All students who live in Queens and want to learn English please get in touch with me through my profile. Thank you very much.
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If you are struggling to encourage a reluctant reader to read for at least 30 minutes per day, this website may help. I began using this with Beginning English as a Second Language (ESL) students but have found that it also works well for K-6 readers as well. Here are the instructions for accessing this FREE site: Go to http://larryferlazzo.com/englishbeg.html#stories a. Under the heading marked Stories, click on Tumblebooks b. Click on Tumblebook Library c. Click on Story Books or Non-fiction Books d. Choose a book and then click Read Online
I am new to Wyzant and want to introduce myself to the community here. I lived in Mexico for the past 18 months and am returning to San Diego at the end of September. I have a TESOL certification and have been Teaching English a Second Language while living here. I am also a Speech and Language Pathologist and so I have many skills to help with tutoring especially for English/Language and study skills. I am also a Yoga Instructor and this may also be helpful when preparing and reinforcing lessons. I want you to feel free to contact me for tutoring but you need to know I will not be around until the end of September. I will not respond to tutor posts until I am closer to the date of my return to San Diego but certainly if you want to work with me you can contact me and we can plan for an after September date following the procedures set up by WyzAnt. I look forward to helping out. Anita
Many English learners move to English speaking countries for college, but studying at the college level in a foreign language can be a daunting task (i.e. seems really difficult). The ability to read, write, speak, and listen to English at the college level is essential. Here are some simple tests you can do yourself: Undergraduate college level: Read articles in newspapers and magazines like National Geographic and Time Magazine. Do you understand most of the vocabulary? Do you understand what the article is about? Can you summarize in your own words what the article was about? Record yourself speaking about an academic topic. Vocaroo.com is a free internet website where you can do this. Now listen to what you recorded. Are you verb tenses consistent (the same) throughout? Are you able to use academic transitions like "in contrast", "moreover", "however", "in conclusion", etc.? Do you use academic vocabulary or simple vocabulary? Is your speech... read more
One of the many reasons why I love teaching ESL is getting the chance to learn about different cultures. I have had the chance to tutor students from around the world. Each student is unique, and I can always learn something new from each one! It is also very important for me that I know the customs of the international students. I think it is important to have an open mind and way of doing things, because each culture does things differently. My goal is to tutor someone from every country in the world :) Hope to see you soon! Sandy
Why do we say we're "on the train" or "on the plane"? We're traveling inside the train or plane, aren't we? Why don't we say we're "in the train" or "in the plane"? We don't for the same reason that we do say we're "in the car." But why don't we say we're "on the car?" The car is a mode of transportation like the train and plane, isn't it? The answer is: Usage. Usage dictates that even if it isn't logical or strictly grammatical to say something a certain way, we do it anyway, because that's the phrase that the culture has agreed on. When a phrase is always used the same way by speakers of a language, it is known as an idiom. A lot of idioms are prepositional phrases.The preposition that begins the phrase may not always seem the best one to use, but English language learners should memorize them if they want to go with the flow--that is, if they want to sound American. Here are a few more: "In the mood;" "in a tight spot;" "(go) with the flow;" "between a rock and a hard... read more
ESL - English as a Second Language In English, some things need to be easy to remember, and my English Learners like this little trick. When you Do something, you can't touch, and when you MAKE something you can ... That is the simplest way to memorize the difference. These two verbs are very similar in meaning. In French or Spanish, there is no distinction between the two forms. If you think about the results it will help you. Make often has the meaning of produce, create, or prepare. Do is usually the correct word when we are talking about a general activity; that is, we do not specify its nature. Do is usually the correct word when we are talking about work. (In this sense it is often used with the -ing work activities: cooking, shopping, washing-up, sewing, cleaning, etc.). In other cases, there are no clear rules. If in doubt, use MAKE. Be aware of the following common expressions: Do ... business ... good ... harm... read more
It seems to me that even most adults have an issue with grammar. I fairly often see the same mistakes repeated in essays and normal everyday chat. This isn't just an issue associated with younger children with little or no grasp on grammar, it's a common issue that I see even with graduate students. I. First, is the "Their, They're, There" mistake. Their implies ownership. They left with their jackets on. They're implies an action. Today, they're going to the mall. There implies a place. Please place that book over there. II. Second is the "You're and Your" mistake. You're implies that you are going to do something. Today you're going to take the dog for a walk after school. Your implies ownership You left your pencils on the floor. III. Third is the "It's and Its" mistake It's means it is or it has. It's going to be hot outside today! Its shows possession. The cat needs its water bowl filled. Now... read more
Many international students have a fear of taking the TOEFL test because it can determine whether they are able to get into the college of their choice. The most important issue to remember is that this is a test of how well you can understand, read, write and speak English. The purpose of the test is to make sure that you have the ability to understand what is going on in the classroom. This helps you and the professor. It helps you because it makes sure that you know enough English to do well in a classroom, and it helps the professor because they know that you have the ability to do the work in their classroom. One of the best things you can do if you are afraid of taking this test is to hire a tutor. A good TOEFL tutor will help you not only raise your score on the TOEFL, but they will talk to you about strategies that you can use to do well on the test. Also, if you have test anxiety (a common situation when taking a standardized test) a tutor can help you deal... read more
Are you having, or may have had, trouble remembering the 8 parts of speech? Try the acronym IVAN CAPP: Interjection Conjunction Verb Adjective Adjective Preposition Noun Pronoun The first is “I” for “Interjection.” Interjections are the easiest of the 8 parts of speech to remember. Here are some examples: “Ouch! That really hurts.” “Wow! I got an ‘A.’” “Man! That was a really awesome wave.” “Ouch,” “Wow,” “Man,” are all interjections, but you don’t always have to use exclamation marks with interjections. When you use exclamation marks you’re yelling; however, if you don’t want to express so much emotion, then substitute the exclamation marks with commas. Here are the previous examples but with the comma substitutions: “Ouch, that really hurts.” “Wow, I got an ‘A." “Man, that was a really awesome wave.” (This would also count for one of the comma rules.) Next time with IVAN CAPP “Conjunctions”... read more
I have over five years of experience teaching ESOL abroad. As I wrote in an earlier blog, English is the language of the world. I can illustrate "go" by walking or moving a toy car across a table. Or I may use the word "progress" to speakers of Romance languages. I teach ESOL using the Berlitz method which is highly successful. English is easy! Nouns do not change whether at beginning of the sentence (the subject) or at the end ( the object). Therefore word order is not as important as it is in most foreign languages. Even at the start, students find that people understand them. Having only the Present Tense, students are already communicating.
