QualityTime-ESL

QT-ESL 13.1 "Uses of the Present Part 1"

Marianne Raynaud — 2023-10-29T21:11:00Z

This is the first of several podcasts devoted to different uses of the present in English. I hope you enjoy it. If you practice oral drills regularly, your oral comprehension and expression will increase tremendously.

Kind regards,

Marianne

QualityTime-ESL Podcast No. 13 "Uses of the Present" Part 1

Recording:


QT-ESL 13 Uses of Present Tense Pt1 MP3

Scripts:


QT-ESL 13 Uses of Present Tense Pt1 PDF


QT-ESL 13 Uses of Present Tense Pt1 WORD

ESL Development 5: How can I speak when I don't speak English that much?

Marianne Raynaud — 2023-10-29T19:06:00Z

One recent Google search that reached my website was, "How can I speak up when I not speak English that much" (sic). "I believe this inquiry by a frustrated language learner speaks for itself. Teachers often ask, "Why aren't my students talking more?" We think we are doing our utmost to bring in fascinating articles, thought-provoking video clips, humorous trailers, engaging audio recordings, and even popular song videos—and yet our audience sits silently or, even worse, devotes time (in secret) to texting or FBing on their cell phones. These students only seem to get interested if it is time to click on a computer, while our concern is getting them to speak up and not remain passive spectators to their teachers' futile attempts at arousing their interest. So what should we do to get them to speak?

Quality teacher talk vs. language skills

Experts tell us we must give our students "quality teacher talk," but isn't that just hammering yet another big nail of guilt into our already guilty brains? The teacher trainers say we must be even more clever and ask the best and most intelligent questions to "guide" the students through a pertinent analysis of the text or video at hand! Not only do we have to train our students in critical thinking and teach them how to fend for themselves in this very competitive society, but we're also supposed to make them understand what is morally right or wrong in our world!

Now, that is an enormous task, and I think it should be the aim of education as a whole and not something language teachers are responsible for on their own. We can help in this development, but it is not our role.

Our role is to teach language skills. Do we ask math or physics teachers to teach students moral values? Teachers will probably inculcate such values by example, by being the people they are, but they are, above all, supposed to "teach" their subject.

Moreover, I believe we shouldn't be pretentious and claim we are experts in economics, business, science, and so on when we lack actual competence or, at times, have less experience in those domains than our students. We can interest our students in many topics and make them aware of important issues. Still, our task is to improve their foreign language skills—which is a complex undertaking.

Stressing speaking skills is not downgrading a teacher

Many teachers and teacher-trainers will object to my comments and say, "You are downgrading English teachers! You claim they know next to nothing. You think they should stick to the only fields they are competent in, i.e., grammar and pronunciation. You say they are not good teachers!"

That is not at all my position. I am only saying students won't speak up if they haven't received enough "speech training." We mustn't neglect this essential part of a language course because teaching critical thinking, culture, or professional competence is more important than language. Speaking skills are crucial, and they are difficult to come by even in our age of Web 2.0 with countless iPhone Apps and endless buzz-making videos. We need teachers who are good at making students produce oral language during class. Teachers should be able to motivate students to do substantial work outside of class to hone their skills. It takes many hours of hard labor to reach a reasonable level, yet language courses are often limited to 20 or 30 hours a year. Without considerable homework, this goal cannot be reached.

Learning grammar and vocabulary

Another frequent topic in teacher training involves "student-initiated learning." The idea is for students to learn on their own. I agree that students enjoy choosing the issues they will discuss or the materials they want to work on. Still, students can feel extremely frustrated at the beginning (and even after several years) if they don't know the basics enough to read fluently and speak, making complete and understandable sentences. So, they need help in understanding the logic of the structures in the language they are studying—in other words, grammar.

Furthermore, they need to know the exact meanings of the new words they are learning and not just have a vague notion of cognition. Students need to acquire references and signposts. They need to master different techniques for memorizing vocabulary. It is not enough to tell students to look up the words they don't know. Such vocabulary searches are time-consuming and can better be done by the teacher, who will include practical acquisition exercises in assignments for language competence vs. the communicative approach.

I have seen during my career that once students are competent in producing oral language, the whole situation in the classroom changes. They become active agents in their learning and initiate speaking about whatever subject the teacher or a fellow student brings up. So, it is vital to carry on this training until the students become competent at expressing themselves and even later when they are proficient. By being capable, I mean speaking without making too many grammatical or pronunciation errors and being understood by as many people as possible.

