esl class
Tips for ESL Students - Destroy Your Fear of the Possessive Apostrophe
Apostrophes are not intended to be the nightmare of ESL students or anyone else for that matter. Here we destroy your fear of the possessive apostrophe by showing you how easy it is to understand.
What is the difference between the two sentences in the following three sets of statements?
1. The girl’s papers are on the table, and
The girls’ papers are on the table
2. The book’s pages are damaged, and
The books’ pages are damaged
3. What you see there is the dog’s food, and
What you see there is the dogs’ food
The possessive apostrophe is always used, as its name states, to denote possession of something. It is normal for those taking ESL lessons, to feel confused by the position of such an apostrophe in a noun; however, it is truly very simple to understand.
The trick, if you want to see it as such, is for the ESL student to define if the possessive noun, or the owner of the thing, which can be a person or a thing, is singular or plural, and whether or not it ends in –s in its written form.
These are the rules:
1. When the possessive noun is singular, always add an apostrophe (’) + an -s. For example:
- The cat’s litter
- Laura’s house
- The baby’s crib
2. When the possessive noun doesn’t end in –s in its written form, always add an apostrophe (’) + an –s. For example:
- Mary’s children
- The dog’s food
- The house’s roof
3. When the possessive noun is plural and ends in –s, which includes most plural nouns, just add an apostrophe (’). For example:
- The cats’ tails
- The foods’ flavors
- The texts’ meaning
This is why you see sentences with things like the following:
- Charles’s car (Note that ‘Charles’ is singular)
- The children’s toys (Note that ‘children’ is plural, but it doesn’t end in –s)
- The boss’s office (Note that ‘boss’ is singular)
And this is also why you don’t know if something belongs to one person or to several until it is written down.
In fact, you basically have to remember the third rule; if this one doesn’t apply, always add an apostrophe (’) and an –s.
Now you’re ready to go out and impress everyone at your ESL class, but remember to spread the joy. Let your classmates into the big secret you just learned and release their fear too!
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ESL Class - How to Expand your Vocabulary with Opposites
When you learn new vocabulary, it is sometimes difficult to remember new words; you probably tend to translate or use the dictionary as the fastest way out. Trying to remember opposites is a great technique that may prevent you from constantly turning to a dictionary for either the definition or translation.
In most ESL programs, teachers teach a word through opposites, synonyms, illustrations, mimics, examples, etc. You can build your vocabulary by asking yourself if you know the opposite of one of the most important words in a sentence. It also helps to learn words in a complete sentence. This makes them much easier to remember. These are also great strategies to avoid translating in class. Why is it so important to avoid translation? Most ESL teachers believe that if you use or speak your native language in class, this will not allow you to incorporate the second language in a easy, fast, and natural way.
Learning through opposites is effective, and as mentioned above, ESL students must try to avoid translations and learn the language through the second language itself.
Below, you’ll see some examples of opposites used in business English:
1. Reject-accept: He has accepted my recommendation.
2. Demolish-build: They are demolishing an office block down by the river.
3. Attack-defend: She defended the company’s policy on the environment.
4. Withdraw-deposit: She’s gone to the bank to deposit money.
5. Accept-evade: Is he the kind of person that accepts his responsibilities?
6. Fail-succeed: I think his reorganization plan will ultimately fail.
7. Impose-lift: They’ve imposed restrictions on the use of cell phones.
8. Gain-lose: Share prices gained ground throughout the day.
9. Lose-make (money): We made a lot of money on that last deal.
10. Keep-miss: Did he miss his appointment with that journalist?
11. Lower-raise: They say the banks are going to raise interest rates.
12. Increase-reduce: I think this move will increase the deficit.
13. Complicate-simplify: Won’t the new clocking-in-system simplify things?
14. Strengthen-weaken: Getting outside finance can only weaken our position.
15. Expand-decline: Ship building has expanded in this area over the years.
16. Accept-deny: He denied that the company was in trouble.
17. Disapprove-approve: Many employees approved of the new law.
18. Defend-accuse: A defense attorney is responsible for defending his client.
19. Buy-sell: Over the last 10 years the company has bought millions of units.
20. Inform-misinform: As they were misinformed, they didn’t get the message correctly.
21. Legal-illegal: He was accused of illegal business practices.
22. Lay off-hire: A large number of staff members were hired this week.
23. Understand-misunderstand: Everyone misunderstood the new French engineer who was hired last week.
24. Agree-disagree: Not everyone agreed that working offshore the whole week was a bad idea.
25. Employed-unemployed: Many legal aliens are unemployed in this city.
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Social English for ESL Students
In business there are times when you need to speak English socially, for example when you go out for a meal with an English-speaking client or colleague. It is important, therefore, to know some of the expressions used in these more informal situations. In everyday situations, we have to consider the correct use of diferent expressions. ESL students practice dialogs, expressions, formal and informal conversations in class. This allows you to gain confidence as you have to constantly interact with one another. You not only see new expressions but also begin to apply them, thus fluency improves.
