Filed under: Classroom Tips, Vocabulary | Tags: English With Jennifer, first aid kits, Jennifer Lebedev, JenniferESL, medical vocabulary, pratical skills, real life skills
Is there anyone for whom it’s not beneficial to know how to administer first aid? For the following activity, borrow your school’s first aid kit or purchase one yourself (since it’s not a bad idea to keep one on hand). The main goal is to increase students’ practical language skills, not issue them first aid certificates. Clarify this and the fact that you are not a medical authority. (You should also be aware of any school policy restricting the medical assistance you can give to a student.)
Level: Intermediate to advanced
Objective: To learn the names of objects in a first aid kit and explain their uses.
Skills targeted: Practical medical vocabulary, expressing purpose.
STEP 1 – Show the first aid kit to the class and discuss reasons for having such a kit on hand. What is this? Why do people keep first aid kits in their homes or cars? Where else do people have or take first aid kits? As students volunteer reasons, note injuries/ ailments on the board, e.g., cut, burn, headache, etc. This list should form one column on the left.
STEP 2 – Pull out items from the first aid kit, ask students to identify the items by name (assist them as needed), and match the items to the words on the board. If an item has no match, add one to the list of injuries/ ailments. Example: “You can use antibiotic ointment on a cut.” = Write antibiotic ointment on the right-side of the board, draw a line that matches it to cut.
STEP 3 – Put all the items from the first aid kit in a bag or box. Have students take turns pulling out items. As they do, they must state the purpose of the given object, using either [for + gerund] or an infinitive of purpose. Example: These are tweezers. You can use them to pull out splinters.
STEP 4 – Collect the items in the bag once again. This time have students work in pairs or small groups. Have one person from each group pull out an object. The group must write instructions for using the object. Encourage use of sequence markers (first, next…) and appropriate modals for giving advice (should, ought to…). Example: (tweezers) You can use tweezers to pull out a splinter. First, you should make sure the tweezers are clean. You can use an alcohol wipe to clean them. Then you use the tweezers to squeeze the end of the splinter and pull it out of the skin. If there’s bleeding, you should use antibiotic ointment and a band-aid. Groups can write more than one set of instructions if additional objects are left in the bag.
STEP 5 – Students’ instructions can be read aloud to the class. Questions or clarifications can be voiced by those listening.
HELPFUL LINKS:
- The Red Cross lists the contents of a Family First Aid Kit and includes suggested uses.
- If you don’t have a first aid kit, you could fall back on photographs. The Blowing Rock Rescue Squad offers a good image with about a dozen objects, all labeled.
- You can work in listening practice by watching videos on how to administer first aid. WonderHowTo.com offers some first aid tutorials, and so does the British Red Cross on YouTube.
Filed under: Vocabulary | Tags: English With Jennifer, everyday objects, everyday vocabulary, everyday words, Jennifer Lebedev, JenniferESL, vocabulary games
I must confess this activity was inspired by a baby shower game, but hey, you got to be open to all sources of inspiration when you’re looking for creative, meaningful activities to help language learners. The activity was born out of the need to teach ESL students how to talk about everyday objects from a paper clip to paper towels. This can be used as part of a vocabulary lesson, or it can be prepared and kept on hand for when you have some extra time at the end of class. It can be adapted for almost any level.
STEP 1 – Select 4-5 common objects, and place each one in a separate paper bag. Number the bags.
STEP 2 – Pass the bags around the room. Students must reach one hand in the bag and guess the object based on touch not sight. They may not look in the bag or take out the object. They should write their guesses in their notebooks. If they do not know the name of an object, they can write its purpose next to the appropriate number.
STEP 3 – Collect the bags. Ask a volunteer to tell his/ her guess for bag #1. See if the class agrees. Pull out the object and confirm/ correct the guess. Write the word on the board. Encourage students to check their spelling of the word in their notebooks. Repeat this procedure for the remaining bags.
STEP 4 – Next to each word on the board, list possible actions one can perform with it. Again, encourage students to copy the information in their notebooks.
