How rich are you?
How rich are you on a strictly material level? Where do you stand from a global scale? For Americans and English teachers feeling rather blue about our declining home values, vanishing retirement accounts, and questionable job security, this chart provides some useful perspective.
http://www.globalrichlist.com/
Of course, commonsense and a growing body of psychological and sociological research has documented the very, very loose correlation between material wealth and happiness – once the basic necessities of life are met. Satisfying personal relationships, long conversations with relatives and friends, and meaningful work remain vital essential for a truly rich life.
Let’s make sure we find ways to create healthier, saner, and more satisfying lives and English classrooms in 2009 than 2008.
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com
Showing posts with label conversations. Show all posts
Showing posts with label conversations. Show all posts
Sunday, January 4, 2009
Tuesday, December 23, 2008
Consumer Product Reviews: Get Your ESL Students Talking About their Consumer Choices
Let ESL students give consumer product reviews in the New Year!
Do you let your students write and deliver product reviews? Consumer reviews help ESL students develop research skills, use critical thinking, and share their consumer choices.
The giving and receiving of gifts has become a central feature of Christmas, Hanukkah, winter solstice and New Year celebrations. We live – for worse or for better – in a consumer age. English language learners, around the world, share in this winter shopping spree. Product reviews allow them to talk about their gift selections and holiday gifts.
Many ESL students, especially young, hip, and wealthy teenagers and college students have also bought into - literally - the odd belief that "you are what you have". Therefore, these English language learners and experienced consumers often love to share their "insights" about consumer products. Product reviews speak to their lifestyles, passions, and curiosity.
As an ESL teacher, I use consumer product reviews to teach the difference between fact and opinion and identify critical thinking skills. The assignment lends itself to reviewing a few key concepts like “details matter” and “numbers add precision” while introducing hedging language. Of course, engaging student interests also leads to better classroom discussions and more use of authentic language.
You can also design a very simple presentation form so everyone can provide peer feedback. Result? The students receive written feedback on their product reviews from you (the teacher) and their classmates. Again, teenagers being teenagers, they love to read about themselves and the feedback. If possible, I also suggest videotaping the student reviews and posting them on a class website for both self and peer reviews.
Teaching high school students possess many challenges, beginning with capturing and holding their interest. Personally, I have found teaching slightly older undergraduate students far more satisfying - and far easier. But I have also had considerable success in short term IEP summer programs with that tough audience. Product reviews have always been a hit!
Here is both my short assignment sheet and a product review worksheet for ESL students.
----------------------------------------------------------------------------------------------------------
YOUR TURN: GIVING A PRODUCT REVIEW
You have probably bought thousands of items as a consumer. You have looked at and considered thousands more. You can’t buy everything; you have to pick and choose the products that fit you and your lifestyle.
Choose a single product and prepare to give a brief product review.
Your product review should include:
• a description of the product
• the way the product is used
• the cost of the product
• a comparison with other, similar products
• a recommendation to buy or not buy the product
• a reason for your recommendation
• a rating on a scale of 1-5
-----------------------------------------------------------------------------------------
PRODUCT REVIEW WORKSHEET
PRODUCT:
PURPOSE:
AUDIENCE:
USE:
COST:
COMPETITORS:
RECOMMENDATION:
REASON:
RATING:
_____________________________________________________________
As an old American cereal commercial used to say, “try it – you’ll like it!”
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com
Do you let your students write and deliver product reviews? Consumer reviews help ESL students develop research skills, use critical thinking, and share their consumer choices.
The giving and receiving of gifts has become a central feature of Christmas, Hanukkah, winter solstice and New Year celebrations. We live – for worse or for better – in a consumer age. English language learners, around the world, share in this winter shopping spree. Product reviews allow them to talk about their gift selections and holiday gifts.
Many ESL students, especially young, hip, and wealthy teenagers and college students have also bought into - literally - the odd belief that "you are what you have". Therefore, these English language learners and experienced consumers often love to share their "insights" about consumer products. Product reviews speak to their lifestyles, passions, and curiosity.