Since social English has to do with a wide variety of expressions and topics, it is good to have a wide view of all the conversations that might come up with a native speaker.
When students travel and once they arrive to that country, they will need the basics or else, they will not succeed in interacting with the locals.
For business travelers, as mentioned above, it is a challenge to sit in front of a native and maintain a one-hour or two-hour meeting or conversation on diferent topics. It may even become stressful, especially if you don’t feel confident with the language. For this reason, these short dialogs are useful when it comes having a conversation.
In the following, you’ll see some common responses, replies, and short conversations:
A: Thanks very much for everything.
B: Not at all. It´s been a pleasure.
A: Are you staying long?
B: Only a few days.
A: My name’s Mary Smith.
B: Pleased to meet you. I´m Jane Ford.
A: The food’s quite good here. Isn’t it?
B: Yes, it is.
A: I’ve still got a few things left to do.
B: Is there anything I can do to help?
A: I really must be going.
B: Oh, so soon?
A: Would you like to come for supper afterwards?
B: That would be very nice, thanks.
A: Have a good weekend.
B. Thanks, you too.
A: How’s your headache?
B: No better. I´m afraid.
A: You won’t believe this but we’ve won!
B: Congratulations!
A: Are you enjoying your stay?
B: Yes, very much, thanks.
A: Can I get you a coffee?
B: No thanks. I’ve just had one.
A: Where are you staying?
B. At the Holiday Inn.
A: Is this your first visit to the U.S.?
B: Actually, I’ve been here before.
A: How do you like the weather here?
B. The weather is great.
A: How about some lunch?
B: Sure!
A: Tell me Kevin, what do you like doing in your free time?
B: I enjoy relaxing by the beach.
A: Would you mind waiting a moment?
B: Not at all.
A: I have to leave, I´m afraid I´m in a hurry.
B: No problem. We’ll take it from here tomorrow.
A: Would you like another cup of coffee?
B. No, thanks.
A: Can I call you a taxi?
B: That’s ok. My friend is picking me up.
A: Can you call me a taxi?
B: Yes. Sure.
Try using some of these in your ESL class. It’s the perfect time to practice and gain confidence before venturing into a real life setting.
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Essentials for ESL Students - The Three Best Ways to Start a Conversation
ESL students all have one main frustration in common. Your teachers at your ESL school, family, everyone you know tell you that the best way to improve your English speaking skills is to practice, practice, and practice. Get out there and put everything you’re learning in your ESL class to good use. So, you go out, armed to the teeth with great vocabulary, useful expressions, and motivation to spare, but…you don’t know how to start a conversation. It can be awkward enough for those who are native speakers, imagine for those who are learning the language and perhaps are able to handle only the basics.
No matter what your level is, no matter how long you’ve been taking ESL classes, everyone has to practice. If you’re unsure as to the best way to start a conversation, here are some sure-fire hits:
1) Seize an opportunity to make a comment
If you happen to be a social event, like someone’s birthday party, Christmas dinner, or run-of-the-mill informal gathering, comment on the food, music, or décor. Chose someone to direct the comment to and say something like, “This is delicious! Do you know what this is?” or “I love this song! Do you like Gwen Stefani?” The conversation should flow from there on. Don’t forget to introduce yourself at an opportune moment.
2) Pick someone to introduce yourself to
At a social event, you may recognize someone from school, the gym, or any of your extracurricular activities. Just walk up to the individual in question and say, “Hi! You attend classes at …, don’t you? I’m …., by the way.” Maybe you know who someone is although you haven’t been properly introduced. Starting a conversation is as easy as saying, “Hi there! You’re John’s brother, aren’t you?”
3) Ask a question
Asking someone a question is an infallible way to start a conversation. You may use any excuse like, “Excuse me. Do you know what this is?” (about exotic food) or “Are you a friend of Sarah’s or Michael’s?” (at a wedding). Your options should be obvious depending on the situation. Other useful questions are:
- “Where are you from?” (to a foreign-looking person – another ESL learner, perhaps!)
- “Do you work/study with Josh?”
- “How do you know Jack?”
- “I’m not from here. Is this a typical/important tradition/custom in the US? (about Halloween/Thanksgiving or any American holiday).
