This I Believe, originally a radio program hosted by legendary American journalist Edward R. Murrow, has been resurrected by National Public Radio. Here is a sample podcast and personal essay by Jim Haynes that should appeal to ESL teachers, EFL tutors, and English students everywhere called “Inviting the World to Dinner”.

The “This I Believe” website includes a tremendous amount of free resources for teachers and students. Naturally, I also have a simple reproducible worksheet that allows students to find, summarize, and share their own favorite podcasts. Students can choose between thousands of essays and hundreds of podcasts on dozens of themes. In my oral skills class, students will present their own “This I Believe” presentation for the final assignment. Consider me curious about what they will choose to share.

English teachers can sign up for the free mailing list and download an exceptional discussion guide at the www.thisibelieve.org website. Check it out if you are looking for quality, reflective materials to enliven your ESL classes. Feel free, as usual, to use the worksheet below for your English classes.

—————————————————————————————————-
This I Believe Homework Worksheet

Links: This I Believe – www.thisibelieve.org
http://www.npr.org/templates/story/story.php?storyId=4538138

Please select one radio segment, based on a personal essay, and read by writers. Find a story that resonates with you. Listen carefully. Take notes. Fill out the worksheet below. You will be asked to share your selection with classmates in both a small group and the entire class.

Student:
This I Believe Title:
Author/Reader:
Length:

Who is the author?

What’s the main idea?

Why did you choose this podcast?

Did you hear any new words or phrases?
1.
2.
3.

Who do you imagine is the audience for this podcast? Why?

What is your reaction? Why?

————————————————————————————————

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Last week book editor SMDP Dane Robert Swanson wrote a very positive book review, in simple clear prose, directed at Santa Monica immigrants. Noting the importance of literally speaking English to achieve the American Dream, Swanson suggested immigrants practice their conversation skills and build their vocabulary using Compelling Conversations in their classrooms and in local cafes.
Naturally, I’m very pleased with this long, strong book review written in a simplied English style. As an ESL writing instructor, however, I wish the reviewer had used more transitions between paragraphs to add greater cohesion. English students can read more than simple sentences when collecting information on new books. Still, Swanson’s instincts to write short sentences is spot-on for local immigrants. Consider me grateful and pleased!

Here, without editing, is the entire July 16 book review.

Visit us online at smdp.com FRIDAY, JANUARY 16, 2009 9
Call us today at (310) 458-7737
B Y D A N E R O B E R T S W A N S O N
BOOKREVIEW
‘Compelling
Conversations’
Eric H. Roth and Toni Aberson
Chimayo Press

America is a great land of opportunity. I am sure we
all want to get ahead in this country. We want to find the
type of employment that is suited for us. We wish to
advance in the work world. We wish to make friends.

The best way to get ahead in the world is to speak the
mother tongue of the country you are living in. In this
case, we are talking about English. With so many
“English as a Second Language” courses being taught
there is no excuse for not learning. The problem is, what
book do you use to learn from?

Have you been looking for a good ESL manual? If you
have, I think this is one to consider. The topics cover:
Your Life, The Civic Life, along with the everyday aspects
as dating, enjoying money, handling stress.

The editors put it together in an easy to use form. You
have conversation starters such as, “How much time do
you spend each week in cars? Why?”

There is a section in each chapter for vocabulary
building. A section on common sayings is included, as
well. To increase the conversation we have such questions
as this: “Do you prefer to drive in the city or the
country? Flat or hills?”

Each chapter in the book concludes with quotations.
An example is this one by Woody Allen, “I have bad
reflexes. I was once run over by a car being pushed by
two guys.”

This manual helps conversation by giving common
subjects to talk about. Since English is one of the confusing,
difficult and strange languages for a foreigner to
grasp and be comfortable conversing in, the compilers
pack in 45 chapters over 30 questions, 10 or more targeted
vocabulary words, some proverbs, and quotations
per chapter.

Each chapter focuses on a promising conversation
topic. They start with easy questions and continue on to
questions a bit more abstract. Each question is there to
allow the speaker to share his life experiences along with
his insights.

