Blog
Practice Might not Make Perfect, but it Does Help ESL Students in Job Interviews
More Practical Job Interview Tips for ESL Students, Teachers from Q Blog
During these difficult economic times, English teachers should take every possible opportunity to focus on job interview skills. As blog readers know, I’m a big fan of both videotaping practice interviews and having ESL/EFL students conduct research for possible jobs with information interviews.
The Q group, an ambitious online educational company, has a variety of solid resources for ESL students. Here is an excellent, concise list of simple practical steps for English language learners to take when preparing for a job interview – and a few post-interview suggestions worth noting. The fine article comes from the Q Blog for English language learners. It’s a fine resource. Check it out.
Official Q Blog: How to Succeed in an Interview
As I said before, practice might not lead to perfection, but it certainly leads to improvement for ESL students in job interviews.
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com
Do you use radio programs to help your English students learn English?
Radio remains a powerful tool for English teachers, especially with advance preparation. You can being by mining the wonderful BBC and Voice of America websites for classroom materials and lessons, but you can also go far beyond those two vulnerable sites.
Giving students the power to select their own materials and bring those stories into the classroom gives them a chance to express their individuality and speak more in class. You also get a chance to hear – literally – what your students like and their reflections.
So here is another popular homework worksheet that you can use to gently push your ESL and EFL students to listen to the radio – on the internet or live – and expand their listening skills and vocabulary. Use or lose!
——————————————————-
Listening to the Radio and Learning English !
Student Name:
Class:
Teacher:
School:
Date:
Please find a radio program that you would like to share with your classmates. Listen to the radio program, find the text, take notes, and share the program with classmates.
Radio broadcast title:
Web address:
Length:
Narrator:
Please describe the radio program.
What was the main idea of the radio broadcast?
What did you learn listening to the segment?
How many times did you listen to the broadcast? Why?
Did you hear any new English words or phrases?
1.
2.
3.
4.
5.
Who do think is the target audience for this radio program? Why?
Why did you choose this program?
How would you rate this radio program on a scale of 1-5 stars? Why?
——————————————————
Ask more. Know more. Share more. Speak more.
Create Compelling Conversations.
Visit www.CompellingConversations.com
Creating More Student-Centered Conversation Materials
We need, it seems to me, to motivate English students more out of choice than duty – and tailor our ESL and EFL material as much as possible to our individual students. The web allows teachers to individualize instruction to an astonishing degree, but teachers must be prepare flexible, student-centered materials and lead by example. We set the standards, and students will follow their interests as they develop their reading and speaking skills. What does that mean?
Here is an example of a worksheet that I’ve used with considerable success in intermediate and advanced ESL classes.
————————————————————————————————–
Talking About Your Own Hometown!
Student Name:
Class:
Teacher:
School:
Date:
Please find an article about your hometown in English that you would like to share with your classmates. Read the article, clip the article, and be prepared to talk about the article.
Title:
Author: Length:
Publication: Publication date:
What’s the main idea?
How many sources were quoted?
Where there any illustrations? What kind?
What did you learn in this article?
What was the most interesting part for you? Why?
Write down 5 new vocabulary words, idioms, or expressions.
1.
2.
3.
4.
5.
How would you rate the article 1-10? Why?
Why did you choose this article?
—————————————————————————————————–
English students search the web, select an article, fill out the form, and share their articles in small groups of 3-4. Then I ask for “brave volunteers” to give us a brief presentation to the class. Although only a few students may volunteer at first, soon everyone wants to share their article and hometown stories. This simple technique, putting more emphasis on student speaking than instructor talking, helps create a lively ESL classroom. (Obviously, the activity works better in a genuine international classroom with students from many countries like in many American summer language programs.)
Communicative activities remain under-appreciated in many English language classrooms, especially in Asia. But seeing is believing. I’ll soon be visiting Vietnam, observing several English classrooms, and looking for examples of effective speaking exercises. What will I find? I don’t know.
Vietnam, the country with the fasting growing economy in the world in 2008, has embarked on a huge social development campaign. The education ministry wants to dramatically improve their current English language education programs, urging the study of English to improve trade, and mandating the study of English for high school students. Therefore, Vietnam has attracted thousands of English teachers from the United States, Australia, Canada, and the United Kingdom in recent years. “It’s a huge laboratory for teaching methods,” notes an English teacher who lives in Hanoi.
EFL teachers continue to bring communicative techniques and direct learning methods to more and more Vietnamese students. Yet another exceptional educator working in Vietnam has also warned me that preparing for standardized testing and drill-and-kill grammar exercises remain the rule in most English classrooms. Quality EFL and ESL materials – especially for student-centered, communicative classrooms – apparently remain relatively scarce. Naturally, I will learn more during my upcoming trip to Vietnam where I will observe teachers and lead a workshop on creating more student-centered conversation materials.
