Filed under: Writing | Tags: apostrophes, commas, English With Jennifer, Jennifer Lebedev, JenniferESL, periods, punctuation, Punctuation Tree, quotation marks, sentence first aid
Practicing punctuation in some people’s view may be as exciting as washing dishes, but by providing an interesting context or creating a game-like atmosphere, study of the topic is more enjoyable. This is key because a memorable exercise facilitates the retention of information. Many months ago, I shared the activities News Writer and Partner Swap to help students learn correct use of punctuation marks. Let me offer one more:
SENTENCE FIRST AID
LEVEL: High beginner to advanced. You can make the activity level-appropriate by writing sentences with suitable vocabulary and grammar.
STEP 1 – Compose 5 sentences. Include mistakes targeting the punctuation already studied, e.g., final sentence punctuation, quotation marks in direct speech, use of commas in complex and compound sentences, and use of apostrophes in contractions. Each sentence should have at least one punctuation mistake. Prepare individual copies of the sentences for the students. You can indicate the number of mistakes in each sentence.
Model:
- I wanted to take the dog for a walk but it was raining (2 mistakes)
- The storm was so bad that the lights went out so we couldnt see in our house. (2 mistakes)
- My mother found some candles but she didnt know where to find matches. (2 mistakes)
- My father asked Don’t we have a flashlight. (3 mistakes)
- By the time we found the matches and the flashlight the power had come back on (2 mistakes)
STEP 2 – Prepare “band-aids” on paper. For every mistake in the five sentences you created, there should be a slip of paper with the punctuation mark named and its use cited. Examples: period = used at the end of a sentence; question mark = used at the end of a question; comma = used before a coordinating conjunction such as and, or, but. Prepare enough sets of band-aids for small groups of 4-5 students. (For instance, if you have a class of 15, you know you’ll have 3 small groups, so you’ll need 3 sets of band-aids.)
STEP 3 – Divide students into small groups of 4-5. Distribute copies of the sentences. Give students 1-2 minutes to look through them silently. Then place a set of band-aids in the center of each group. Taking turns, each student draws a band-aid from the pile and decides which sentence to apply it to. The other members of the group can agree or disagree. Once a collective decision has been made, all members must make the correction on their individual copies.
STEP 4 – When all the band-aids have been used, the corrections will be shared with the class. Volunteers can write their answers on the board.
STEP 5 – RECOMMEDATION: Repeat the activity with a second and even third set of sentences.
Online resource: The Punctuation Tree
Filed under: Grammar, Vocabulary, Writing | Tags: compound modifiers, compound words, hyphens, Jennifer Lebedev, JenniferESL
Objective: To help students gain familiarity with patterns used in forming compound words (open, closed, and hyphenated forms).
Level: intermediate to advanced
Materials needed: depending on the compounds you wish to target, magazine photos or household items may be needed (see suggested “stations” below)
STEP 1: Create stations around the room. Each station has a theme with theme-related items. Post the name of the station as well as the instructions for the task(s) to be performed there. By physically circulating from station to station, students will be better able to sort common compounds into groups according to their written forms: closed (one word), open (unhyphenated), or hyphenated.
Suggested stations:
- Colors. Display 3 photos showing people’s physical appearance. Number them. Task: Describe each person’s appearance using at least one compound word. Example: Photo #1 shows a brown-haired and green-eyed boy.
- Pages. Place 3 books, reports, essays, or pamphlets at the station. Task: Describe the items according to how many pages they have. Example: There is a 3-page essay on crime.
- Ages. Task: Ask your partner’s age. Write a sentence about your partner using a compound word. Example: My partner is a twenty-two-year-old woman.
Alternative or additional task for ages. Display 2 photos showing a young and an old person. Number them. Task 2: Describe each person’s appearance using the compound [age-something]. Example: The person in photo #1 looks thirty-something.
- Jobs. Display 6 photos showing people in various uniforms and/ or dressed for a specific workplace. Number them. Task: Identify the hospital workers, the factory workers, the restaurant staff, etc. (Depending on the photos you use.) Example: #1 and #3 are hospital workers. #2 is a factory worker. #4 and #5 are restaurant staff. #6 is a TV repairman.