Remember to say Hi or Hello first; smile and try to sound friendly and honestly interested in talking to the person. Wait and see what their answer is before going on with the next question. Don’t attack an unsuspecting individual with an arsenal of questions.
So, overcome your shyness; don’t worry about your accent or pronunciation. Try to do the best you can, after all, you’re not being tested here, like at your ESL school. The goal is to communicate! You should strive to be spontaneous and speak English in a real, informal setting. It may be difficult at first, but, as we say, “if at first you don’t succeed, try and try again”, and you’ll notice improvement in no time. You’ll be speaking like one of the locals. And making friends at the same time! What more could you ask for?
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Simple Past or Present Perfect? - Don’t Get Confused Ever Again!
The difference between the Simple Past and the Present Perfect is something that perplexes more than one ESL student. Most students simply choose to ignore the Present Perfect altogether and stick to the much more straightforward, simpler (the name says it all) Simple Past. However, knowing when and how to use each is not that hard once you follow some very basic guidelines and know all the facts.
First Things First - The Definitions
We use the Simple Past to describe an action or something that took place, of course, in the past, and has been completed. On the other hand, the Present Perfect is used when there is some kind of reference to the present, either because:
a) the action started in the past and continues in the present, or
b) the action took place in the past and was completed, but we see the effects or results now, in the present.
An example of a) would be: She has lived in New York for 10 years. (This means she moved to New York a long time ago, but still lives there now, in the present.)
A clear example of b) would be: You’ve cut your hair! (She cut her hair some time ago, but we see the result of it now, in the present.
Time Expressions
There are time phrases that typically go with each, so as long as you’re sure about which go with Simple Past and which go with Present Perfect, you shouldn’t have any trouble.
Expressions that must go with Simple Past:
- ago (5 years ago, an hour ago), I met my best friend 15 years ago.
- last week, last year, last month, etc…, I bought this car last month.
- in 1971, I sold my house in 1988.
- yesterday, the day before yesterday, I didn’t’ go to work yesterday.
- at 9 o’clock (if it is past), I saw her at noon. (and now it is the afternoon)
In other words, whenever you mention a specific moment in the past, whether it is an hour, day, month, or year, you must use the Simple Past tense.
Expressions that usually go with Present Perfect:
- since, I’ve lived here since I was born.
- ever (questions), Have you ever been to Rome?
- so far, I’ve spoken to three angry clients so far today.
- this week, this month, this year, I haven’t called my mom this week.
- today, I’ve felt sick to my stomach all day today.
- already, But I have already finished my homework!
- yet (questions), Have you done the dishes yet?
In all of these cases, the action or the time (this year, as opposed to last year) has not finished or is still taking place.
Be careful with the use of for. You can either say, “I lived in Miami for a few months” or “I’ve lived in Miami for a few months.” In the first example it is very clear that someone lived in Miami, but no longer lives there, whereas in the second case, they still live there.
Use Your Common Sense!
Stephen King has written many books, because he’s alive and well, and will continue writing more. William Shakespeare, however, wrote many plays, because he can write no more. His work is finished.
Now, you don’t have any more excuses to avoid the use of the Present Perfect in your ESL class. Put this information to good use and follow these guidelines. You won’t mix up these tenses anymore!
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Fun Idiomatic Expressions for ESL Students - Comparisons
It is inevitable and unavoidable. When you’re an ESL student you’ll sooner or later run across idiomatic expressions that will basically have you either scratching your head in puzzlement or laughing out loud. Though they may seem strange and unnatural to you, it is recommended that you try to learn some, at least a few at a time. But before you can effectively use these expressions, you must understand them and know in which contexts they’re used. There are idioms with food, expressions related to sports, and then there are comparisons with “as…as”. These last prove to be particularly interesting and fun to learn. Let’s look at some idiomatic expressions that use the construction “as…as”:
As blind as a bat: to have very bad eyesight. You can’t read this? You’re as blind as a bat!
As cool as a cucumber: calm and not at all nervous. The result of the negotiation depended on this meeting, but Bob was as cool as a cucumber.
As easy as pie: very easy. I’m sure I did well on the test; it was as easy as pie!
As fit as a fiddle: in good physical condition. She goes to Pilates classes and runs for an hour every day. She’s as fit as a fiddle.
As free as a bird: feeling free, with no cares or worries. I remember how I felt the first day of summer vacation. I was as free as a bird.
As happy as a clam: very happy and content. I was as happy as a clam living in Hawaii; the beaches were beautiful, I played lots of outdoor sports, and the people were so nice.