Examples:
Paper clip = clip papers together
Paper towel = wipe the table, wipe up a mess, dust, clean a mirror
Battery = put in a battery, take out a battery, replace a battery
Key chain = hold keys, place a key on a key chain, keep keys on a key chain
STEP 5 – Erase the board, leaving only the names of the objects. Quiz the students. Give them a scenario, and let them offer advice using the name of the object and a specific action. You can put them in two teams. Award a point to the team that is first to correctly offer advice.
Examples:
1. The clock on the wall isn’t working. It stopped working this morning.
= You should change the battery.
2. Oh no! Someone spilled coffee on the table.
= You can wipe it up with a paper towel.
3. I sometimes lose my house key and my mailbox key.
= You should keep them on a key chain.
4. I have homework from so many students that I mix all the papers up.
= You can clip all the papers for one class with a paper clip.
Filed under: Vocabulary | Tags: English With Jennifer, idioms, informal English, Jennifer Lebedev, JenniferESL
Few, if any, would argue against the need to focus on vocabulary skills in the ESL classroom. All the buzz about the Academic Word List and the General Service List attests to that. High frequency words are taught for general and academic purposes. But what about idioms? Can we argue the need to teach them? Should they be regarded as an appetizer or dessert and never a part of the main course?
I’ve written about how to teach idioms in the past, but I’d like to consider if we should teach them at all. I believe there are some cases when they must be addressed. For example:
- When a student asks us directly to explain an idiomatic expression
- When an idioms appears in a reading or listening passage and could cause confusion
What about at our own initiative? Should we make a deliberate choice to teach a set of idioms? While I wouldn’t rank idioms as high as verb tenses and intonation patterns, I think they do have a place in the ESL classroom. My reasoning is the same as it is for teaching informal speech patterns. The students are going to encounter idioms, and if they’ve had some exposure to these expressions, they’ll be better prepared to comprehend and react to real-life situations. Students don’t necessarily have to incorporate idioms into their speech. In fact, they’d be better off using idioms sparingly and cautiously. It would be easy for a non-native speaker to misjudge the appropriacy of an idiom or forget the grammar a certain idiom requires. (Correct: Give someone the boot… Incorrect: Give to someone a boot…)
If you decide to teach idioms, I’d offer the same advice as I did in my other posting on idioms. Try to go beyond the meaning. Teach register and appropriacy. As with any vocabulary, limit the number of items you teach at one time and always teach vocabulary in context. Use authentic sources if possible to emphasize the frequency of idiomatic expressions. From advertisements to song lyrics to news headlines, idioms are out there. I think it’s a good idea to help our students make sense of the everyday language they will encounter.
Filed under: Grammar, Pronunciation, Vocabulary | Tags: conditional statements, conditionals, English With Jennifer, horoscopes, idioms, Jennifer Lebedev, JenniferESL, phrasal verbs, sentence stress, word stress
Horoscopes, with their predictions and advice, lend themselves to a number of classroom activities. Even the names of the twelve zodiac signs can be the basis for meaningful language practice. You can find many sites that publish daily horoscopes, or you can find printed them in printed sources like entertainment magazines. Here are three suggestions for using horoscopes in the classroom:
- Word stress/ sentence stress. As a class, identify zodiac signs that share the same stress patterns. Example: GEMini, CAPricorn, SCORpio. Clap to or tap out the beat. Then compose statements on the board about what represents each sign. Example: TAURus is a BULL. Use capital letters and/or stress dots to show stressed syllables and stressed words. Students can practice reading the twelve statements with a partner. You can also have students ask their partners WHAT’S your SIGN? and WHEN’S your BIRTHday? The exchange should encourage attention to stress and rhythm. Finally, you can look at horoscopes as a class and identify stressed content words. Have students mark their copies accordingly. In pairs, students can practice sentence stress by reading the horoscopes aloud.
