Thursday, August 16, 2012

Explain THIS, Part 4

By Richard Firsten
Retired ESOL Teacher, Teacher-Trainer, Columnist

Welcome back once more! In Part 3 we took a look at sentences, most of which show subtle but important differences or changes in meaning. In the first section below, I asked you to explain the differences in meaning between pairs of sentences. In the second section, I asked you to make any corrections you felt necessary and then, most importantly, think about how you would explain the corrections to your students in a clear, simple fashion. So here are my explanations and changes. Let’s see once again how similar our work is.

Section 1. What’s the difference between . . .

a. Mr. Spock is a character on Star Trek.

    Mr. Spock is a character in Star Trek.

Explanation: We say on Star Trek if we’re talking about the television series, but we say in Star Trek if we’re talking about the movies. It’s on a TV show, but in a movie.

b. Mr. van Straten is on the phone.

    A Mr. van Straten is on the phone.

Explanation: In the first sentence, the speaker knows the person who’s on the phone. But when the speaker doesn’t know the person on the phone, he/she communicates this to somebody else by placing the indefinite article before the title or the title and name. That’s what we see in the second sentence. Read more »

Thursday, August 2, 2012

Some Lessons are MORE DIFFICULT to Plan than Others

By Tamara Jones
EAL Instructor, British School of Brussels
jonestamara@hotmail.com

Maybe we all have the same problem: that one grammar point that has us pulling out our hair when it comes time to plan the lesson.  For me, it’s the comparative and superlative.  The actual teaching of it is not the difficult part, really.  They are not hard concepts to understand and many other languages have similar structures.  Students get them pretty quickly; they just need practice to be able to use the comparative and superlative effortlessly, lots and lots of practice.  That’s where my hair pulling comes in.

Most grammar books provide gap fills and conversation and writing prompts.  They are fine.  But, let’s face it, comparing a student’s home country with the target language country again and again can get stale.  So can describing the children in a family or even the students in the class.  This problem is compounded by the fact that comparing and contrasting are key skills, and students encounter them repeatedly as they progress through grammar levels.  So, they get to compare the weather in their country with the weather where they are studying multiple times.  This repetition led me to search out some more interesting practice activities that help reinforce the comparative and superlative.  Here are four of my favorites.

Which Animal Runs Faster?

Shenanigames: Grammar-Focused Interactive ESL/EFL Activities and Games, by James Kealey and Donna Inness (Prolingua) contains some great practice activities, one of which is perfect for practicing both comparative forms of adjectives and adverbs.  This photocopiable resource has instructions for how to play the game, but I have adapted it to use in my classes a little differently.  The book provides a sheet of little cards (which I don’t bother cutting out) each with a comparison. For example, which animal runs faster, a cheetah or an antelope?  I put students into pairs and, after I read out the comparison, students have 1 minute (or more or less) to write a sentence, such as ‘A cheetah is faster than an antelope’.  The groups all read their sentences and then I read the answer.  Pairs get 1 point for every right answer, meaning the sentence has to be both factually accurate and grammatically correct.  Many of the comparisons are really challenging, which adds to the excitement level.  Admittedly, some of the comparisons are a bit dated, so I have also added some of my own, like which car is more expensive, the Bugatti Veyron or the Ferrari Enzo?  Google it to find out! Read more »

Wednesday, July 25, 2012

Thoughts on Teaching Listening (Part 3)

By David Barker
Author and Publisher of Materials for Japanese Learners of English

Back to Basics Blog for Teachers

Speaking from my own experience, I think a strong argument could be made that, wherever possible, it is better to study the pronunciation of a language before you study the actual language itself. This is because listening to a language when you have no idea of its vocabulary or grammar forces you to rely 100% on your ears, which results in you hearing the language the way it really sounds. If you learn a non-phonetic language like English or Chinese by reading and writing graphic representations of the words, your brain will automatically assign sounds to those characters according to how it thinks they would be pronounced in your first language. I had that experience when trying to read Chinese words written in “pinyin.” I was fortunate in my learning of Japanese that I was able to learn the sound system before doing any formal study of the language by listening to Japanese pop songs and learning the words by heart. One great way of helping your students to understand what it means to use only their ears is to play them videos or recordings of songs in a language that none of them is familiar with. Check out this video for a famous example of someone just using their ears to copy the sounds of a foreign language. Isn’t it amazing how much it sounds like English while being completely incomprehensible!

