From Day to Day: Learning Prepositions of Time

Posted October 7, 2015 by englishwithjennifer
Categories: Grammar

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As I slowly build my playlist of videos on prepositions, I continue to reflect on use and meaning. What points cause confusion? Very often simple grammar structures turn out to be not so simple because the nature of language always allows for variations and exceptions. From…to… is a good example. It’s such a simple structure that we use to define a range, and yet we also use from…till, from…until, and from…through. We also have the phrases from day to day and from time to time, and those aren’t really marking any specific period of time, are they? I decided to discuss these kinds of prepositional phrases in my most recent lesson.

To add to my other post on prepositions of time, I’d like to offer this activity: From time to time_handout. You may choose to use it as is, or perhaps it will inspire your own activities for review and practice. I also have an interactive quiz on my website to review the use of from, to, till, until, and through.

Teaching the ABCs of English…Literally

Posted September 28, 2015 by englishwithjennifer
Categories: Methodology

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3117621085_837f89518f_mA fellow teacher has requested ideas for new ways to teach the alphabet. Will you help me out? I’ll get the ball rolling with some initial thoughts and suggestions.

Print or cursive? For letter recognition, I recommend using printed letters only. Reading cursive handwriting can come later. Keep things simple for beginners. That includes writing. Unless your school requires handwritten assignments to be submitted in cursive, it’s easier to master printing first. Also, whether you’re working with children or adults, beginners need a visual aid. In a traditional classroom, hang an alphabet chart up on the wall. A private student can easily print out a chart and hang it up at home.

Letter names or sounds? Students need to learn both. The letter names are essential. Very often we need to talk and ask about spelling, and this can’t be done without saying the letter names. A great way to start a lesson is to ask students to spell their names. Have the alphabet clearly visible somewhere. If it’s Day 1, then choose just a few students’ names and select them very intentionally. For example, you might write three names with the letter A: Maria, Sasha, and Ahmed. Ask students if they recognize the names and ask volunteers to spell them. If that’s not possible yet, underline all the As. Ask the class to identify which letter is in all three names. Then repeat this with another group of names. See if students can call out the one letter that all three names have. This could work well for teaching the five vowels.

Upper case or lower case? Your call, but students will need to learn both. In my beginner videos on YT, I chose to use only upper case letters to practice letter names, but then I moved to both upper and lower case letters when it was time to practice writing.

In alphabetical order or not? Letter recognition games can certainly mix up letters, but I think it’s helpful to practice saying the letters in order, too. One great reason is for ease in using dictionaries, indexes, a list of phone contacts, or anything else that uses alphabetical order. Music helps many learners, and even older students can be encouraged to watch one of the many cute alphabet songs online. YouTube has a few dozen to choose from.

Classroom games and activities:

1. Circle presentations. This is a good way to review letter names and sounds. Assign 2-3 letters to each student. For example, Maria must write her letters ABC on a piece of paper. Sasha will have DEF, Ahmed will have GHI, and so on. Students can use a picture dictionary to find a word that begins with their assigned letter. You can help as needed in the search or by reviewing the letter-sound correspondence. Once ready, challenge the class to place themselves in alphabetical order, clockwise. Maria will stand at 12 o’clock with ABC. Sasha will be on her left with DEF. The student with XYZ will be on Maria’s right. Once everyone is in order, go around the circle with students saying their letter names, A to Z. Then go around again, and this time each student will “teach” the others the letter name, the sound, and a model word. So Maria will say A /eɪ/ – /æ/ – apple, B /bi/ – /b/ – ball, C /si/ – /k/ – cat. The others can repeat after her.

2. Circle stepping. After the presentations, lead into this activity to test letter-sound correspondence. You will call out a sound, for example /b/, and the student with that letter must step into the center. Sasha will step in and say his model word: ball. Then Sasha continues the game by calling out another sound, any sound he’d like. Everyone should have a turn being in the center at least once.