Respect for the language they are learning

Students should learn to show respect for the new language they are mastering. It is mainly for their own sake, so they will not feel embarrassed, humiliated, or neglected and cut off from their interlocutors. I am surprised that at most teacher conventions today, "grammar'" and, even more so, "grammar drills" are frowned upon and considered taboo subjects.

The communicative approach is everywhere—as though by merely being in touch with a foreign language, students will acquire it without the slightest effort. But students today are not progressing much faster than they used to. They may be better at reading English and navigating the Web. Still, I don't hear many teachers say, "My students speak fluently, and they come in and initiate conversation immediately, asking pertinent questions and writing fault-free compositions." No, I hear the same old stories of passive, silent, uninterested students who seem to have little or no vocabulary and can't produce a correct sentence.

Avoid "education zapping"

So what should we do? I have always believed that quality is preferable to quantity. It is far better for students to learn 200 often-used expressions every year, be able to use them in real-time conversation, and never forget them rather than be exposed to 2,000 or more structures, vocabulary items, or facts about culture, geography, or politics, and retain next to nothing.

Let us avoid "education zapping," which means going from one supposedly fascinating topic, video, or activity to the next without a definite plan or fundamental objective. Why not let the students pick what they wish to present and discuss by themselves? Why not let them lead the class? They can do so if you teach them the language they need. Very often, the best way to do this is through reference to their native tongue. This use of translations does not mean speaking L1 in the classroom instead of English.
On the contrary, the class should be conducted entirely in English. Still, the goal is to use all possible tools for language acquisition—including explanations in the native language and linear translation exercises—so that the students learn to use new vocabulary and structures independently. Then, they will soon become proficient and participate actively in class, "speaking" all the time!

Marianne Raynaud

Back to the list of articles in the ESL Teacher Development Course

ESL Development 4: Using Songs in the ESL Classroom

Marianne Raynaud — 2023-10-29T19:04:00Z

Using songs livens the class ambiance and helps students learn more quickly. To make life easy for the teacher, I suggest the following procedure.

The teacher tells the students to work with a partner (preferably outside of class at home) and choose a song that everyone will enjoy—including the teacher!
The song chosen by the students should be relatively easy to understand. It must have interesting, helpful vocabulary and rhymes! It should be a song that all the students will accept to sing in class.
The students will copy the lyrics they find on the Internet into a DOC file and send it to the teacher. They should also send the teacher a link to the song (video or audio). By letting the students select the songs, the teacher will save a lot of time and give them the responsibility for the choice.
The teacher goes over the selection, decides which songs to use in class, and makes gap-filling exercises from the lyrics in the DOC files.
The teacher should inform the students which day their song will be presented. They will conduct the activity by playing the music for the gap-fill and showing the video when everyone has finished the written exercise. They are responsible for getting everyone to sing together in class.

There are countless websites with lyrics, but I can recommend one which is free and does not have all the annoying pop-up ads or talking banners.

http://www.lyricsnmusic.com

Moreover, they link to video clips on popular music sites and furnish information about the artist and songwriter.

Today, there are numerous sites of this kind. Here is one example of what a lyric page looks like: http://www.lyricsnmusic.com/coldplay/clocks-lyrics/17202825

So have fun with the songs in your English course!

Marianne Raynaud

Back to the list of articles in the ESL Teacher Development Course

ESL Development 3: What ESL Students are Willing to Do Provided…

Marianne Raynaud — 2023-10-29T19:02:00Z

1. Students are willing to do homework regularly …

if all of them (and all the groups) have the same amount of work.
if the homework is corrected or exploited on the day it is assigned for.
if doing homework gives extra credit or a better participation grade.
if they understand the reason for the work and what they will get out of it.
If the homework is corrected in PW with a key, they understand better.
if the teacher doesn't keep saying they have no work ethic.

2. Students are willing to work seriously in class…

if they see that it helps them to improve.
if they know they'll get a good participation grade.
if the task is not too difficult for them.
if they are working in two's or three's and can get help from the others.

3. Students are willing to speak in class…

if they are doing PW or working in threes.
if they have been given time to prepare outside of class.
if they know exactly when they will be presenting or animating the class.
if the teacher doesn't correct them before everyone else.
if the others do not laugh behind their backs.

4. Students are willing to show respect towards the teacher…

if the teacher shows them the same respect.
if the teacher comes on time and has prepared the lesson well.
if the teacher gives fair grades.
if the teacher doesn't have a teacher's pet (favorite student).
if the teacher is friendly and understanding with everyone.
if the teacher finishes the class on time.
if the teacher doesn't give surprise tests as “punishment.”