This manual will go best with the advanced ESL student
or even at coffee shop conversation clubs. It will
bring about authentic, not stilted communication, which
should be the purpose of an ESL course. It is easier for a
person to learn a language through conversation rather
than by a given list of vocabulary words. That is what
makes this a welcome addition to the material which can
be used for the immigrant who must learn English to
advance in the world.

Eric H. Roth has taught many ESL courses at Santa
Monica College, UCLA Extension, Cal State Long Beach’s
American Language Institute. Toni Aberson has taught
English and supervised teachers for over 35 years and
holds to the view that when you have a lively classroom
you have optimal learning going on.

This manual is available at Amazon.com. It can also be
purchased on the Web site: www.CompellingCoversations.com.
There is a substantial discount available for schools and bookstores.

DANE ROBERT SWANSON is the best looking book reviewer in Santa Monica and wishes to get feedback from you.
Smdp_review@yahoo.com.
——————————————

Thank you Dane, for the wonderful review.
“Gratitude is the memory of the heart.” French proverb

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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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Who makes the rules? Who chooses the rulers? Can citizens peacefully replace ineffective, unpopular leaders?

Yes, we can!

In the United States of America, voters enjoyed their opportunity to hire and fire their President. People voted, machines counted the votes, and millions of people around the nation smiled, laughed, and felt hopeful again. Senator Obama, as so often, captured the power and beauty of the peaceful transfer of power in his eloquent speech Tuesday.

“If there is anyone out there who still doubts that America is a place where all things are possible; who still wonders if the dream of our founders is alive in our time; who still questions the power of our democracy, tonight is your answer. “

Barack Hussein Obama (1961- ), President-elect of the United States

Read Obama’s entire speech.

What a patriotic quotation celebrating freedom! Cara Fulton, at www.maestrousa.com and ESL maven, suggests adding Obama’s quote to the list of great quotes and next edition of Compelling Conversations. Cara, who helps students develop the full spectrum of English language skills, sees the power of Obama’s election as a celebration of America. Reka, another friend and ESL teacher is adding excerpts from Obama’s speech to her oral skills course for international students. (Note: Reka watch the two times – back to back – on election night.) Americans, across the country, felt united in a shared moment of hope and pride. Our system, the democratic system, still works! Voting counts.

We are coming back – to our ideals, our citizens, and our best traditions! The United States, the first nation explicitly created on enlightenment ideals, will become an inspiring 21^st century nation.

This surprising election seems like a very teachable moment. Immigrants and international students can rest assured that they made the right decision to come to the United States. English language learners around the world should feel the enlarged possibilities that come with our strange tongue. European sceptics and Arab critics should candidly reassess their prejudices about Americans and the American government. After all, Obama – the son of an international African student and an adventurous Midwestern scholar – has just won the Presidency of the United States. Where else could that happen?

ESL teachers, especially in the United States, can and should celebrate this democratic tradition in our classrooms. Immigrants, refugees, and international students – in the United States and other western democratic countries – often understand the power of democracy on a deeper level than many jaded Americans. The passion of students for good government, justice, and voting will lead to an engaging discussions. Let’s give students a chance to speak up in our classes, and marvel at the election of Obama.

Click here for a free advanced ESL conversation lesson on Voting from Compelling Conversations.

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How can I cover everything that I want in a single semester? It’s just impossible. For every new activity, I must let an old one go. If I add a Youtube homework assignment, than I should eliminate another homework assignment to maintain the balance.  For instance, I asked every student to find and review a YouTube video on interview skills so I had to cut the assignment where students found and summarize an article on job hunting skills.

As I continue to plan, adjust, and readjust assignments, I once again find solace in these words. Yet these continual curriculum revisions remain voluntary tasks in pursuit of excellence.  “A problem,” noted Duke Ellington, “is a chance for you to do your best.”

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What do you do? What do you make? What’s the difference, anyway, between “make” and “do”?

These simple words cause lots of confusion for English language learners. I’ve spent a considerable amount of time teaching a very wide range of ESL classes this distinction. Many ESL students struggle with “make” and “do” – from advanced adult education and community college students to intermediate English students in summer courses and regular university courses. The large number of idioms further complicates the problem.

Here is a quick, imprecise guide that helps clarify the issue.

Look at some common expressions with “do”.

• Do the dishes.
• Do some chores.
• Do your work.
• Do exercises.
• Do your best.
• Do it over.
• Do the report.