- Family. Use magazine photos to create a family tree having four generations. Name the people. Task: Identify the great-grandchildren. Identify any great-aunts or great-uncles. Example: Kim and Pete are the great-grandchildren of Victor and Ellen. They have one great-uncle, Tom, and one great-aunt, Lucy. Variation: Show second marriages and ask about stepparents and stepchildren.
- Technology. Display 5-6 photos of electronic items. (Suggestions: cell phone, mp3 player, pocket calculator, laptop computer, DVD player.) Task: Find out which items your partner has. Example: My partner has an mp3 player and a cell phone. He shares a DVD player and laptop computer with his brother.
STEP 2: Have students work in pairs moving from station to station. Partners may discuss answers, but each student is responsible for writing his/ her answers on paper.
STEP 3: Gather as a class. For each station, ask a volunteer to write his/ her answers on the board.
NOTE: The preparation time will pay off especially if you recycle this activity. Try it with different groups.
Filed under: Classroom Tips, Conversation, Listening, Writing | Tags: English With Jennifer, Jennifer Lebedev, JenniferESL, online photos, photoblogging, photos in the language classroom, visual aids
As a continuation of my previous posting, here are two more whole language activities centered around online news photos:
2. Photoblogging. Some of the same sites that post weekly albums offer community interaction through photoblogging. Share one of the editor’s picks of the week with the class. Read the caption aloud and explain the meaning of any unfamiliar vocabulary or grammar. In pairs students can discuss their reactions to the photo. Prompts can be given, for example:
- Have you seen anything similar to this before?
- Does this photo help you learn anything new?
- What do you feel when you look at this photo?
- If you had to title this photo yourself, what title would you choose?
This brief oral exchange should serve as preparation for a writing activity. Have students write a personal reaction to the photo in 4-5 sentences. Once they submit it to you and receive feedback, they can be encouraged to post their comments online.
TIP 1: A selected photo can be the springboard for classroom discussion. On the MSNBC site, the editor includes a thought-provoking question that nicely suits this purpose.
TIP 2: Choose a photo with a caption that contextualizes vocabulary or grammar recently learned.
3. Audio commentaries. This is a variation of the previous activity and would have to be done in a language lab. Have students view 6-8 of the editor’s picks. Allow them time to select one photo and write 4-5 sentences about their personal reaction to it. Have them submit their writings to you for review. While you are providing corrections and feedback, students can work in pairs to come up with original titles for all the photos. Come back together as a class, view the photos again, and have volunteers call out suggested titles. Next, using their corrected writings, students must record their comments and send the audio files to you. As a class, you can playback these short recordings. The author will remain silent while the others guess which photo he or she is talking about.
TIP: Listen to the audio recordings once more after class and provide one-on-one feedback regarding each student’s pronunciation.
Filed under: Reading, Writing | Tags: English With Jennifer, JenniferESL, Jennifer Lebedev, student compositions, lea, story scramble, essay writing, essay types
I hope the title caught your attention, but perhaps it’s also caused some confusion. Let me explain. I’d like to consider the possibility of using student compositions as the basis for other activities. It’s similar to a craftsman building something from recycled materials. Compositions that have been thoroughly revised and already graded could be used among the same group of students or with other groups at similar levels (assuming you have the authors’ permission) in the context of a new lesson. Here are two possible “second-hand” activities:
1. Solo reading and speaking to the class
Student compositions written by one group can be shared with a second. Students receiving the essays can be assigned questions to answer:
- For essays expressing a point of view (problem-solution, cause-effect, etc.): What is the topic? What is the author’s opinion? Do you agree with the author? Why or why not? Be prepared to share your answers with the class.
- For essays presenting information (narrative, definition, etc.): What is the topic? Can you summarize the essay? Did you learn anything new from the author? Can you provide any additional information on the topic? Be prepared to share your answers with the class.
2. Paired reading and problem-solving discussion
Students at one level should be able to comprehend not only the writings of their classmates but also of those one level head. This means a teacher could share the compositions of a high intermediate class with the students at the intermediate or low intermediate level. The number of unfamiliar words or grammatical structures shouldn’t be high enough to hinder comprehension. That said, try the following activity with a narrative essay or short story.