It’s also the type of activity that has made Compelling Conversations popular. So far, student word of mouth, popular CATESOL conference workshops, and satisfied English teachers have lead to Compelling Conversations being used in English language classrooms in over 40 countries. ESL author Hall Houston, in long English Teaching Professional review noted, “In sum, Compelling Conversations is a recommended resource for teachers who want to make their conversation classes more learner-centered…It reflects both authors’ considerable professional experience, and would be a notable addition to any English teacher’s bookshelf. ” Hall Houston, the book reviewer, is also the writer of The Creative Classroom: Teaching Languages Outside the Box.
We live in a wonderful time to teach English, and somehow I suspect that Compelling Conversations will soon find an audience in Vietnam.
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com
Worksheet – or Cheat Sheet – for English Teachers to Observe Conversations and Lead Class Discussions
What do you do while students are having conversations or talking in pairs? Do you have a “formula” for taking notes? Do you focus more on fluency or accuracy?
Many English teachers, especially novice ESL instructors, talk more than ideal – and allow their English students to talk too little. Ironically, many ESL instructors make this “good mistake” because they are so dedicated. What, after all, are they supposed to do while students exchange ideas and practice their speaking skills?
When I taught an advanced ESL conversation class to immigrants and international students from many different countries at Santa Monica Community College, I developed a little routine.
First, I introduced conversation topics with a quotation or proverb and briefly introduce the day’s topic. Then I distribute worksheets (which became chapters in Compelling Conversations) with 30 or so questions, 10 or 12 key vocabulary words, and a few selected quotations or proverbs. Then students would be paired up to interview each other and share experiences for 20-30 minutes.
What did I do? I simply circled around the room, briefly joining in conversations, taking notes, and indirectly correcting students by modeling a better way to ask or respond to questions. I also jotted down key comments and “good mistakes” – both grammar and pronunciation – that I would later share with the entire class. Further, I focused on the content of student comments so fluency and meaning was more important than accuracy. Ideas and perceptions mattered more than perfect grammar.
These notes, however, helped me guide the classroom discussion because it closely echoed their previous conversations. It also lead to dynamic discussions because several perspectives were acknowledged and considered.
Taking notes also gave me a chance to emphasize certain sound groups or related word forms. While the students were talking to each other, I was playing reporter and taking notes.
Here is a reproducible worksheet that captures that process of monitoring conversations and leading discussions. Use or lose.
—————————————————–
Compelling Conversation Classroom Worksheet for Teachers
Topic: Pages: Date:
# of participants: # of groups: Room:
Opening Quote:
Opening comments to class:
Starting time for conversations:
Conversation content:
– What did you hear the students say? Summarize.
Follow-up class discussion questions:
Review Vocabulary:
Pronunciation tips:
Grammar issues:
Other comments/observations:
———————————————————
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com
CATESOL Accepts My Presentation on Practices for a More Democratic ESL Classroom!
Do you want to create a more student-centered, democratic ESL classroom? How do you tailor assignments to individual students? What websites and resources do you incorporate in your classes to help students improve their speaking and listening skills? Finally, are you an English teacher working in California interested in these topics?
If so, my CATESOL workshop titled “Techniques and Practices for a More Democratic ESL Classroom” should appeal to you. The 50-minute presentation/workshop will include a dozen flexible, reproducible worksheets to create more student-centered lessons. I will emphasize a few familiar themes, including the need to create classroom rituals that allow students to share their interests and experiences. From my perspective, a democratic classroom is one where everyone feels comfortable speaking and listening – and has the power to choose their assignments and content. Let’s help our students become autotelic (self-directed) learners!
Model lessons will include using YouTube to teach stress patterns and job interview skills, choosing radio segments for listening comprehension, and teaching students to become “reporters” on their personal interests. The hands-on teacher’s workshop will also allow participants to exchange their most successful, student-centered lessons. I will also include feedback on how student reactions from my university students and EFL students in Vietnam using Compelling Conversations. (Asia Pacific University of Vietnam has adopted Compelling Conversations as a core textbook for their new Practical and Academic English Language program for university and graduate students needing more English.)
Naturally, I’m quite psyched since this will be my first state CATESOL presentation. The 2009 CATESOL conference will be in the Pasadena Convention Center, April 16-19 with the theme “Whole Learner, Whole Teacher.” Visit www.catesol2009.org for more information. My section, #15686, is on Friday, 11:00-11:45 A.M. in Rm. 207 of the Pasadena Convention Center. If you are attending, please consider dropping by. It will be worth your time!
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com !