- Conditional statements. Use horoscopes to study use of if-clauses. Example: (Virgo) “Don’t be too surprised if things get a little crazy today — you need to make sure that you’re on the right side of it all! If you have to turn your schedule upside-down, that’s okay by you.” (from Yahoo!) Note verb tenses used for real or likely statements (horoscopes often use the first conditional). You can then have students compose fictitious horoscopes containing at least one conditional statement. All compositions can be written on index cards, collected, and then distributed randomly so each student receives one to read.
- Idioms and/ or phrasal verbs. Looking for a meaningful context in which to practice idioms or phrasal verbs? Use a collection of daily horoscopes. Here are a number of common expressions from just two entries on Yahoo!
(Leo) “Take pride in your work — but try not to get carried away! Your ego may be seeking gratification just a little too much today, but you ought to be able to get what you need without putting anyone else off.”
(Capricorn) “See if you can get some traction with your big plans today — you need to add some details to your schemes if you want to make sure that you’re really on the right track. Think it all through!”
Find 5-6 idioms or phrasal verbs like the ones above. Write their meanings on the board. Students can read through the horoscopes and match the meanings to the targeted vocabulary. Then challenge them to write questions using the new vocabulary. The questions can be used for conversation practice in pairs or small groups.
Filed under: Grammar, Vocabulary | Tags: CALL, clothing vocabulary, communicative activity, describing physical appearance, English With Jennifer, Jennifer Lebedev, JenniferESL, Makeover Games, past progressive, present progressive, Verb Tenses
Oh, the things you can find online these days! For teens, tweens, and ESL learners, much fun can be had doing Cool Makeover Games. This site has a number of games, each with the potential of being the basis of a communicative activity. Take Colors of the Rain, for example. You can change the clothes of a couple. The man can wear a casual plaid shirt or a variety of trendy shirts and coats. The woman can wear a floral skirt or sleek black pants. There’s a lot to choose from. If you give them an umbrella to share, it starts raining. This is wonderful for reviewing clothing vocabulary and practicing the present progressive.
- Option 1: Students work in pairs at computer stations during the lesson. Student A makes choices for the male model, and Student B describes the finished picture. “The man is wearing jeans and a sweater. He’s holding an umbrella. It’s raining.” Then they switch. Student B makes choices for the female model, and Student A describes the finished picture. “The woman is wearing a black dress and pink boots. She’s carrying a white purse.” The activity can repeat if new clothing choices are made.
- Option 2: You can “dress” the models yourself on one main computer if there is a screen large enough for the class to see. As you make selections, have students describe what they see.
- Option 3: Students can do the activity at home. Have them print out their finished pictures and write 3-4 sentences about each person using the present progressive.
Other games include changing the facial appearance of an animated character: hair color, hairstyle, eye color, etc. This could be used to contrast past and present tenses. Example: “She had blonde hair. Now she has red hair.” / “She was wearing a white and blue shirt, but now she’s wearing a pink shirt with stars.”
Need something more appealing to the guys? Try the Simpson Dress-Up game. Mr. Simpson (a.k.a. Homer) needs clothes, accessories, and a setting. This activity can help students practice describing physical appearance using the present progressive.
Don’t want to talk about fashion and physical appearance? Try designing the exterior of a house. This activity makes for a meaningful exchange between two students using prepositions of place. You can also highlight the order of modifiers: “There is a large door in the middle of the house. Above the door there is a small round window.”
Filed under: Listening, Vocabulary | Tags: communicative activity, crossword puzzles, English With Jennifer, Jennifer Lebedev, JenniferESL
Crosswords are sometimes used in textbooks as a vocabulary review for a set of units. This kind of puzzle is great for independent study because it reinforces the students’ knowledge of definitions and spellings. In the classroom, I prefer crosswords that require communication. For example, one variation is to have no clues written. Instead, there are two copies. Copy A has all the down answers, and Copy B has all the across answers. Students work in pairs, offering spoken clues to aid their partners so that both can fill in the answers missing on their copies.