Do is used to describe an activity that you have to do, often over and over again. For instance, we “do the dishes” and “do the laundry” many times. Do also contains an element of duty and responsibility.

Now, take a look at some expressions with “make”.

• Please make time.
• You make dinner.
• You make drawings.
• You make decisions.
• You make plans.
• Your make reservations.
• You make money.
• You make friends.

Make is used to describe a creative activity or something you choose to do. You choose, for instance, to make plans, make friends, and make decisions. You have choices.

Why do we say “make dinner” if we have to do it over and over? Perhaps because cooking is seen more as a creative activity than a chore. But cleaning the table, and cleaning the dishes are just chores so we say “do the table” and “do the dishes.” That’s also why Americans say “make money” instead of “do money.” Making money is seen as both creative and a choice.

Idioms, of course, are cultural and sometimes less than completely logical. Sometimes Americans will use the verb make in a way that might seem strange, but I urge immigrants and international students to “make a decision”, “do your best”, and learn some practical workplace idioms using make and do.

Finally, I encourage students to work together in small groups and create their own list of idioms with make and do. When I’m lucky and have time, I like to ask students to come to the white board and write their collection of idioms on the board. Homework, of course, is asking them to choose 5-10 idioms and write complete sentences.

So how do you teach the difference between do and make to your English students?

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Alexander Solzhenitsyn (1918-2008), Russian writer and Nobel Prize winner

Alexander Solzhenitsyn, an exceptional writer of rare courage, died today. English teachers, lovers of literature, and people of conscience will find his long obituary in the International Herald Tribune worth reading. Solzhenitsyn, like so many other intellectual and artistic figures, found refuge in the United States when he was exiled from his homeland for his writings. ESL, especially EL/Civics students, will also find his biography of considerable interest.

While far too many western leftists preferred to close their eyes to the nature and brutality of the Soviet slave labor system, Solzhenitsyn wrote novels that detailed the misery and repression created by the communists. His writings also made it impossible for even the most naïve leftist intellectuals to deny Stalin’s gulags – and how millions looked away. He won the Nobel Prize for Literature in 1970, but the Soviet authorities naturally prevented him from accepting his award. He spent 20 years in prison camps for his writings.

Do you have English language students from Russia? Do you know immigrants and refugees who spent their youth under the Soviet system? How did living under a communist dictatorship distort human relationships? Solzhenitsyn’s writings, once censored, may help you better understand some of the historical and cultural factors that have influenced your students and their worldviews.

Personally, I found working with Russian refugees and immigrants a very eye-opening experience. The more you learn about the old Soviet system, the more you appreciate the American tradition of individual rights and political freedom. Solzhenitsyn wrote in his 1967 novel, The Cancer Ward, about the consequences of silent conformity with Stalin’s crimes. “Suddenly all the professors and engineers turned out to be saboteurs — and they believed it? … Or all of Lenin’s old guard were vile renegades — and they believed it? Suddenly all their friends and acquaintances were enemies of the people — and they believed it?” Everyone, as in Nazi Germany, knew and didn’t want to know.

Free speech and free press remain under siege – in the United States, often from self-righteous idealists. Solzhenitsyn’s writings serve as a powerful rebuke to coercive utopians, and illuminate the power of personal choices under the most severe stress. ESL teachers, especially EL/Civics teachers in adult education, need to emphasize the beauty, rarity, and wisdom of the first amendment guaranteeing free speech and a free press.

English language learners might also find Solzhenitsyn’s strong nationalism of interest. He didn’t believe that western democracy worked everywhere, considered many parts of American culture to be corrupt, and advocated rebuilding a distinct Russian society. The tensions between universalism in American Bill of Rights and some versions of multiculturalism can and should be openly discussed in our English classrooms.

I chose Solzhenitsyn’s quote for the dedication page of Compelling Conversations: Questions and Quotations on Timeless Topics to remind myself – and others – to look beyond material possessions. We need to stay awake and remain sane – even if our society begins to sprout social cancers and asking simple questions becomes dangerous. Solzhenitsyn provides a model of courage and resistance to tyranny.

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This uncomfortable experience that life is too hectic is quite familiar to adult education students who often work two jobs, take care of their family, and go to school at night.