I have tutored several adults in English as a Second Language through WyzAnt. Over the past year, I have also led an enjoyable, weekly, two-hour adult ESL conversation group at the Brooklyn Public Library. These experiences have some things in common, two of which I'll share here. The best ESL activities ask students to use more than one of the “Four Skills”: listening, speaking, reading, and writing. An exercise might focus on one of these skills, such as speaking. However, if another skill, perhaps reading, is also involved, students learn more quickly. This "integrated skills" approach also helps adults to learn in a way that resembles how young children learn language. My ESL teacher training program has taught me that individuals learn best in different ways. Tutoring with WyzAnt confirms how individual learning is. One size does not fit all when it comes to learning! This wisdom applies to adult learners as much as to children. Some prefer to jump right into... read more
Dear ESL student: Perhaps you would like my help to improve your English. You have learned to read and write English in your home country. Perhaps you have a solid foundation with a good knowledge of English grammar and vocabulary. I am guessing that you want to be able to speak more naturally and be understood easily in your daily life in America. I am guessing that you would like to "fit in," and enjoy the easy give and take of casual conversation. Is that so? I would like to help you achieve that. One aspect of this is what I call "fluency," that there is a flow in what you say, that the words seem part of a stream of ideas and feelings. I would like to help bring you closer to that flow of meaning, where we are listening less with our minds than our hearts and our imaginations. With your prior knowledge of grammar and with my help, you can think and speak more in phrases instead of individual words. The words begin to flow together. There are verb phrases and... read more
Have you ever stared at a word for so long that its meaning disappeared? Have you ever tried to write backwards across a page? If so, you can begin to understand the task facing English language learners, for whom everything about English is strange and new. Some may even have to learn a new alphabet before beginning to understand the sounds we make and the words we write. I am filled with admiration for these students, who are willing to take on our arcane rules: why we use "the" in front of some nouns but not others, why some adjective phrases take hyphens but others don't, why we turn nouns into adjectives and don't even change the spelling! As a teacher and writer, I no longer take anything about English for granted. Textbooks don't even begin to cover every rule or exception. Each session is a flight into a new question, something I promise I will research in order to bring a coherent explanation to the next session.
Students often come to us with expectations that we will teach them how to write and speak correctly. Why correctly? Because they know it produces rewards: money, jobs, status. Although the scientific linguist says that correctness is just based on the preferences of the cultural group with the most status, and has no intrinsic merit by itself, still the popular attitude has it right: Correctness works to help you get ahead. Similarly, poor spellers have a lid on their success (unless they are musicians or star athletes). Admittedly, there is little correlation of either correctness or spelling ability with heart, or character, or intelligence, or spiritual development. The real reason for correctness is that it works, in certain social and professional situations. It brings rewards. It is not more moral or beautiful by itself. Correct language is just what the power elite says is correct. You need to make a choice: would you like to achieve certain financial and... read more
Many students get confused with the present and present continuous tense. Here is an example of how to use both. I work every day. I am working now. So they both can be used. It depends on what you want to say. The present is used 90% of the time. The reason we use the present continuous infrequently is that it only answers what you are doing now. Remember to use the present with all frequency adverbs and can. I always work on Monday. I usually work on Tuesday. I often work on Saturday. I can't work tomorrow. I never work on Sunday. When someone asks you a question pay attention to what verb they use in the question. Do you work everyday? Yes, I do. I work everyday. Are you working now? No, I am not working now
It is essential to provide students with multiple opportunities to practice activities and connect their learning to their personal and cultural experiences. My lesson plans are designed to tap students' background knowledge, and use visuals, think-alouds and other ways to keep them involved. I modify my instruction to engage ESL/ESOL students with various strategies that include the following: visual and tactile activities that provide adequate repetition and practice of new vocabulary words and concepts. I also include reading comprehension strategies for different grade levels. I assign a variety of homework and assessments that are appropriate for the individual stages of English language acquisition.
When I came to this new city in February of 2001, I was full of confidence and eager anticipation about the new place I was going to live. Indeed I went on to perform as a "DJ" at the little AM radio station I relocated to help at a very high level. I was proud of myself when management at the station showed me a paper with ratings in my time period (7pm – midnight) as number one on the station, and number seven overall even against the FM radio stations, and gave lip-service to being very pleased with me as well. All of those good feelings suddenly went out the window nineteen months later when my employer suddenly fired me at gun-point in front of some of my co-workers for NO reasonable reason. He then went on to try and vilify me in an attempt to cover-up what he did in front of state unemployment agencies and even the courts. I still don’t know the reason he did that to this very day; I didn’t curse at him, or even argue with him that day. I did tell him that the... read more