Adding a homework assignment that requires ESL students to go the “ideas worth sharing” website at www.TED.com accomplishes all these goals. For the last four years, I have asked both college and international graduate students to select a short TED.com video, watch it, and prepare to share their impressions in class.  Since many students have evolving English language skills and the course is an advanced oral skills class,  they just take notes. What’s the title? Where was the lecture given? Who gave the lecture? Date? How did they open the presentation? Was their a significant quote? What sources were orally cited? How would they rate the video on a scale of 1-5? Why did they choose this TED video? Why do they recommend we watch it too?

Students will often watch several TED videos before choosing a favorite one. This advanced ESL homework assignment seems to capture their imagination as they explore the TED website. The next day, students discuss the TED video that they selected in small groups of four. Afterwards, I ask for “brave volunteers” to share their impressions – i.e., review – with the class. Usually everyone wants to present so we extend the lesson to a second class where I videotape all the presentations. The class sessions are always illuminating, engaging, and surprising as I learn more about students, their interests, our evolving world, and their English language speaking skills.  This democratic speaking skills activity creates an atmosphere where “everybody is a student,  and everybody is a teacher.”  Result: the entire class creates compelling classroom conversations!

As the old American cereal commercial used to say, “try it – you’ll like it” – at least with more advanced English students!

For ESL teachers who want a more formal assignment, you can also use this more detailed worksheet.

http://www.compellingconversations.com/worksheets/ted-video-summary-and-commentary.pdf

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Experienced English teachers know that students must learn paraphrasing skills for academic writing assignments. Likewise paraphrasing remains a vital skill for English language learners to participate in academic classrooms, everyday conversations, social situations, and commercial transactions.

The ability to re-phrase and re-state, usually called paraphrasing, allows English students to confirm information, accurately convey information, and avoid plagiarism problems in writing papers. As a result, paraphrasing is usually emphasized in English as a Second Language (ESL) and English as a Foreign Language (EFL) writing classes. Classes and teachers focusing on oral skills from academic presentations to simple conversations should also devote some attention to paraphrasing too.

English language students, whether university or adult and young or old, must learn to confirm information by asking clarification questions. This critical skill will increase their ability to collect information, avoid costly mistakes, and reduce their everyday stress level. Some useful phrases for a listener to ask include:

Are you saying…?
Do you mean?
What are you getting at?
If I understand you correctly, you are saying …
So you are saying… Right?
Did I get that right?

Speakers can also check to see if their group members and classmates understand their directions.

Are you with me?
Can you understand me?
Was I going too fast?
Should I rephrase that?
Do you follow?
Is that clear?
Should I repeat the directions?
Do you want me to repeat that?
Would it be better for me to repeat that?
Can I answer any questions?
Is anybody lost?

Asking advanced English students to repeat directions, in different words, can also be an effective group activity. The directions can be to a physical location (home, campus building, museum) or how to do something simple like finding a definition or sending an email. You can also extend the assignment by requesting detailed directions on a complicated procedure such as getting a driver’s license, applying for a visa, or choosing a new laptop.

Further, you can ask students to share an autobiographical story. Student A tells a story, and Student B retells that story with different words to Student C. This paraphrasing exercise also helps build a larger, more practical vocabulary.

Another teaching technique that I’ve found useful is asking students to paraphrase proverbs and quotations. This exercise, done in groups of two, is often followed by asking if students agree or disagree with the proverb or quotation. Of course, students have to give a reason and/or an example. ESL tutors and lucky English teachers with small classes can elaborate this technique to match student interests.

If English students can accurately paraphrase a reading, a radio segment, or a verbal statement, they can actively participate in common conversations and classroom discussions. Many English teachers underestimate the importance of this skill, and assume students understand more than they might. Verbal paraphrasing activities allow both students and teachers to assess listening comprehension skills in a natural, authentic manner.

Therefore, verbal paraphrasing deserves more attention in speaking activities – especially in high intermediate and advanced levels! Don’t you agree?

What techniques or exercises do you use to improve paraphrasing skills?

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