3. Spelling cards. Prepare letter cards on 8.5 x 11″ paper, or use letter cards if they’re available. Shuffle and distribute them to the class. Call out easy words, like cat, pen, and study. Students must come to the front of the classroom with the necessary letters to spell the word. If you want to spell words with double vowels (school, tree), then prepare additional cards. One student may have two needed letters, so arms will be crossing and it might get a little silly. Once the word has been formed, the students holding the cards should spell it out. The class can shout out support at any time. If you want less movement and a quicker pace, then do a partial spelling of a word on the board. Students with the missing letters can hold them up and call the letter names out. 3978316556_378a9a8a0e_m

4. iPhone spelling. I spotted a creative alphabet chart online. Look at this iPhone alphabet on the right. You can ask your techy students to read a letter name and identify what it stands for: G is for Google. S is for Skype. Etc.

5. Creative letter forms. Let’s hear it for creative photographers! Check out the photo below. Can you see the letters A, B, and C? You can bring in other items and ask students to say what letters they’re reminded of. Open up a pair of scissor for X. Flip open an old cell phone for L. A dangling earring or its hook might look like a J. Every day for a week, bring in a few items and challenge students to identify the letter each object resembles.11237936813_ff429074c7_m

6. Alphabet snack. If you have access to a cereal with alphabet letters and there are no restrictions on passing out food items, you can give a big spoonful of letters to each student. Have them put their letters in alphabetical order, left to right. Then pair students up and continue the alphabetizing. If there are multiple letters, vertical rows can form. Finally, challenge students to form as many short words as possible with their partners. Encourage as much talking as possible so letter names are used.

7. Back scratching. I used this game with my own children. Two people take turns drawing upper case letters on the other person’s back. The person has to guess the letter being drawn based on what is felt. If this kind of touching isn’t appropriate, you can use your partner’s palm. It’s less space to work with, but the idea is basically the same. Still too intimate? Use a long pencil on a blank sheet of paper. One person holds the pencil at the bottom. The other closes his or her eyes and holds on to the top. The person on the bottom is the writer and must draw a letter for the other to guess.

Needless to say, there are apps out there to help students learn the alphabet, from tracing letters to studying phonics. If you have another idea for a classroom activity, please share it.

Photo credit:

Alphabets by Kyle Van Horn. Retrieved from the Creative Commons on Flickr.

iPhone Alphabet by Schnaars. Retrieved from the Creative Commons on Flickr.

Photomarathon by Eva Van Ostade. Retrieved from the Creative Commons on Flickr.

Helping Students Understand Levels of Formality

Posted September 24, 2015 by englishwithjennifer
Categories: Writing

Tags: , , , , , , , , ,

formality word cloudWhat’s been catching my eye lately in students’ writing is the mix of formal and informal words. I actually like that students have to submit assignments to me via email because it gives them additional writing practice. Corrections to their messages are opportunities for me to point out levels of formality. One of the hardest tones to master is what I think of as business casual. It’s still respectful, but not overly formal.

I’ve proposed some guidelines in the past for writing email. (Click to see previous post.) What I’d like to offer now is an activity with an actual message that students can discuss and revise. If you have students who could benefit from this kind of practice with levels of formality, please see my Understanding Levels of Formality_handout.

Leveraging Online Tools for Student Engagement and Follow-Up

Posted September 18, 2015 by englishwithjennifer
Categories: Tech Tips

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Many of us use warm-up activities at the start of a lesson. They can be simple or clever in design, and the nature of a warm-up might remain light and fun or become a bit more thought-provoking. The first goal, of course, is to get students thinking in English. We want them to use the language actively, either through a verbal or non-verbal response. However, it’s also about establishing the right environment and inviting students into the learning zone. Additionally, I use the opportunity to introduce the lesson topic: my warm-up is often a quiet, informal introduction that then nicely transitions into the main part of my lesson. But why wait until class time to start warming up?