In my last post, I discussed the importance of developing pronunciation skills in order to improve your listening ability, but I did not say exactly what skills I was talking about. That will be the topic of today’s post. There will be nothing new here for experienced teachers, but I hope it will remind people of things that they might have forgotten over the years. For newer teachers, I hope some of the points will give you ideas about how the teaching of pronunciation can be broken down into manageable (i.e., teachable) components. Read more »

Monday, July 16, 2012

Explain THIS, Part 3

Richard FirstenBy Richard Firsten
Retired ESOL Teacher, Teacher-Trainer, Columnist, Author

Well, I’m back. Your inquisitor is at it again! I hope you enjoyed Parts 1 and 2  of my mini-crusade to help you, the English teacher, avoid “discomfort” when a student asks a question about grammar or usage and the answer doesn’t fall trippingly off your tongue. I also hope you learned a little something from the answers supplied in Part 2.

Now it’s time for Part 3. This time we’ll deal with sentences in which just one little word can change meaning tremendously, albeit subtly. So, without further ado, I’ll leave you to it. Please remember not to go running to a dictionary for help and not to google anything. If you can’t figure something out, that’s fine for now. Just have fun with these 16 items. The answers, of course, will appear in Part 4.

1. What’s the difference between . . .

a. Mr. Spock is a character on Star Trek.

    Mr. Spock is a character in Star Trek.

      b. Mr. van Straten is on the phone.

    A Mr. van Straten is on the phone.

      c. She’s going to have the baby.

    She’s going to have a baby. Read more »

Tuesday, July 10, 2012

The Star Chart

By Tamara Jones
EAL Instructor, British School of Brussels
jonestamara@hotmail.com

Teaching Teenagers is a Whole New Ball Game

It is a bit of an understatement to say that there are some big differences between teaching adults and teaching teenagers. As I noted in a previous blog, this year I broke out of my teaching comfort zone and, after years (and years, and years) of teaching adults, I took a job teaching English as an Additional Language (EAL) to international teenagers who hope to matriculate to mainstream classes in a British private school here in Brussels. I had a lot to learn in a very short time. I even bought a book called “Your First Year as a High School Teacher, which made the History teachers on my floor laugh.

One of the biggest challenges I faced was learning how to manage my classroom. Unlike most adults, teenagers aren’t always in the class because they actually want to be. In addition, teens have that whole “center of the universe” thing going on, as well as hormonal changes, brain development, growth spurts and all sorts of physical and emotional issues that make them difficult to teach at times. Even though I really do love my students, I cannot deny that they cry and fight and manipulate in ways I was totally unequipped for. And, let’s face it, sometimes the last thing they want to do is answer questions about a reading on coffee growers in Bolivia or take notes on what Bill Nye the Science Guy has to say about how we see colors. Read more »

Thursday, June 28, 2012

Are You an Effective Teacher?

By Tamara Jones
EAL Instructor, British School of Brussels
jonestamara@hotmail.com

I just love attending teaching conferences. I love getting together with former colleagues, bumping into the “superstars” of our profession in the hallways, sharing ideas with enthusiastic and knowledgeable teachers, checking out the publishers’ latest offerings, and, best of all, attending informative and motivating sessions. This year, I attended the TESOL 2012 Convention in Philadelphia. One of the best sessions I attended was a plenary led by the former TESOL president, Christine Coombe, called “Teacher Effectiveness in ELT.” (Dr. Coombe is an expert in this area. In fact, she even co-edited the book, “Evaluating Teacher Effectiveness in EF/SL Contexts” in 2007 with Peter Davidson, Mashael Al-Hamly and Salah Troudi.) Now, I am always looking for ways to be a better teacher. Aren’t we all?

In her plenary, Dr. Coombe suggested that many of the things that we would expect to impact teacher effectiveness actually don’t. Things like the age of the teacher or the reasons why we became teachers don’t have any impact whatsoever on whether a teacher is effective or not. Read more »

Sunday, June 17, 2012

Tabloid Fever: Rousing Students’ Zeal for Emotion Vocabulary

By Ela Newman
Instructor in Developmental Writing and in ESL
University of Texas at Brownsville

newjgea@aol.com

College Life- I’ll put that one in pile A.  Recycling- Pile B.  Male-Female Communication- That one should probably also go there in pile A.  Fast Food- I’ll add that to pile B, at least for now. Celebrity Gossip- Definitely pile C.

