Not too long ago I created an activity with my students where I asked them to write three types of literary genres they enjoy the most. The task involved writing three words on index cards. I then asked them to meet in groups to share their words. Group by group, they would come to the podium and add their words on Wordle.net – adding each word repeatedly at times and only once other times. At the end, I would let WordleTM do its thing. The result was a collective word cloud that would visualize the commonalities among everyone in my class. Continue reading
Hot Potatoes is a quiz generating software application used to create activities suitable for language learning. Recently, Hot Potatoes has had a facelift. Continue reading
Something we overlook as native English speakers is the common expressions we use in our daily conversations. To those learning the English language, it can be downright confusing Continue reading
No matter what language you speak, music has a universal tongue, wouldn’t you agree? Its power in bringing people together, no matter what language they speak, is priceless. So, if music has the ability to unite us, why not use it in the classroom to help your students learn English?
I have my kids to thank for inspiring this post, partly due to their love of watching Daniel Tiger’s Neighbourhood every day. You find inspiration everywhere.
On the show they sing the lesson of the day repeatedly throughout each episode. It sticks in your head and is really catchy, and the nice thing is that the lessons are useful for children in helping to problem solve or deal with certain emotions that may arise out of unpleasant situations. Continue reading
The way we deliver our message has a big effect on how it is received. Not only do we receive the message, but we receive the way it is presented or “wrapped”. It’s the whole package. How we say things adds another layer of meaning to the message. Teaching about the delivery of a message in ESL classes adds a lot of value for students. Continue reading
When we are submitting a cover letter to a perspective employer, we want to showcase our skills and to communicate the fact that we have confidence. In work preparedness classes we promote the idea that confident vocabulary and sentence structure is essential to having our cover letter read. But where is the line between confidence and over confidence, and how do we teach that to our students?
I once received a homework assignment that was a sample cover letter written by a student. The format was good, the sentences well formed, and there were no spelling mistakes. However, a few lines made me wince: “I am brilliant. I am the best person that your company could hire.” This surely was confidence, bordering on hubris, that may in fact have the same effect as grammatical error on the reader of the letter. If I were the hiring manager, I’m not sure I would have read much further. So, where do we draw the line? Continue reading
My learners struggle to retain vocabulary. The problem arises when I review the key words a week later, and my learners are unable to recall meanings. Hence, I decided to test the value of using a series of reviewing techniques in language teaching in order to endorse the assumption that the more stir created, the more likelihood that favourable learning results occur amongst lower level learners.
In exploring and determining the validity of this taxonomy, I used one of my Friday sessions on a current week’s themed vocabulary: college and classroom. As a result of this, I hoped to generate value by helping my learners increase their retention rate. My other key aim was to promote accountability in learning, and make students aware of the benefits of revision techniques by empowering my learners during the process. Thus, I divided the session into 4 separate segments.
Review Key Vocabulary
The first segment was reviewing the key vocabulary individually for 5 mins. in preparation for the activity. I used Continue reading
I was rummaging through my books when I stumbled upon two favourites I’d purchased when I attended one of TESL’s AGMs in London,Ontario. The main speaker that day was Katherine Barber, who captivated us with her wit and in-depth knowledge of the English language.
Barber was the editor-in-chief of the dictionary department at Oxford University Press in Toronto — I know, pretty cool stuff! She is one of Canada’s best authorities on the English language, so when she says that English is “crazy”, I believe it!
We all know that English is a borrowed language, in that the majority of its words come from different languages. But, have you ever wondered where certain words you use actually come from, or what their root word means? It’s always been a curiosity of mine as to how a language is assembled into what we know and use today. Continue reading
Quizlet allows instructors to create or borrow flashcards, tests, and study games that can improve learning engagement and allow students to access materials at school, at home, or anywhere on their mobile devices. Quizlet learning opportunities are easily embedded into web pages, learning management system (LMS) courses, or social media offerings such as Facebook. Continue reading
It had been a total failure. I had tried to introduce poetry to my class and have them write some, but they were reluctant and bored. However, something inside told me to give it another shot a few months later. I had been introduced to the concept at a TESL London workshop. The presenter was a convincing person and very nice, so
I had to try again.
I looked at ways I could do things differently. Since I teach levels 6 to 8, there were several resources I could draw on.
First, I asked them what they thought poetry was. You know what? I didn’t get much of a response. Things didn’t look too good – again.
So I went to phase two with a clip from Dead Poets’ Society.
I asked the question again,
“What is poetry?”