The good news is that you don’t have to wait until a textbook provides a crossword puzzle, nor do you have to tax your brain figuring out how to create your own and trying to get the boxes evenly spaced on paper with the aid of a ruler. There are plenty of online sites that build puzzles for free. Try this one: CreateYourOwnCrossword. The site gives the author the option of making the puzzle public and allowing viewers to solve the puzzle online. You could then give the link to students and ask them to complete the puzzle as an independent task. There’s also a printable HTML or PDF file, which allows for more possibilities. If you want to make the puzzle a communicative activity, simply cover the clues and finish preparing the copies for classroom use. The hard part is already done by the computer: it took the words you entered and created the puzzle for you. You just need to write in the answers to create Copy A (down answers) and Copy B (across answers). Make your photocopies and your ready to go.
If you really start to think, you can come up with some creative uses of an online puzzle builder. For example, you can use a crossword to get students to recall details from a listening or reading passage. Create the crossword yourself based on the assigned passage. Once the passage is covered as a class, have students work in pairs to complete the puzzle. Correct their work as a class.
Want to get even more elaborate? Have students create their own crosswords. For example, in an upper level class you could have students prepare oral presentations. Part of their preparation can include making and printing out a small crossword puzzle (10-12 words) based on their presentation. At the end of the oral presentation, the speaker hands out the puzzle for the class to complete. If the students were attentive, they should be able to complete the puzzle with ease, recalling details from the talk they just heard.
Filed under: Vocabulary | Tags: alternate spellings, cognates, English With Jennifer, false friends, Jennifer Lebedev, JenniferESL, teaching vocabulary
What can challenge students as they try to learn new vocabulary? How can we help them overcome these challenges?
1. Information overload
Whether a student is doing independent study or taking a classroom course, one problem may be trying to cover too much. In the classroom the teacher can and should control the number of words covered and limit the explanation for each word. If a given unit presents a high number of words, be conscious of not making any one segment of your lesson plan too dense. A series of mini presentations that are coupled by short practice exercises makes it easier for students to digest a sizable list of vocabulary. As Paul Nation suggests, it’s best to avoid lengthy explanations and the temptation to add a string of somewhat related but unnecessary words like synonyms and antonyms.[1] Be concise and teach what is most important: the basic definition, the pronunciation, and how the word is used (i.e., register, frequency, grammar and/or collocations).
2. Multiple meanings
Some books like Vocabulary Power present and practice multiple meanings of a word, but this must be done with caution. Vocabulary Power presents the most common definition of a word first, and then after sufficient contextualized practice, invites learners to consider other meanings. The meanings are not merely listed, but also contrasted through an exercise. If, however, students are learning vocabulary in the context of a reading or listening class, it would be more appropriate to limit presentation and practice to the definition used in the passage.
3. Cognates and false friends
The first language (L1) can be both friend and foe in foreign language learning. On the one hand, I’ve seen Spanish and French speakers master advanced academic vocabulary in English with relative ease because of the cognates. It certainly helps to recognize a word that is similar in form to one you already know. However, similarities can be misleading. More than once I’ve heard Portuguese speakers misuse the English word pretend when they meant to say want or intend since the Portuguese pretender is so close in form. Also, even if words in the L1 and L2 are similar in form and meaning, the grammar can be very different, making it all the more essential to teach proper use of the L2 word and common collocations.
4. Alternate spellings and forms
It’s confusing enough for students to learn a global language that allows words like theater and practice to be written as theatre and practise as well. But what about words like co-worker (coworker), tsar (tzar, czar), and traveler (traveller)? Spelling variations can’t always be explained by dialect. Then there are alternate forms such as octopuses for octopi. My practice is to teach what I know: American English. If a student uses British spelling, I don’t mark it as wrong, but I note the U.S. spelling beside it. I also strive for consistency with regards to alternate spellings and forms within American English.
5. Difficult pronunciation
Students can be confused when a word has more than one pronunciation. In the case of words like either /ˈi ðɚ, ˈaɪ ðɚ/and aunt /ænt, ɑnt/, I try to put their fears to rest by explaining that both forms are acceptable. If, however, the changes in pronunciation are connected to grammar, then it’s necessary to include contextualized practice so that students understand that /rɪˈkɔrd/ is a verb and /ˈrɛk ɚd/ is a noun.