As an ESL teacher, I use consumer product reviews to teach the difference between fact and opinion and identify critical thinking skills. The assignment lends itself to reviewing a few key concepts like “details matter” and “numbers add precision” while introducing hedging language. Of course, engaging student interests also leads to better classroom discussions and more use of authentic language.
You can also design a very simple presentation form so everyone can provide peer feedback. Result? The students receive written feedback on their product reviews from you (the teacher) and their classmates. Again, teenagers being teenagers, they love to read about themselves and the feedback. If possible, I also suggest videotaping the student reviews and posting them on a class website for both self and peer reviews.
Teaching high school students possess many challenges, beginning with capturing and holding their interest. Personally, I have found teaching slightly older undergraduate students far more satisfying - and far easier. But I have also had considerable success in short term IEP summer programs with that tough audience. Product reviews have always been a hit!
Here is both my short assignment sheet and a product review worksheet for ESL students.
----------------------------------------------------------------------------------------------------------
YOUR TURN: GIVING A PRODUCT REVIEW
You have probably bought thousands of items as a consumer. You have looked at and considered thousands more. You can’t buy everything; you have to pick and choose the products that fit you and your lifestyle.
Choose a single product and prepare to give a brief product review.
Your product review should include:
• a description of the product
• the way the product is used
• the cost of the product
• a comparison with other, similar products
• a recommendation to buy or not buy the product
• a reason for your recommendation
• a rating on a scale of 1-5
-----------------------------------------------------------------------------------------
PRODUCT REVIEW WORKSHEET
PRODUCT:
PURPOSE:
AUDIENCE:
USE:
COST:
COMPETITORS:
RECOMMENDATION:
REASON:
RATING:
_____________________________________________________________
As an old American cereal commercial used to say, “try it – you’ll like it!”
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com
Saturday, November 15, 2008
Talking About Urban Pleasures, Perils in ESL Classrooms
Cities attract the young, the strong, and the ambitious. Cities also provide housing, jobs, and hope for those fleeing boredom, economic crisis, and war. Our 21st century cities, like our English classrooms, reflect the diversity of the human experience.
Millions move from the countryside and across the globe to live in new cities every year. Cities provide employment, culture, and education. Cities are exciting. Yet, sometimes danger also lurks in cities. Many students struggle with economic pressures, culture shock, and criminal activity. Shouldn't we discuss these conflicting pressures in our ESL classrooms?
Teaching English in Los Angeles and Santa Monica I’ve found that students, who come from across the globe, eager to talk about cities. Some English students share stories about moving from rural areas and small towns to an international city; other students enjoy telling about their travel experiences. Discussions naturally touch on housing, employment, and lifestyle choices. English language learners – whether adult immigrants creating a new home or university students living abroad – can reflect on their experiences and share insights discussing urban life.
Are you a city person? Why?
How are cities different from small towns?
What cities have you visited? Lived in?
What attracted you to this city?
What do you find stressful about city life?
What do you find satisfying about living in a city?
This month Exploring Cities, one of my favorite chapters, is highlighted as a free chapter on Compelling Conversations. Perhaps you will create some compelling conversations about cities in your classroom too. Check it out.
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com
Millions move from the countryside and across the globe to live in new cities every year. Cities provide employment, culture, and education. Cities are exciting. Yet, sometimes danger also lurks in cities. Many students struggle with economic pressures, culture shock, and criminal activity. Shouldn't we discuss these conflicting pressures in our ESL classrooms?
Teaching English in Los Angeles and Santa Monica I’ve found that students, who come from across the globe, eager to talk about cities. Some English students share stories about moving from rural areas and small towns to an international city; other students enjoy telling about their travel experiences. Discussions naturally touch on housing, employment, and lifestyle choices. English language learners – whether adult immigrants creating a new home or university students living abroad – can reflect on their experiences and share insights discussing urban life.
Are you a city person? Why?
How are cities different from small towns?
What cities have you visited? Lived in?
What attracted you to this city?
What do you find stressful about city life?
What do you find satisfying about living in a city?
This month Exploring Cities, one of my favorite chapters, is highlighted as a free chapter on Compelling Conversations. Perhaps you will create some compelling conversations about cities in your classroom too. Check it out.
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com
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