ESL Teacher: What do you like to do you in free time?

Adult ESL Student:  What is free time?

 Many college and university English language students feel pressured and short of time. I’ve had ESL students tell me that “sleep is for the weak” and they can’t afford to get even six hours, let alone eight hours of sleep. This lack of sleep, of course, reduces their ability to think clearly, write strong papers, and increases their stress levels.

ESL teachers, who sometimes work at two or more locations, can also feel overwhelmed and stressed by deadlines, traffic jams, and work loads. Getting to class ten minutes early is a wonderful practice, but many evening ESL instructors find it difficult to squeeze just 10 extra minutes into their crammed schedule.

Therefore, it’s useful for ESL teachers and English instructors to teach a few helpful phrases to English language learners to use when they need more time at work or school for projects and class assignments.

Can I have an extra hour?

Can you give me an extension?

Is there any way we can postpone this?

When is the absolute final deadline?

Do I have to work overtime?

Can I have the weekend off?

Is there somebody else who can do this?

Would it be okay to turn this in a day late?

Can I turn that paper in next week? 

While nobody would ever fall behind on their work schedules in the perfect world, ESL teachers and students live and work under imperfect and sometimes challenging circumstances.  We should, therefore, help our students develop the vocabulary and verbal skills to request extensions, reduce their stress levels, and shift deadlines. Students should also be prepared to explain why they need an extra time.

These requests may be denied, ignored, or accepted, but our students should at least have the vocabulary to ask for more time.

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One effective technique is encouraging English students, especially ESL students, to “learn by doing” and “make good mistakes” as they expand their vocabulary, experiment with new sentence structures, and use English more in their daily lives. A good mistake, as I explain on the first day of class, is a logical error that makes sense, but just happens to be wrong. For example, a young boy might think 2+2= 22. You can see the logic, but the answer is wrong. The student needs to know that 2+2=4. But you can also acknowledge that “22″ is a good mistake. Some teachers might consider this mistake a systems error or category confusion.

Far too many ESL students, especially in countries that worship standardized exams, have created psychological barriers to experimenting in English. These students often want to avoid making any mistakes, and prefer to remain silent in conversation class to expanding their verbal skills. The ESL teacher, therefore, has to directly confront this trend or learned behavior. You can’t learn to speak a new language without making mistakes.

So I encourage English students, in both conversation and writing classes, to make good mistakes. Take chances. Try something new. Stretch your learning muscles. And make good mistakes. A good mistake is also a mistake that we acknowledge and learn from and avoid repeating. A good mistake is not a good mistake if you’ve made it ten times before in a class or on previous papers. Students usually understand, relax a bit, and proceed to experiment a bit more in our crazy, confusing, and misspelled English language.

Our goal, I sometimes joke on that first day, is to make many good mistakes, learn from these good mistakes, and move forward to make new, different, and even better good mistakes.” We usually realize this goal in our English classes!

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Sometimes, however, students will simply create a list and avoid providing clear reasons. In order to emphasize the need to share information and exchange insights, I often ask for a “top ten tips” to doing something. This twist also invites a wider range of topics from the practical to more philosophical, and shows respect for students knowledge and interests.

You can ask students for their top ten tips for:

choosing a school?

saving money?

staying healthy and happy?

making and keeping friends?

avoiding boredom and finding satisfaction?

getting good grades?

learning English?

traveling to a new city/country?

Break students into groups of 3-4. Give them 20 minutes to come up their top ten tips on a given topic. Ask them to provide at least one reason and/or example for each answer, and agree on a final order. During the discussions, students will use common phrases like “this is better”, “I disagree”, or “what do you think?”

What does the teacher do? Circle around, listen in, and pass out different colors of chalk for each group. I ask more questions than I answer at this stage. Have each group select a student to write their “top ten tips” on the board.

The instructor goes through the list, asking questions – both soft and hard, and engages student groups. Finally, after the instructor lead discussion, the entire class votes on the top ten tips. This democratic element takes only a few minutes, and encourages more student participation.

This flexible, communicative activity can be constantly used to create engaging, lively classroom conversations. Students enjoy sharing information, telling stories, and helping each other make sense of an often strange land where people speak a strange language. By giving students a chance to offer advice, you also get to learn as you teach!

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