Show Posts

This section allows you to view all posts made by this member. Note that you can only see posts made in areas you currently have access to.

Messages - helstro2

Pages: [1]
Language Issues / Becoming Familiar with Registers
« on: March 20, 2014, 01:51:21 PM »

This link gives some suggestions for teaching register to students in the ESL classroom.

Point #5 gives students the chance to produce language according to a particular register (for either an in-class assignment or for homework).
Point #6 allows students to analyze writing they have already completed to notice what register they've already incorporated into their writing.
Point #7 encourages students to notice different registers in their everyday lives.

Reading/Writing Humor / What NOT to tell your ESL students
« on: March 20, 2014, 01:33:13 PM »
Although it could be dangerous to communicate this thought to your ESL students ;) , it makes a very good point for those students who may be highly performance-based.  Students need to know that native speakers do not communicate in "perfect English" at all times.  This idea may make students feel more comfortable with making mistakes.

Motivation / Motivation in the ESL classroom
« on: March 20, 2014, 01:26:23 PM »

This link explores the various elements of motivation in the ESL classroom.

I found Part C particularly helpful - the mention of pair work and group work.  In my experience of teaching ESL reading classes, the consistent use of pair and group work in class significantly increases students' motivation to learn the language.  Giving the students regular opportunities to use the language that they're learning by interacting with each other motivates them to stay engaged with the content - inside and outside of the classroom.

Feedback--Teacher / ESL Feedback - Some Guidelines
« on: March 20, 2014, 01:17:43 PM »

This link provides an outline of concise guidelines for giving feedback to ESL students.  It suggests some methods that may be contrary to common practice, because many common practice methods are known to be less than effective.

Feedback--Teacher / Teacher & Peer Feedback
« on: March 20, 2014, 01:11:39 PM »

This is an article about the integration of teacher and peer feedback, and how both work together to improve students' writing.  This article also discusses the fact that teachers often exhaust themselves to give detailed feedback - when, in actuality, this act does not accomplish their intended goal.  Rather, maintaining a theme for the feedback is a more helpful method to develop the students' writing abilities.

Pre-reading Prediction/Schema activity:

Read the title of the article and look at the associated pictures (and their captions).  Discuss your answers to the following questions with a partner:

1)  What do you think the article will be about?
2)  Do you think it is important to "clean up space junk"?  Why or why not?
3)  The article title says "Europe Explores Ideas to Clean Up Space Junk".  Do you think other countries should participate?  Why or why not?

Organization / Diagramming for ESL Learners
« on: February 27, 2014, 07:19:36 PM »

Though these links deal with English as an L1, I found these two articles very interesting for the context of ESL reading and writing.

Although the article (the first link) suggests the irrelevance of teaching L1 English grammar through diagramming, I think diagramming could prove a useful visual tool for L2 English learners.  The second link shows many well-organized diagrams, which visually represent the connections and relationships between words, phrases, and clauses.  Although diagramming may not be particularly useful for beginners, I think that using diagrams for advanced learners of English may help to visually represent various structures and organizations in English.

Reading/Writing Humor / The Power of Punctuation
« on: February 22, 2014, 11:29:21 AM »
This is a great illustration of how the absence of punctuation markings can completely alter the understanding of a text.  This is specifically useful for grammar lessons related to commas and other punctuation marks.

Pages: [1]