- Story Scramble: You’re likely familiar with this game. I put a spin on it for a LEA-inspired activity (Language Experience Approach) back in March 2009. Now we’re taking a story or a description of events as related on paper by a student and dividing it up into 10-12 segments. This needs to be done by the teacher in advance. I recommend keeping sets of the story in envelopes. You’ll need about 5-6 sets so that the class can work either in pairs or small groups. Each group will assemble the story to the best of their ability. One group can volunteer to read the assembled story to the class. Alternative sequences can be discussed.
VARIATION: You can have each group work with a different story. After an assigned amount of time (e.g., 10 minutes), you can present a copy of the original story to the group so they can check their work. Groups can hand back the original “whole” copies to the teacher and exchange sets so the activity is repeated. Finally, after all the materials have been collected, have volunteers recall and orally summarize the 5-6 stories. The class can listen and assist as necessary.
Filed under: Grammar, Writing | Tags: English With Jennifer, JenniferESL, Jennifer Lebedev, phrasal verbs, informal English, two-part verbs, multi-word verbs, formal writing, register, professional English, business English, academic English
The purpose of this exercise is to reinforce students’ understanding of the differences between formal and informal English, highlighting the role phrasal verbs can play in changing the register. Students will begin with informal speech and edit it for a more formal context, using one-word equivalents for the selected phrasal verbs.
Level: High intermediate to advanced
STEP 1 – Ask students to name people in positions of power who can effect change, for example, a president, mayor, or school director. List their ideas on the board.
STEP 2 – Ask the students to choose one person in power and list 2-3 actions they would like that person to take. Each item on the list must use at least one phrasal verb. Be sure students have access to a good phrasal verb reference chart that includes definitions, such as the one in the appendix of Book 4 of the Focus in Grammar series. Model:
I want our governor to:
- come up with a way to help out state college students with tuition
- put together a program to help students find work after college
- make laws that will stop people from using up too much gas, water, and electricity
STEP 3 – Students will use their lists to compose a short letter. Model the business letter format on the board, indicating the correct positions of the addresses, the greeting, the closing, and the signature. In the body of the letter, one-word equivalents must replace the phrasal verbs. (Additional revisions may be necessary to increase the formality, e.g., elimination of contractions and abbreviations, more appropriate greetings and closings, etc.) Model:
Dear Sir:
I would like to make three requests. First, I kindly ask you to find a way to assist students who attend state colleges. Tuition is difficult to pay, and students like me need more help to get a good education. Second, the state government needs to create a program to help students find work after college. You could create free job centers at libraries, for example. Finally, I am worried about the environment. I believe the state government can make new laws that will stop people from wasting gas, water, and electricity. Until there are such laws, people will continue to waste.
Thank you.
Respectfully,
VARIATION: Instead of a business letter, students can write a short article. Tell them to imagine they are writing for a local newspaper. The headline can be Time for Change or Changes We Need.
Filed under: Writing | Tags: English With Jennifer, JenniferESL, Jennifer Lebedev, how to teach writing
Okay, I confess I don’t know the one and only “right” way to teach writing skills, but I do believe certain practices lead to good results. Perhaps you can add to my list:
1. Explain the purpose of what you’re teaching. Students may readily see the value in sentence connectors but may question why they must learn so many that express the same relationship. For example, although, even though, and though all introduce a contrasting idea. They are even similar in form. What’s the value in learning all three when one can do the job? What will you tell your students? Hopefully, they’ll agree that variety is better than repetition.
2. Make writing meaningful. It’s not enough to understand the purpose of a certain structure or skill. A student will learn better if he or she can make a personal connection to the lesson. How can you tap into the students’ knowledge, experience, and beliefs? Often this can be done through an appropriate warm-up. For example, a brief discussion of a topic permits personal expression. Sharing opinions will focus students’ attention on the topic, expose them to alternative viewpoints, and generate content for the writing task that will follow, which may be expressing contrasts or developing an argument essay.