5. Students are willing to learn texts, dialogues, or poems by heart…

if you start with short texts, dialogues, or poems.
if everyone has to learn the same texts, dialogues, or poems.
if the teacher explains why it is essential to learn these texts by heart.
if they don't have to recite in front of the whole class.
if they recite in front of a partner, two classmates, or the teacher alone.
if no one makes fun of them in case of difficulties remembering the lines.
if a partner can help them when they get stuck and can't remember a line.
if the texts, dialogues, or poems they have memorized are on their tests.
if students in higher classes tell them the importance of learning by heart.
if they understand that memory capacity training is essential.

Conclusion

In brief, the more you expect from your students, the harder they will work. They will not contribute much to the class if your expectations are low. It's part of human nature. So, the solution is to assign substantial homework that is either relatively easy or requires creativity. Language learning can develop through written or oral exercises, and speaking skills can be honed through oral presentations that will spark their imagination.

What learners want is simple: rewards for work that is well done. So, give achievement tests frequently, assign short essays every other week, and have students give short presentations several times during the term. Above all, give students as often as possible positive feedback and grades that will encourage them. A little compliment can go a very long way. If students are only tested once a term and told they are mediocre, they will be bored and never participate spontaneously. Be a coach who wants all the students to get ahead and benefit from your teaching—even if you have to remain silent during most of the class time!

Back to the list of articles in the ESL Teacher Development Course

ESL Development 2: Things students like to do in class

Marianne Raynaud — 2023-10-29T19:01:00Z

Last time, we looked at what students don't like doing in the ESL classroom. Now let's see what they actually like or even enjoy doing.

Students like…

1. Working in pairs.

2. Working in small groups.

3. Speaking on a subject they have prepared—preferably in small groups.

4. Listening in the lab or to an MP3 player.

5. Listening to a song with the lyrics or doing a gap-filling exercise.

6. Being able to stop and listen to parts of a recording independently.

7. Having a one-to-one session with the teacher alone.

8. Having a one-to-one session with the teacher together with a partner.

9. Seeing teachers laugh at themselves.

10. Being tested on an exercise by a partner, not the teacher.

11. Correcting homework in pair work using a key.

12. Being helped by a partner during pair or group work.

13. Asking the teacher a question without the other students listening.

14. Making a film with classmates in or outside of class.

15. Preparing a talk when guidelines are clear and the vocabulary is given.

16. Working in a team on a project.

17. Having an oral test where the teacher gives immediate feedback.

18. Getting positive feedback from the teacher.

19. Being allowed to get up and walk around during specific exercises.

20. Being allowed to leave the classroom in case of a personal emergency.

21. Getting high marks for good work, showing investment in time & effort.

22. Realizing they actually can speak English!

Laughter

Let me add "laughing" in the classroom when it isn't making fun of someone. Students doing pair work will often laugh at their mistakes or appreciate in a "nice way" the slip-ups of a partner. When laughter is a way of bonding, sharing difficulties, trying to cope with a problem, explaining what they have written, or imitating a speaker with a friend, the laughter is cheerful, relaxing, and even invigorating.

Marianne

Back to the list of articles in the ESL Teacher Development Course

ESL Development 1: Things students don't like to do in class

Marianne Raynaud — 2023-10-29T19:00:00Z

When analyzing the ESL classroom situation and the procedures used, it is vital to think about how the students perceive the teaching they receive. Over the years, I have spoken with many students and observed numerous classes. I will give you—in three short articles—some lists with the reactions and comments of students. There are three categories:

What students don't like doing
What students like doing
What students are willing to do in certain circumstances.

I will also explain how teachers can gain the respect of their students.

I suggest you look at the list below and discuss it with your colleagues. Are you surprised, or have you already seen evidence of these reactions? Do these reactions remind you of how “you” felt as a student?

Students don't like…

1. Listening to a teacher who is speaking all the time.

2. Listening to a teacher without understanding what is being said.

3. Listening to a recording without understanding the content.

4. Being called on when they don't know the answer.

5. Being asked a personal question or a question they don't understand.

6. Having to put up their hands all the time.

7. Having to speak/recite in front of everyone, especially when unprepared.

8. Receiving loose photocopies that have to be filed.

9. Receiving odd-shaped photocopies that have to be filed.

10. Carrying around a heavy textbook the teacher uses only for 10 min.

11. Being corrected several times in front of the other students.

12. Being told their answer is “not at all right.”

13. Being laughed at by the teacher.

14. Feeling stressed in class because they speak or work too slowly.

15. Feeling too nervous to ask a question for fear of appearing stupid.

16. Not having enough time to finish an exercise.

17. Having a surprise test because the class is noisy or inattentive.

18. Having to sit all the time and never being able to stand up.

19. Receiving a poor or unfair grade.

20. Not being able to hear what other students are saying.

My suggestion

Review the above list before preparing a class or even a whole curriculum. There is no point in wasting your time getting materials ready or thinking up procedures in the classroom if you are bound to meet with dissatisfaction on the part of the students.