[1] http://www.asian-efl-journal.com/sept_05_pn.pdf
Filed under: Vocabulary | Tags: English with Jennifer. idioms, Jennifer Lebedev, JenniferESL, teaching vocabulary
A recent online thread of conversation within a TESOL Interest Section prompted me to reflect on how effectively I teach idioms. The participants of the conversation debated how best to assess students’ mastery of English idioms.
To arrive at some answer it’s important to consider the environment and circumstances in which you teach. For example, when I make a lesson for YouTube, I know I have a 10-minute limit, but I can devote all 10 minutes to giving a vocabulary lesson. In the traditional classroom, the prescribed curriculum and school schedule creates your framework. If an idiom appears within a grammar or reading lesson, there may be only enough time to explain the meaning of the expression. However, if you’re teaching within the context of a vocabulary lesson and the class lasts for 45 minutes, you likely have time to do more than just address the meaning.
What can be offered beyond the definition of an idiom? A few times I noted the etymology of an expression because knowing the origin of an idiom can help a student understand and retain it. I’ve also begun to address the grammar each expression requires in its usage. Does it function like an adjective or an adverb? My exercises check students’ comprehension and encourage meaningful use of each expression. This approach, which is used to teach three items at a time, just about fills the 10-minute limit. But should I consider modifying my approach to include other aspects and other forms of practice? What about in your classroom? Have you tried to address more than just the meaning of an idiom? If so, then how?
- Register. We could make a stronger effort to clarify the register of expressions that we teach. Most idioms and sayings tend to be informal, but a good number remain appropriate in professional settings. For example, you may not want to talk about making a killing within a business presentation to the higher-ups at your company at the risk of sounding crude, but to mention a competitor’s cash cow is acceptable.
- Appropriacy. I recently taught expressions related to bulls. Perhaps I could have clarified in which relationships two people lock horns and in which situations you should take the bull by the horns. I had hoped that through my examples and the comprehension checks, students would understand the appropriacy of each expression, but my instruction could have been more direct.
What forms of exercises could take students beyond the meaning of idioms?
- For register we could design a true/ false exercise. Model:
- You can advise your friend to take the bull by the horns. T or F?
- You can advise your co-worker to take the bull by the horns. T or F?
- You can advise your boss to take the bull by the horns. T or F?
- A father can advise his son to take the bull by the horns. T or F?
- A student can advise her professor to take the bull by the horns. T or F?
- For appropriacy we could design an editing exercise. Model:
Decide if the expression is used appropriately. If not, explain why.
- For a long time I couldn’t decide what to order off the menu, but then I took the bull by the horns and told the waiter to bring me a fish sandwich.
- I can’t fix the sink myself, but I can take the bull by the horns and call a plumber.
You can kill two birds with one stone (a nice idiom to know!) and have students create their own examples for discussion. However, this exercise would likely require attention to a number of aspects, including meaning, grammar, register, and appropriacy. The advantage of an exercise designed by you is that you can limit the focus to appropriacy, making certain students understand in which situations the idiom is acceptable.
Filed under: Grammar, Reading, Vocabulary | Tags: English With Jennifer, Jennifer Lebedev, JenniferESL, realia, teaching practical skills
ESL students are faced with two basic challenges: They must master English for communication, and they must learn to function within an English-only environment. For example, a student must be able to ask a passerby which bus he should take to reach the city library. Then, after boarding the bus, he needs to pay the fare, read the bus route, listen for his destination to be announced, get off the bus, and follow signs to the main entrance of the library. In short, he must communicate and function in English to meet his daily goals. ESL teachers should bear this in mind when planning lessons.