With the integration of technology in our everyday lives, we have the wonderful opportunity to begin engaging learners before the actual lesson. Most of us already feel like we’re online 24/7, so extending our reach through a digital presence before and after class shouldn’t seem unnatural. I think of pre-class online activity as setting the tone and then allowing the traditional lesson warm-up be the final bridge that takes the learner fully into the classroom.

Is the door open for learners to step in?

Our classroom might be warm and cozy inside, but unless the door is visibly open and there’s a positive atmosphere outside as well, it’s not easy for one to make the decision to step in.

Take the time to do some “landscaping.”

Taking the time to do some “landscaping” before class can make a difference. Put down a path that’s easy to follow and pleasant to walk along. Learners will want to continue forward.

How exactly can we do that?

  • Use a poll or a survey. SurveyMonkey is a popular choice, but you can always use tools that are embedded into whatever platform you’re using. WordPress, for example, makes that very easy with its plugin. I mentioned Poll Everywhere in a previous post. That mobile-friendly tool would allow last-minute votes and real-time results in the first couple minutes of class.
  • Use a short quiz. The idea is to keep tasks to a minimum. If students are going to participate, it may be on the go, so no task should be time-consuming. I like the ease of Hot Potatoes software, but it’s not mobile-friendly. Since I use a virtual classroom platform, I take advantage of the built-in tools and I’ve shared private pre-class quizzes. There should no pressure to score 100%. Explain that the quiz is simply to help get students thinking about the coming lesson.
  • Post a photo for comments. A picture says a thousand words, right? Hopefully, the right photo will prompt at least a few words from each student. Photos are so easily shared now through social media, from Twitter to Facebook. Other apps will get the job done, too. Personally, I get a kick out of Viber. I like the ability to leave text or voice messages — and stickers.
  • Share a short video. Find the best place to share links. Do your students prefer a text message or is it possible to reach everyone on a discussion board? For my upcoming conversation class, I’ve planned to address work-related topics. I remembered a scene from Big with Tom Hanks. Thankfully, I found the clip on YouTube under the title “Payday.” It’s all of 18 seconds and captures so much about getting one’s paycheck…after the deductions. I’ve shared the link with my small group via the private discussion board on WizIQ. They’ve been invited to watch it and comment on it.

Many of these tasks can also be used post-class. Their purpose is somewhat different from a homework assignment, which is submitted and corrected. Post-class “engagement tasks” give students the opportunity to explore the topic more or interact with the target language in new ways — voluntarily. You can present tasks as invitations to continue learning.Tasks with different levels of engagement are especially a good idea. For example, a set of flashcards on Quizlet can be used once or multiple times in multiple ways. I did a quick experiment today and timed myself. I created 12 basic flashcards in under 10 minutes using my cell phone. My set of flashcards on industries allows for matching, spelling, and other quiz formats.

Got other ideas for pre- or post-class engagement? I’d love to hear about them.

Photo credits:

“Little House” by Green Explorer (Tom). Retrieved from the Creative Commons on Flickr.

“Up the Garden Path” by Wildroof. Retrieved from the Creative Commons on Flickr.

Thinking Outside the Box: Exploring Different Ways to Interact with a Text

Posted September 11, 2015 by englishwithjennifer
Categories: Reading

Tags: , , , ,

I believe there are different ways we can read a text with students. There can also be different objectives. Do we want students to read for general comprehension, for example, or to find details? Reading skills also overlap with pronunciation skills. I’m a big believer in oral reading. It shouldn’t be the default format, but I think it should have a place in language instruction. For that reason, I’ve devoted some of my time to building a playlist of practice texts for learners to read aloud. These are short texts that can easily be read multiple times.

How can you keep a text fresh if there are to be multiple readings? You can use any text — mine, yours, or something you find online. As long as the content is comprehensible, appropriate, and meaningful, then it may be used.

1. Read a text aloud at different speeds, but always with expression. A slower oral reading can call attention to phrasing. A faster oral reading is an exercise in articulation.