3. Don’t overcorrect. I’ve talked about this before in my entry The Dangers of Correcting Language Learners. The process of correcting writing requires the teacher to respect the ideas of the student and provide the kind of guidance that neither hinders self-expression nor threatens self-confidence. It helps for the teacher to focus on corrections that concern any targeted structures and that improve clarity. This was already discussed at length in my entry Choosing the Right Focus in the Writing Classroom.
4. Provide models that inspire without discouraging. Just as overcorrecting can destroy a language learner’s self-esteem, a too-perfect model can threaten a student’s willingness to try. I’m guilty of this. There was at least one time when a student looked at the model I provided in a writing lesson and stated in frustration, “I can’t write like that!” Just as we fine-tune our speech for the level we are teaching, writing models must be chosen or composed carefully so as to offer an attainable goal.
5. Teach expository writing, but make time for creative and practical writing, too. Students need to prepare for the academic and professional challenges they’ll face in the English-speaking world, but that doesn’t mean we should limit writing lessons and activities to ones that are academic or professional in nature. Writing a poem or short story also has value. In fact, I’d argue that a person who is able to do creative writing possesses the critical thinking skills to find innovative approaches and solutions in everyday situations. Creative writing can positively influence expository writing. As for practical writing, I mean everything from handwriting to greeting cards. How will a job applicant get hired if the information on the application is illegible? Also, students may be able to produce a solid three-paragraph essay, but can they write appropriate expressions on a birthday, wedding, or sympathy card?
Filed under: Writing | Tags: adverbs, conjunctions, English With Jennifer, Jennifer Lebedev, JenniferESL, sentence connectors, transitional phrases, transitional words, writing activities
LEVEL: low intermediate to advanced
LANGUAGE FOCUS: conjunctions and transitional words (sentence connectors)
OBJECTIVES: To understand the function of these structures and to identify when it’s appropriate to use them.
STEP 1 – Present the conjunctions/ transitional words you have selected for your students. With lower level students, you may choose coordinating conjunctions such as and or but. With upper level students, you may select transitional words and phrases such as moreover or in spite of. Need help deciding? Try Joe Landberger’s list or the one shared on Wikipedia. I’d suggest presenting only one or two at a time.
STEP 2 – Have students compose a short paragraph in which the target words or phrases are used. You may require only 3-4 sentences from lower level students. You may ask upper level students to produce 4-6 sentences. Prompt them with questions that focus on general knowledge or general experience:
- How do you like to spend your weekends?
- What hobbies did you have as a child?
- Name two places you wish to visit and explain what you want to travel there.
- Etc.
Model (with moreover):
I like to spend my weekends at home. I work and study during the week, and I’m always running somewhere. On the weekend, I just want to stay in one place. Moreover, by Saturday there’s a lot of housework to do. I do laundry and clean in the morning. In the evening I make a nice dinner and watch TV.
STEP 3 – Correct students’ work, focusing on their use of the target words or phrases. Next, have them rewrite their paragraphs without the conjunctions or sentence connectors.
Model (with moreover):
I like to spend my weekends at home. I work and study during the week, and I’m always running somewhere. On the weekend, I just want to stay in one place. By Saturday there’s a lot of housework to do. I do laundry and clean in the morning. In the evening I make a nice dinner and watch TV.
STEP 4 – Students pair up and exchange compositions. They must read their partner’s work and identify where the conjunction or sentence connector would function best. Alternatives can be discussed. This can be repeated two or three times with different partners.
Filed under: Classroom Tips, Writing | Tags: English With Jennifer, handwriting, Jennifer Lebedev, JenniferESL, penmanship, touch typing, typing skills, writing skills
In and out of the school setting, the use of keyboards has gradually been diminishing the need for pen and paper. Some bemoan the loss of handwriting skills. Others welcome the convenience of tapping on keys and prefer it to pushing a pencil through time-consuming strokes. Most likely, there are more people in the latter group. However, we need to recognize that although our daily lives put keyboards in front of us at work, home, and school, technology has yet to completely eradicate the need for pens and pencils. We must still handwrite notes to our housemates, sign in at the doctor’s office, and fill out paper forms our employers give to us. (Personally, I still handwrite my grocery list and keep it posted on the fridge until my next visit to the store.)