Working practical skills into language lessons is particularly helpful for students in English-speaking countries. While their ultimate goals are academic or professional, they must also achieve everyday goals like navigating the local library, using a phone card, and making purchases at a pharmacy. This last task can be overwhelming even for a native speaker. Just think of the array of bottles and boxes that make up the stock of over-the-counter medicines (OTC) at any pharmacy. Choosing and then using OTCs is a practical skill we can help our students learn. Consider different ways you can incorporate label reading into your reading, grammar, and vocabulary lessons:
- Teaching reading skills: scanning for information. Bring in several empty bottles and boxes from OTCs. Have the students pass the empty containers around, examining the labels of each one in turn. They must find the information to complete your chart:
What symptoms What’s the dosage Expiration date does it relieve? for an adult?
Name of medicine:
1. _________ ____________ ___________ ___________
2. _________ ____________ ___________ ___________
3. _________ ____________ ___________ ___________
Etc.
- Teaching expressions of cause. Note how medications state causes of symptoms using due to. Have students find examples on the containers. Example: Benadryl – It relieves symptoms due to hay fever or other upper respiratory allergies.
- Teaching conditionals. Have students find uses of if and in case of and restate the meaning. Examples:
Do not use if seal is broken or missing. = When a seal is broken or missing, you shouldn’t use this medicine.
In case of overdose, get medical help. = If you take too much of this medicine, get medical help.
- Teaching imperatives. Have students find examples of directions and warnings. Examples:
Directions: Pepto-Bismol tablets – Chew or dissolve in mouth. Drink plenty of clear fluids.
Warnings: Benadryl – Do not use in a child under 2 years of age. Avoid alcoholic drinks.
- Teaching vocabulary skills: recognizing the suffix “-er” and its meaning. Have students find examples of the suffix “-er” on labels and restate the meaning. Examples:
Pain reliever = It relieves pain.
Upset stomach reliever = It relieves an upset stomach.
Or ask questions to elicit target vocabulary: What do we call a medicine that reduces a fever? – Fever reducer.
Filed under: Vocabulary | Tags: English With Jennifer, how to teach vocabulary, Jennifer Lebedev, JenniferESL, Memorial Day activity, vocabulary games
Certain sets of vocabulary can challenge students. For example, an exercise in a grammar book might contain both get over and get across, and the use of the same verb in each phrase might create confusion. There are also reading selections that present vocabulary related to a single theme such as jury, judge, oath, and verdict, making it possible to mix up jury with judge and oath with verdict. The key is to consistently contextualize the words. By using the words in phrases if not complete sentences, students must demonstrate knowledge of parts of speech. Is oath a noun or a verb? Can judge be both a person and an action? The second thing to encourage is use of collocations. Look how the word is presented in the book and note common phrases: swear an oath, pronounce the verdict, etc.
In honor of Memorial Day, you can present holiday-related vocabulary and teach your students the importance of contextualizing new words and noting collocations.
Activity: War Stories
Level: Intermediate to advanced
Objective: To practice war-related vocabulary in context
Materials needed: 8 or more photos (headshots are best) of adults who students can imagine as “veterans”.
STEP 1 – Prepare a list of 5-6 words you want to target with your students. Suggestions: military, combat, casualty, wound, veteran, medal
STEP 2 – Ask students to call out words they associate with war. List them according to their parts of speech. Possible suggestions:
· Soldiers, army, death, fighting, guns… = NOUNS
· March, shoot, defend… = VERBS
· Scary, powerful… = ADJECTIVES
Once the lists are recorded, ask students to identify the parts of speech.
STEP 3 – Replace suggested words with the targeted ones if they are synonymous. Then add the rest. The new lists could then look like this:
· Soldiers, military, casualty, combat, wound, veteran, medal
· March, shoot, defend, combat, wound
· Scary, powerful, military, wounded
Define the new vocabulary, taking care to note pronunciation.
STEP 4 – Have students work together in twos or threes. Each small group should receive a photo of a “veteran”. Their task is to make a short story using the new vocabulary words. Hand out a list of questions to guide this process. Each question cues the students how to use the word in a sentence.
Example: 1. What is this veteran’s name?
2. How long was s/he in the military?
3. How was s/she wounded in combat?
4. Were there any casualties among his/her friends?
5. For what reason was s/he awarded a medal?
STEP 5 – Have students share their war stories with the class. Teacher and peer feedback can be provided following each reading.
