My name is ED – English Dictionary – but most language learners call me “Oh, you again”. But I’m pretty sure that I’m one of your favorite things in life. For a while I’ve wanted to have a talk with you about something shocking I recently came across. It’s all about my casual talk with your students about my presence and role in their language learning. And believe me, that talk came out as a big surprise!
No matter what benchmark my students have in writing (I teach levels 5-7), almost all of them need to improve three things: run-on sentences/comma splices, punctuation (mostly commas) and the use of transition words.
When you hear a newscaster say, “The
hurricane has WENT from Hawaii to Osaka overnight,” perhaps, like me, you yell,
“That’s GONE from Hawaii, you knucklehead!” Nevertheless, you have understood
that knucklehead perfectly despite the grammatical error. There is no ambiguity in his meaning.
Does grammar make you nervous? Do you wonder if you know enough to be able to help your students with their grammar? Let’s take pronouns, for example. Can you explain when to use who or whom? You and I or You and me? You can Google these issues fairly easily and find helpful explanations, or you can find good ESL grammar exercises and worksheets online, or you can use a good textbook.
The bigger question is what grammar should we teach?
Do you use Canadian or American spelling
in your classroom? Do you “correct” your students when they write color instead of colour? Have your students ever asked why you write metre when their dictionaries say meter?
Using visuals is an integral part of our daily teaching practice; however, often, our visual aids are rather mundane. For example, one of the primary and most popular visual aid has been PowerPoint. Despite the benefits of using this tool, it can easily turn a classroom into a passive learning environment.
Having said this, there are other tools available through which knowledge and information can be transferred to students. One of the alternatives available is Kahoot. Now, many of us might have heard of or used this tool in our classrooms. Kahoot is a game-based teaching tool that teachers usually use to test student knowledge after their teaching is completed. However, Kahoot can be used for purposes other than testing. This post introduces Kahoot as a tool that can replace PowerPoint presentations Continue reading →
This blog post is about the verb “to get,” and how sometimes this verb can get in the way of progress. Biber and Conrad (2001) list the verb “to get” as one of the twelve most commonly used verbs in spoken English, which explains why it would be an important verb to know. However, too much of a good thing can sometimes get in the way of progress. The verb “to get” and all its inflections can end up replacing every other possible verb, which in turn might prevent some learners from moving to the next stage of language proficiency. Continue reading →
I was talking with a colleague, Lisa, during lunch break the other day. At our school, the students have a 1-hour class with a pronunciation instructor once per week. Lisa was suggesting the merits of having a similar intensive lesson every week on reading. After our discussion, I began to consider the importance of reading versus the other skills. I am beginning to wonder if reading is the key skill to developing English proficiency.
Don’t get me wrong – Teaching pronunciation is one of my favourite classes to teach. I guess I like the focus of language use and playing with the sounds, the stress, intonation and inflection. Many students have expressed that it is important for them, as well.
I’ll put it out there, I’m a grammar geek! I love it, honest. Growing up, I learned a lot of languages, and I loved the days when we would create verb charts for conjugation or parse sentences. I’m also a very visual person, so as soon as the teacher would write a new verb on the board, I whipped out my pencil case and started picking out my pencil crayons and ruler. I was like a language archeologist categorizing, sorting, and analyzing, and I find that this has helped me when approaching verbs with students. Continue reading →