2. Unscramble the text and do a choral reading. What if each student were assigned an excerpt? Then you could have the students read their excerpt and the group would have to order themselves in a line or a circle. Once the proper order has been established, read the text one more time from beginning to end. The first step requires students to think about structure and sequence. The final time focuses on oral expression.

3. Read in character. How would a politician delivering a speech read the text? What would a salesperson sound like? You may have tried role play in the past, for instance, with dialogs or debates. You can also try it with short readings or excerpts from a larger reading. Ask students to suggest roles. Whose words might these be? Ask for volunteers or have students take on the roles in pairs. This can also be suggested practice if students are shy about role playing in the classroom.

4. Set up the text to serve as answers to questions. This could be similar to reading in character. For example, my latest oral reading text has this paragraph:

     Sometimes there can be pressure to stay in one place, but my desire to move was strong. Those closest to me supported me. I needed space to experiment and build something new. What would control my future, fear or a sense of purpose? I knew the answer. I stepped outside the box.  

Have students create questions that require direct answers from the reading. Then one students asks questions, and another supplies the answers.

Q: Why didn’t you stay in your hometown? A: Well, sometimes there can be pressure to stay in one place, but my desire to move was strong. I needed space to experiment and build something new. 

Q: Did your family support your move? A: Those closest to me supported me.

Do you know another way to approach reading? Feel free to suggest it!

How Are You? How Ya Doin’? How Does One Understand Verb Tense Consistency?

Posted September 2, 2015 by englishwithjennifer
Categories: Grammar

Tags: , , , , , ,

A student sent a series of questions to me regarding verb tense consistency. She had heard an exchange in a TV series where one character apologized for his strange behavior recently. The listener responded by saying, “I didn’t notice.” In similar situations, this attentive language learner had heard other verb forms used. Wouldn’t it also be possible to say, “I haven’t noticed” or even “I hadn’t noticed”? Indeed, sometimes more than one answer is possible because it depends on the speaker’s perspective:

  • I didn’t notice. = Nothing strange caught my attention in your past behavior.
  • I haven’t noticed. = Up to this point, there has been nothing strange about your behavior.
  • I hadn’t noticed. = I hadn’t even thought about this until you mentioned it.

We teach general rules of thumb about verb tense consistency. One is to respond with the same verb form used in a question. For example, the short answers to Did you notice? are Yes, I did and No, I didn’t. But there are exceptions, especially once we go beyond yes-no questions. Just how many responses can you think of to How are you? That question itself can become How are you doing? In either case, one can say I’m fine or I’m doing just fine.

16666579868_76a5b2cb26_mIf you’d like to have a productive discussion about verb tense consistency and give your upper level students practice using different verb forms in the same situation, please consider my Verb Tense Consistency_handout. Hopefully, the topic of fairy tales will amuse your learners. Enjoy!

Photo credit:

Cinderella’s Castle by Luis Brizzante. Retrieved from the Creative Commons on Flickr.

If Walls Could Talk: What to Hang Up in the Classroom

Posted August 26, 2015 by englishwithjennifer
Categories: Classroom Tips

Tags: , , , , ,

Inside My ClassroomA new school year is just around the corner. Whether you work online or in a traditional classroom, you likely have some food for thought up on your walls. Personally, I keep my own Teacher’s Pledge near my desk. It’s not in view of my webcam, but I can turn my head and see it there every day to remind me of what’s most important in my teaching. I also have a Learner’s Pledge that I offer to any student visiting my website.

Here’s something else you might share with your students. Check out my A to Z_handout. It’s a list of what’s needed in order to have a successful language learning experience. You may like it as is, or you may simply be inspired to write your own. In fact, why not create a list with your students and then post it for all to remember throughout the school year?

Happy teaching!

Photo credit:

“Inside My Classroom” by Marie. Retrieved from the Creative Commons on Flickr.


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