As hard as nails: very tough and cruel. As a supervisor, Tom was as hard as nails; nobody wanted to work with him.
As pleased as punch: to be very happy with something. The design she had worked on for a week was finished and looking great. She was as pleased as punch.
As quiet as a mouse: very quiet. Sarah got home at 3 am and didn’t want to wake up her parents, so naturally, she was as quiet as a mouse going up the stairs.
As sick as a dog: very sick. Alice went home early from school because she felt as sick as a dog. She had a fever and felt very, very weak.
As sly as a fox: very clever and smart. She was able to take advantage of a very negative situation. That’s because she’s as sly as a fox.
As stubborn as a mule: to be very determined not to change an opinion or decision. She’s as stubborn as a mule, particularly when she’s sick. There is no way to convince her to consult a doctor.
So, here you have some great comparisons to get you started. But as an ESL student you must remember this: these are hardly ever used in formal situations, business meetings, or whenever you speak to someone you don’t know very well. Try practicing these in your ESL class. You’ll surprise your teacher and she’ll be as pleased as punch!
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Is a Book Review the Same As a Book Report? A Guide to Writing Both
A book review and a book report are different in regards to their objective.
A book report shows the content and structure of a book in an objective way. It summarizes the content and analyzes the structure. It intends to give valuable information about the book to help others decide if it is interesting and valuable.
A book review describes, evaluates or criticizes its content. Same as a book report, it explains the content and analyzes its structure, but additionally, you measure the worth of the book and recommend it, or not, to others.
Both center on a specific book, and rarely include research outside of it.
In college, or even for an ESL class, you may be asked to write one or the other, and it is vital that you know exactly what they are asking you to do if you want to excel in your classes. Following is a guide to write both:
1. Bibliography. Includes the author’s name, title and subtitle of the book, editor and edition, place, publisher, date of publication and number of pages. All of it in bibliographical form under the report’s title.
2. Background. Includes the author’s credentials in the area and any influence that may have affected his or her views. Add any interesting data related to the writing of the book.
3. Classification of the book. Is the book fiction or non-fiction? Specify the subject area, for example, medicine, history, travel, biography, law, etc.
4. Classify the author’s intention. How does he or she touches on the subject? Is it a specialized work? Is it meant for professionals, students or just anyone? Is it dedicated to a specific field or is it general?
5. Subject and thesis statement. What’s the book about? Talk about its main subject and the author’s particular point of view on that subject (thesis statement).
6. Structure analysis. The thesis statement will summarize the main idea of the book, however, you have to talk about the order of other ideas and how they relate to the thesis and between them. The headlines and sections will show most of the structure of the book, but you will find other important elements while reading it.
7. Content summary. This is based on your notes, follows the author’s order, and is only composed of main ideas that pinpoint the author’s argument.
8. Critical comments. Check with your professor if the book report should include some criticism. These comments should be the strength of the book review. Here is where you state what you think about the author’s point of view and whether it is valuable for the readers. Consider the following: Was the book’s purpose achieved? Does it contribute to the field? Is it objective? Are there missing facts or evidence? What data supports the author’s opinions? Can this data be interpreted differently? Is the book written clearly? Does the book stimulate discussion? Support your evaluation with evidence from the book, and don’t forget to say whether you liked the piece or work or not.
So, if you were asked to read a book in your ESL class and you must write a book report or book review, now’s your chance to really stand out!
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How To Choose the Right ESL School
Many people around the world come to the United States every year to learn English and prepare themselves for their futures. Many students may just want to improve their English, while other students may be preparing themselves for English speaking colleges or universities they may be entering in the near future. But before you decide what ESL school is right for you, there are a few things you should carefully consider.
First off, many colleges do not offer English intensive speaking classes, and ESL programs are not always part of the college’s or university’s academic degree. If your college does not offer a full time intensive English program, you might be better off studying at a strictly ESL school first, before starting your college career. However, if your college of choice has university-based ESL programs, they can offer several advantages. One of them is that English students live on campus and have full time access to the college libraries and other facilities. Another advantage of taking university-based ESL classes is that according to your visa privileges, you may be able to work 20-30 hours per week as well.
But if your college does not offer these programs you may want to consider attending a private English language facility. Many of these schools are usually located near a college or university campus, and many provide housing as well. These schools can also be perfect if you are interested, or only have time for, a two to three week program. These ESL programs are designed for students seeking short time study options, to prepare themselves quickly before going to the university. Some ESL schools even offer advanced classes at a local college or university, allowing you to gain credit in the process. Some even offer vacation ESL programs.
