use Socrative for awhile now, but until recently I just didn’t care to try it out. I’m not against using tech in the classroom; it can make things a lot easier. I just didn’t want to have to learn yet another educational technology.
And Socrative is intimidating. Students use their own smartphones to navigate the program, so that’s a lot of small screens to pay attention to. There are teacher accounts and student accounts. There are a few different ways to do things, but that means more decisions you have to make. In short, it has the appearance of that kind of tech that isn’t worth the time to learn. That was my first impression of it.
But I was wrong. Socrative is easy, useful, and even fun.
5:30. The chiming bell alarm on your phone goes off.
You hit snooze and reach over your head to turn on the reading lamp. A bluish-white glow fills the pitch black room. You roll over and sleep for eight more minutes.
At 5:38 the bells start again and you hit snooze one more time and turn on your back. Your mind is almost awake now and already it???s wondering if Junwei will remember to print his essay and turn it in at 10 o???clock today. There are a few more moments of quiet and at 5:46 the alarm goes off again.
Please check out my older post on presentations for an overview of how I usually teach them.
This post will describe a presentation that I did with my class during the same unit that I described in my last post. We studied different types of businesses and organizations throughout the unit. For their final project, they had to give a presentation about an organization that they were interested in.
The premise was that they were spokespeople for their chosen company or charity and the rest of the class were wealthy investors/donators who had $100,000 to donate or invest. The student who raised the largest amount of money for their organization would be the winner.
Here’s how I did it.
This post includes a listening activity for upper intermediate or advanced ESL students.
This topic should be relevant, interesting, and approachable for most adult students. Even if the students in your class aren’t preparing to be “businessmen/women” or CEOs, they’ll gain some vocabulary and listening strategies that will help them in whatever field they’re planning on entering.
I created this activity for my class this past semester. We used the Pathways 3 textbook (which I recommend) and I taught these activities in Unit 5: Making a Living, Making a Difference.
Here’s my worksheet if you want the good stuff right away: Practicing Hedging.
Read on for more good stuff about hedging.
Students who have gone through an English-speaking education system usually pick up on how to write in a “proper” or “academic” way. They gradually learn the sentence, paragraph, and essay structure from their teachers and classes. Their vocabulary improves through contextualized exposure in reading. Gradually, these students learn what “sounds right” when writing.
But learners of English often need to be explicitly taught what “sounds right,” “sounds wrong,” and why.
One writing skill that is often used in academic writing is hedging. Many native English speakers do it fairly naturally in speaking and writing, but for newer learners of English, especially those who are thrown into the deep end of academic writing without much previous exposure to English, this skill needs special attention in ESL classes.
The election is finally over. Whether you like it or not, Donald Trump was elected president of the United States. He’s a person who many of my ESL students were very interested in talking about and learning about, so I’ve given a few assignments about him.
In this post, you’ll find two videos I’ve used in my classes and the worksheet and quiz that goes with them.
I met Dan Johnson at the University of Illinois where we both received our Masters’ degrees in TESL. After graduation, I went to Missouri and Dan went to Saudi Arabia. Needless to say, we’ve had some different post-grad experiences. I got in touch with him to hear about his life and work in the Middle East.
Unlike my previous interviews, which were in person, my interview with Dan was done over email. It starts off with a few general questions about teaching English and then gets into his experiences in Saudi Arabia later. You’ll find Dan to be an interesting, eloquent answerer of questions. I’m very appreciative of the time and effort he put into these answers and I think you will be too. Enjoy.
The weeks after midterms are a depressing time of the year for teachers in the United States. Some teachers even have a name for it: DEVOLSON: Dark, Evil Vortex of Late September, October, and November.
The beginning of the semester seems like a lifetime ago. The freshness and excitement of August and September have worn off a long time ago. Students are becoming more tired and apathetic. Winter is right around the corner and yet the end of the semester is nowhere in sight.
The time between Labor Day and Thanksgiving break is the longest stretch without a break in most schools’ calendars. It truly is a test of endurance. As the days drag on, sometimes you just want to curl up and shut the world out for a few days. Of course, for teachers, that’s not an option. We have to be leaders and drag students, sometimes kicking, sometimes screaming, through the remaining classes of the semester.
Teachers can do a few things to help them make it through and come out on the other end less frazzled, if not all rosy. Here’s how I get through these most difficult months.
Midterm examinations are upon us here in the United States. My classes have their midterms this week. Since the exams are cumulative, we’ve been reviewing everything that we’ve studied so far this semester.
I have a different method of review for each class – my grammar class’s review looks nothing like the review we do in my speaking class – but I always try to consider a few key principles.