ESL Lessons and Newspaper/ Magazine Articles: Piles A, B, and C

Like many of you, I suspect, I have developed an ESL teacher’s eye for newspaper and magazine articles.  Even when I read one out of personal interest or idle curiosity, I speculate by reflex about how I might use some of it in an ESL lesson.  I tear out and stockpile articles, or pages from articles, that strike me as worthy reading material.  In pile A go the current, student-relevant, and interestingly controversial pieces.  Pile B contains pieces on significant but comparatively stale topics, pieces I usually consider “emergency reading material.”  The pieces that end up in pile C are worth less or worthless; I can’t always decide.  We’re talking gutter press, basically.  The pages in pile C present scandalous or shocking news and they are loaded with hyperbole.  Ordinarily, I’d use pile C items only to illustrate variety in media language.

But that changed recently… Read more »

Tuesday, June 12, 2012

Explain THIS, Part 2

By Richard Firsten
Retired ESOL Teacher, Teacher-Trainer, Columnist, Author

 

Welcome back! In Part 1 we took a look at some lexical problems. I asked you to correct them and then, most importantly, think about how you would explain these corrections to your students in a clear, simple fashion. So here are my changes and explanations. Let’s see how similar our work is.

1.   (at a park)

A:  See Look at that bird! She’s feeding her chicks.

B: Where? I don’t look at see her.

Explanation: We use look at when we pay visual attention to something and we’re not focusing on any movement or action, but rather just the object of our attention. This is a voluntary action. We use see simply to mean what the eyes do when the eyelids open. This is an involuntary action. Person A wants Person B to pay visual attention to the bird; that’s why she should say “Look at that bird!” Person B uses see because his eyes simply can’t find that image. Read more »

Wednesday, June 6, 2012

Don’t Speak, Just Panic!

By Tamara Jones
EAL Instructor, British School of Brussels
jonestamara@hotmail.com

Une Table Pour Deux

We were literally dodging raindrops as we darted into a bistro on a street corner in Paris. (One of the big advantages to living in Belgium is the ability to nip off to places like Paris for the weekend.) We were starving and all I could think about was one of those huge Parisian salads. We waited by the door for a few minutes as the waiter raced around with steaming plates. When he had a moment, he looked at us inquiringly. “Pour deux.” I said, holding up 2 fingers, just in case.

The Path from French Learner to Unconfident Speaker

One of the other advantages to living in Belgium is being immersed, at least to a limited extent, in a foreign language. For our first 3 years here, I diligently took French classroom-based lessons and shelled out for private lessons. I am the first to admit that I was never the kind of student we all love to have in our classes. My homework was done, but not with any particular care, and I rarely went above and beyond. And we all know that a few hours of lessons a week does not a fluent speaker make. Sadly, for the past year, my job has eaten up a great deal of what used to be free time, and I haven’t cracked a French text in many months. As a result, I have forgotten a lot of the vocabulary I once knew, and my confidence in my speaking has plummeted. Read more »

Tuesday, May 22, 2012

Explain THIS. Part 1

By Richard Firsten
Retired ESOL Teacher, Teacher-Trainer, Columnist, Author

Picture this: A teacher is standing in front of the class. A student asks a question. It suddenly dawns on the teacher that he/she doesn’t know the answer. It also goes through the teacher’s mind that it would be so much nicer if that student hadn’t shown up for class! So now what? All eyes are on the teacher, whose heart starts beating a tad faster and whose forehead is suddenly feeling quite moist. What to do? What to say?

I bet you’re grinning right now. You can relate to that scenario, can’t you? I know I certainly can! But it’s an unavoidable occurrence in our profession; an occupational hazard, as they say. We just can’t know everything about everything! So I’m going to start a mini-crusade of sorts. I’m going to dedicate a number of my pieces on “Teacher Talk” to help teachers avoid some of those uncomfortable moments like the one I’ve just portrayed.

I think the best way to approach this crusade of mine is to offer you some mini-dialogues and sentences to think about and ask you to come up with interpretations you’d give to your students. First, we’ll check out some individual words in the lexicon; later, we’ll deal with phrases, clauses, or sentences in which just one little word or one change in stress can change meaning tremendously, albeit subtly.

Each of these mini-dialogues or individual sentences will have errors. Find the errors, correct them as you see fit, and figure out how you would explain your corrections to your students. That’s the most important part: how to explain the differences in meaning and/or usage.

So let’s get started. Please have fun with these while you think about them – and DON’T use a dictionary. There isn’t going to be any fun in that! Read more »