Before choosing as ESL school that best suits you, first carefully consider your options. Do you want a serious ESL program or are you just looking to learn the basics of the language? You also need to consider you budget. You need to consider how much money you have available to pay for tuition, books, living expenses, etc. What is your determination to learn English? Many intensive English programs meet 20-30 hours per week, and you need to fulfill these hours if you even want to qualify to get a visa. And lastly, make sure the school is accredited, and have professionally trained and experienced teachers working there. Finding a good ESL school will be an important first step in learning English as your second language.
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ESL Programs - Acquisition or learning?
Most adults commonly have some difficulties where English as a second language is concerned. They often mention that while they can generally perform within a classroom scenario, an ESL class, it is extremely hard for them to use language naturally outside the classroom. Some even compare themselves to their own children, perhaps learning the same second language, stating that it seems easier for their kids to use the language than it is for them. Well, there is a reason for this, and the good news is that there is something adults can do to improve this condition.
There are two different ways to develop competence in a language: language acquisition and language learning.
Language acquisition is a subconscious process very much like the way a child acquires their first language. Language acquirers are not consciously aware of the grammatical rules of the language, but rather develop a “feel” for correctness. Acquisition involves “picking-up” a language. In order to acquire a language, the learner needs a source of natural communication. The emphasis is on the text of the communication and not on the form. Young students who are in the process of acquiring English get plenty of “on the job” practice. They readily acquire the language to communicate with classmates.
Language learning, on the other hand, is not communicative. It refers to the conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them. Thus, language learning can be compared to learning about a language. In language learning, students have conscious knowledge of the new language and can talk about that knowledge. Research has shown, however, that knowing grammar rules does not necessarily result in good speaking or writing. A student who has memorized the rules of the language may be able to perform successfully on a test of English language but may not be able to speak or write correctly.
The acquisition-learning distinction hypothesis claims that adults do not lose the ability to acquire languages. They should actively use the language as much as possible as well as have great deal of exposure to it. Practicing in context is essential for acquisition. Language needs to be meaningful at all times, and this is common ground for both children and adults alike. Language without meaningful communication is useless.
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There’s No Magic Behind An English Course
Language learning can be very intriguing. People tend to think that after making the decision to take up a course, knowledge will start growing unattended in some corner of their minds. So, what they usually do is attend ESL classes, more or less regularly, and hope that every time a class finishes, their English level will be considerably higher. If they can’t tell a complete story then, using their “new” language, after the first or second lesson, frustration settles in their minds, and they usually end up blaming the trainer, the material, the time, their stress, or whatever seems most suitable.
This is more evident in one-on-one courses, as the pressure to succeed is only exerted by the teacher and not from peers. Excuses for a poor performance proliferate quickly and the students soon forget that at least 50% of their success depends basically on their own efforts. A course may be fantastic, the trainers and methodology a dream, but if a student is not fully committed to work hard all along the process, said course is bound to fail.
The symptoms of failure start long before the course is finished; they appear by the beginning of the second or third class. What are they? Just simple indicators that a student is not fully committed or has a careless behavior towards the course. Here is a list of the most typical ones:
- INCOMPLETE MATERIAL: Not having a notebook may be acceptable once, but lost books, CDs, or whatever material the class requires may be telling you that the course is not as important for the student as it should be. Important things are kept on hand, as you use them regularly.
- LATE ARRIVAL: Unexpected meetings or commuting may interfere sometimes with lessons. But students should arrange their schedules accordingly and make the best use of their time, not to interrupt their and other people’s lessons. Losing one half of each lesson will make a student learn probably only one third of what he expects.
- NO HOMEWORK: When excuses are abundant and real work too little, a student has found the shortest way to failure. Homework was created to use and practice what you learn, if you don’t practice, you don’t remember a thing.
- CLASS INTERRUPTIONS: Cell phones are distracting for students, and a nightmare for teachers. The more a cell phone rings during the class, the lower the level of the English course in the student’s personal hierarchy. Who learns unimportant things?
- QUESTIONING: A teacher may not be right all the time, but he certainly won’t be wrong all the time. When a student questions everything you say it is only obvious that he is not willing to learn from you. And people who don’t want to learn, will never learn.
Many other factors can interfere with a student’s capacity to learn English, like stress levels or natural skills. However, most of them can be eluded with the adequate methodology and a suitable trainer. But no strategy can work properly if the main interference comes from the student’s wrong attitude towards the learning process. There’s no magic behind an English course to make you learn a whole language over the weekend. No system can compensate for a lack of effort, only a student’s commitment and hard work will. So, if you’re planning to take up a course soon, remember that only by doing your best will you be able to get the most of the whole program. That’s the formula.
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