In the following article, we'll look at what students like doing.

Marianne Raynaud

Back to the list of articles in the ESL Teacher Development Course

QT-ESL 10 "Questions 1"

Marianne Raynaud — 2023-10-29T18:34:00Z

This is the first of several podcasts devoted to the interrogative form in English. I hope you enjoy it. Your oral comprehension and expression will increase tremendously if you practice oral exercises regularly.

QT-ESL 10 "Questions 1"

Recording:

QT-ESL 10 Questions (Part 1)

Worksheet:

QT-ESL 10 Questions 1 - Worksheet

Script:

QT-ESL 10 Questions 1 - Script

To go on to Self Test No. 10 Part

To go back to the second section of Podcasts."

If you wish to consult the main list of "QualityTime-ESL Podcasts."

QT-ESL 08 "To expect someone to do something" Free Script & Worksheet

Marianne Raynaud — 2023-10-29T18:31:00Z

This podcast will help you practice the expression "To Expect Someone to Do Something" in oral drills. I hope it will make you progress and that you will enjoy it.

QT-ESL 8 "To Expect Someone to Do Something"

Recording:

QT-ESL 08 To Expect Someone to Do Something

Script:

QT-ESL 08 To expect someone to do something - Script

Worksheet:

QT-ESL 08 To expect someone to do something - Worksheet

To continue, choose from the podcasts in the second section.

Back to the main list of "QualityTime-ESL Podcasts."

ESL Deveolpment Course - Content

Marianne Raynaud — 2023-10-29T18:30:00Z

This ESL teacher development course consists of a series of articles. They deal with what is essential to understand concerning the behavior of our learners in the classroom. I hope teachers will, from now on, save time preparing and no longer feel frustrated, disappointed, or depressed by what happens during their classes.

These articles are intended for teachers whose students have studied English for at least two years, in other words, who are not complete beginners. It is not a substitute for formal courses, which give certification or other diplomas valid in the workplace. I only wish to help teachers who cannot afford those official online or face-to-face courses.

We will look at what students like and don't like doing and offer ideas about how to gain the respect of your students and get them to be autonomous learners. We will suggest activities to enhance enjoyment in class by using songs and implementing intense pairwork. If students are appropriately engaged with their work, show enthusiasm, and realize progress, their smartphones will not tempt them.

Concerning student passiveness and lack of class participation, we have to address the situation from the student's point of view—the importance of innovation and how to test and grade students reasonably to encourage them to progress. Most of the ideas come from QualityTime-ESL: The Digital Resource Book Version 2.0, which is currently unavailable.

I am willing to come to your school or institution and organize workshops with your colleagues. If you have questions about such seminars, you can contact me here.

The articles so far…

A Development Course for ESL Teachers (Free)

ESL Development Introduction: More about the course content

ESL Development 1: Things students don't like to do in class

ESL Development 2: Things students like to do in class

ESL Development 3: What ESL students are willing to do provided…

ESL Development 4: An easy way to use songs in the ESL classroom

ESL Development 5: How can I speak up when I don't speak English that much?

ESL Development 6: Never change a winning game—Be an actor in a show

ESL Development 7: Grading a talk or oral activity

ESL Development 8: How to Stop Students Texting In Class

ESL Development 9: Motivation Techniques

QT-ESL 07 "To want someone to do something" Free Script & Worksheet

Marianne Raynaud — 2023-10-29T18:29:00Z

This podcast will help you practice the expression "To Want Someone to Do Something" in oral drills. I hope it will make you progress and that you will enjoy it.

QT-ESL 7 "To Want Someone to Do Something"

Recording:

QT-ESL 07 To Want Someone to Do Something

Script:

QT-ESL 07 To Want Someone to Do Something - Script

Worksheet:

QT-ESL 07 To Want Someone to Do Something - Worksheet

To continue, choose from the podcasts in the second section.

Back to the main list of "QualityTime-ESL Podcasts."