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About English

Whenever students tell me how hard learning English is, I share this piece with them and say, “You should try teaching it!”

We’ll begin with a box, and the plural is boxes,
But the plural of ox should be oxen, not oxes.
Then one fowl is goose, but two are called geese.
Yet the plural of moose should never be meese.
You may find a lone mouse or a whole lot of mice.
But the plural of house is houses, not hice.
If the plural of man is always called men,
Why shouldn’t the plural of pan be called pen?
The cow in the plural may be cows or kine,
But the plural of vow is vows, not vine.
And I speak of foot and you show me your feet,
But I give you a boot…would a pair be called beet?
If one is a tooth, and the whole set are teeth,
Why shouldn’t the plural of booth be called beeth?
If the singular is this and the plural is these,
Should the plural of kiss be nicknamed kese?
Then one may be that, and three may be those,
Yet the plural of hat would never be hose.
We speak of a brother, and also of bretheren,
But though we say mother, we never say methren.
The masculine pronouns are he, his, and him,
But imagine the feminine is she, shis and shim!
So our English, I think you will all agree,
Is the trickiest language you ever did see.

I’m sorry for not being able to cite this reference. It was passed along to student teachers in my MA program at CSF and there is no reference on the page. After doing internet research, I learned that the author is unknown.

Handwriting Paper

Here’s a printable of large space handwriting paper for beginning writers of English regardless of age.

Ways to use the paper:

Practice writing capital and lower case letters in the Roman alphabet

  • Introduce students to cursive writing
  • Practice above and below the line letters (g, y, j, q, p)
  • Encourage students to reach to the lines and dotted lines
  • Demonstrate the difference between letters (a and d look similar if they are not written properly)

Learning Vocabulary: A Visualization Strategy

Visualization is not really a new idea, but it’s not always the first approach people (students, young people) rely on when they have a new vocabulary list. We (over a certain age) were encouraged to memorize new words, and the result was only good for the short term.

However, visualization is a popular way to learn vocabulary because it helps you internalize the new words—making them part of your every day speech. Once internalized, the words are there for your vocabulary quiz at the end of the week and will remain for the SAT you’ll take in 2 years.

It’s easy! It’s free! and in many occasions it results in very interesting conversations with children…

So, you like the idea, but you don’t know how to get your students or school age children to internalize new vocabulary. Look at these guiding conversation questions that help internalize the words antics, legendary, and veer.

  • Tell me about some antics you’ve been engaged in or saw someone doing. What was it? What were they doing? What part of the story involved antics?
  • Who are two of your favorite legendary characters? Which of their actions or characteristics makes them legendary?
  • Draw a road that you know, maybe one that’s in your neighborhood, that veers left or right. Think of a time when you were on that road. Where were you going? Which way did you veer? Have you ever had to make a hard decision between two choices? What were your options? Which direction did you veer?

Start with one word per day, or class session, and for 2-5 minutes, practice the strategy by asking these and similar questions. Soon, the strategy itself will be internalized!

Nouns as Other Parts of Speech: 6 Activities

A person, a place, or a WHAT!? From advanced levels to beginners, the use of nouns as anything other than a person, place or thing has confounded most English learners.  Here are some activities that help students see that with a few morphological and syntactical changes, nouns can function as verbs and adjectives, too!

Rehearsing for Speeches

Earlier I wrote about McCain’s homophone faux-pas during his speech. Not enough rehearsal can also be problematic. Students, if you’re giving a speech this semester, I have two words of advice for you:

Prepare and practice!

If you don’t, this might happen…

Success in School for ESL Students (and everyone else for that matter)

National Public Radio’s Kathleen Masterson has written a list of 10 Tips for College Students with Disabilities. Some of the ideas contained in the full article are applicable to English language learners as they not only navigate a new culture, but do so with limited English. Until those limitations are overcome, ESL students can succeed by following this adapted version of Ms. Masterson’s list.

  1. Getting help
  2. Prioritizing their time
  3. Planning ahead
  4. Knowing their learning style
  5. Being active learners
  6. Creating routines
  7. Organizing their space
  8. Starting early
  9. Identify recurring problems
  10. Asking about resources

Printable Graphic Organizers for Reading

I’ve designed two graphic organizers suitable for students who are doing reading assignments. The Prior Knowledge organizer helps students prepare for reading assignments and Making Predictions allows students to predict the end of a story and compare the predictions to the actual story ending.

Pronouncing words with cc

Some English language learners encounter problems with words that are spelled with cc. The first c makes a /k/ sound. The second c makes a /s/ sound. Here is a list to help you practice this new pattern…

Click here to listen:

Printable PDF Irregular Past Tense Quizzes

Here are 16 new quizzes that can be taken in 10 minutes once a week.

Hands and Nose

Listen to John McCain say that Palin works with her hands and nose. Or maybe he meant knows.

Let this be a lesson to students and people everywhere:  if you’re reading a speech, stop at the punctuation–not at the edge of the paper or teleprompter, or you, too, may make a homophone faux-pas.