Imagine if someone said something overtly sexual or crude to you. What would your reaction be? Disbelief? Shock? Anger? Now imagine that the speaker is your ESL student. Of course, your response has to be different.
Sometimes because of pronunciation or improper word usage, ESL students inadvertently say or write the most shocking things. A while back, one of my students wrote this in a peer review (a student response to a student assignment, in this case an essay): “Your hooker is not very appealing and is unlikely to attract the reader.” Of course, he meant hook. What a difference two letters can make. This situation was easier to deal with because the student had not uttered this sentence aloud to the class. I took him aside and explained the meaning of the word, resulting in him blushing quite a bit.
Sometimes students mispronounce words such as sit, beach, can’t etc. I deal with this issue Continue reading →
Presentations are ubiquitous in modern life, so it makes sense to include them as a component in ESL classes.In North American culture we have certain expectations about how presentations will be given.The format is low-context, meaning the presenters are making sure that they can be understood by the audience.The students in our classes not only require the appropriate language skills, they also need to understand how to format a presentation so that the audience can understand its structure.The following house analogy is one way to teach about how the format of a presentation gives it structure.This structure makes the content more coherent to the audience.
The introduction welcomes the audience to your presentation.It tells them who you are, why you are giving the presentation and, maybe most importantly, it shows themwhat to expect.It’s the first impression that the audience has of what will be delivered.Much like the front lawn or the walk way to your house, the first impression of the introduction adds value. Continue reading →