I think it’s important for our English language learners to have practice producing both forms of written text. Society requires typing and handwriting, so our classroom activities and take-home assignments should not give preference to one form and exclude the other. Students who plan to enter an English-speaking university or workplace will feel more prepared if they are confident of these basic skills in the target language. For instance, a rigorous academic or professional environment doesn’t allow one the luxury of typing out reports or e-mails at a snail’s pace.
Here are some interesting resources to develop both handwriting and typing skills.
HANDWRITING:
- Born Thinker. Great for those who need to see a visual demonstration of the strokes made for each letter of the alphabet. The program teaches printed letters, upper and lower case.
- Handwriting Worksheets. This site allows you to print out custom-made worksheets. You can write sets of words or whole sentences. It’s good for printed letters.
- Handwriting for Kids. Worksheets are appropriate for younger and older students. The site provides nice options for cursive writing (word level v. sentence level). They even have the classic exercise: The quick brown fox jumps over the lazy dog. Check out the option for “Make Your Own Page” under the heading Manuscript.
TOUCH TYPING:
- Kid’s Typing Skills. Online tutorial that teaches touch typing. Adult-appropriate. Free download.
- Typing Games. A set of ten free games to practice touch typing. (I found “TypeDown” very addictive! I only got to Level 8.)
- List of Typing Tutorials. Take your pick. I selected two above, but you may find others more to your liking.
If your curriculum allows for flexibility, consider basing some lessons around group activities. The activities should be driven by themes that appeal to your students. A single theme and a set of clear procedures make for an enjoyable, constructive class. The following activities require small groups of students (approx. 4 per group) to use speaking, listening, reading, and writing skills to meet the objectives.
- GROUP TRIP
Objective: To plan a group trip for a budgeted amount of money.
Have students sit in groups at computer stations. Tell them they have 15 minutes to plan a group trip. They have a budget of $2,000. Together they must choose a destination, a means of travel, and lodging. They should also list options for food and entertainment. Groups will present their trip plans to the class. Notes should be taken by all members of the group for this purpose, and each member must present a portion of the group’s plans. After the presentations, students go back into their groups and compose a paragraph based on their notes. This trip summary will be submitted to the teacher for correction.
Possible language focus: Future tenses (especially be going to and will).
- GROUP FUNDRAISER
Objective: To plan a fundraiser as a small group.
Present the students with a dilemma. For example, tell them that some classmates are facing eviction from their apartment. They need rent money fast (say, $1,500). Have students sit in groups at computer stations. Tell them they have 15 minutes to plan a group fundraiser. They may get ideas from websites such as Do-It-Yourself Fundraising Ideas or Fundraising Tips.Com. Together they must choose a fundraiser, a date, and a time. If a location is needed, they should specify the site. Each member should have an assigned role in the execution of the fundraiser. Groups will present their fundraising plans to the class. Notes should be taken by all members of the group for this purpose, and each member must present a portion of the group’s plans. After the final presentation, students go back into their groups and compose a paragraph based on their notes. This summary will be submitted to the teacher for correction.
Possible language focus: Modals for necessity, obligation, and/ or possibility.
- GROUP DONATION
Objective: To decide where to make a group donation.
This activity could be the logical follow-up to the group fundraiser. Tell students they must decide the best way to donate $2,000. They may research local charities online or look at recent news headlines to identify local residents in need of financial aid. Have students sit in groups at computer stations. Tell them they have 15 minutes to make their decision. Sites such as Charity Navigator may be used. Background information on the recipient(s) is needed to justify their donation and will be part of their presentation to the class. Notes should be taken by all members of the group, and each member must present a portion of the group’s plans. After the final presentation, students go back into their groups and compose a paragraph based on their notes. This summary will be submitted to the teacher for correction.
Possible language focus: Active and passive voice (e.g., donate/ be donated).
NOTE: Alternatives to online information include hard copies of web pages and brochures.
OTHER THEMES: Group Party, Group Business, Group Dinner
