A Thanksgiving Dinner Gone Wrong

Famous Last Words ...

“Good job, Mauricio*”.

As we left, I complemented the unofficial cook who had prepared the Thanksgiving dinner turkeys for a group of about 35 teachers from the USC Language Institute and their families. It was dark at just after 8:00 pm and we were riding in the car of one of my peers. The number of cars transporting people to the semi-suburban home location of one of our co-workers had to be kept to a minimum. Few of us knew the location and parking was very limited. The house itself was large and spacious enough, situated high on a southern foothill of the Farallones mountain chain that borders the eastern side of Cali.

Just over forty teachers typically work at the Santiago de Cali University Language Institute, where up to eight languages are taught. The most popular of these is English as a foreign language, of course, but also available are French, German, Italian, Spanish for foreigners, Japanese and Portuguese. Previously, Mandarin Chinese was on the roster when Chinese exchange students were at the university a couple of years ago.

“At 5:30 pm we should be eating.”

That was the key announcement Mauricio* made when plans were being drawn up for the annual dinner. This year was different though. We were actually going to have Thanksgiving dinner on Thursday, Thanksgiving Day. Virtually every other year it’s after the official holiday and as late as early December before we finish the semester and are able to have the dinner. Each year in a different location.

We Never Saw the Turkeys That Did Us In

We never saw the roasted turkeys that did us in. When the meal was served buffet style, the turkey was already carved into slices loaded into a rectangular cake pan. A few people acted as “hosts” to pre-serve plates loaded up with mashed potatoes, gravy. Mixed rice and dressing to speed up the process. You then added you own vegetable and salad servings, scooped up a carbonated beverage and returned to your seat to feast. Dessert was chocolate cake and Tiramisu. The ride back home was ten minutes.

We weren’t home long before Doris complained of stomach cramps saying that she also felt nauseous. I was still okay at this point, but she has a bit of a reputation for a "queasy" stomach. Minutes later she was vomitting full throttle. All her meals that day were purged in less than ten minutes. I began feeling an “urge” too and went upstairs to the bathroom adjacent to my home office. One moment I was fine, the next I collapsed on the bathroom floor and was projectile vomitting like it was an olympic sport. I now had bloody diarrhea to add to my symptoms. This was a holiday list I didn’t want or need.

In a state of utter dis-array, clothes half-thrown on, shoes but no socks, the taxi called to our house ran traffic signals and went the wrong way down one-way streets to deposit us at the ER door twenty-five or so blocks away. Now shivering uncontrollably from dehydration and shock, we needed to be put on IVs. We had to insure that mine was saline and NOT Dextrose. I’m a type 2 Diabetic. A Dextrose infusion could have killed me.

“That happened to a co-worker of mine” Doris reminded me later. “She was a diabetic, went into an ER and they gave her a Dextrose IV. It killed her.”

The Ivs contained medicines for vomitting, stomach cramps, and diarrhea in addition to serving for providing us with large quantities of lost body fluids. With a blood pressure so low the tech couldn’t get a vein to insert the IV, it took three tries to get it right. I didn’t have the strength to curse, but I knew it wasn’t his fault. My hands and feet were so cold, it even put the doctors and other attending staff on alert. I couldn’t stop shivering uncontrollably. We each got two IV bags and got adjoining rooms. It was after 4:00 am before we were stabilized and left the ER ready to go back home to bed. Doris has a week’s worth of medications to take. Due to my Diabetes, I’ll be on meds for nearly a month.

Food Safety Tips

Basically, there are four principal food safety tips which came out of this experience. They are invaluable for preparing foods to prevent all manner of food poisoning.

• Wash everything in hot soapy water before, during and after preparing each food item
• Keep raw meats and poultry seperated from cooked foods. Rinse all vegetables under running water and clean cutting boards, knives and utensils thoroughly after each use
• Cook all foods, especially meats and poultry, thoroughly
• Refrigerate meat or poultry as it defrosts; DO NOT let it thaw on the countertop. Store these foods promptly and DO NOT let them stay out on the table.

For more information on food poisoning read, “Keep Food Poisoning off Summer Menu”. Be careful, be safe, don’t spoil your next holiday meal with un unwelcomed hospital visit. Be sure to check out the Salmonella slide show too.



Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

8 Reasons You Get Stuck with Unmotivated EFL Learners

Motivation and Rapport are Key English Language Teaching Elements

No matter what English as a foreign language level you teach. No matter what EFL learner profile your students are. No matter what your educational level and teaching background are. And no matter what teaching environment you might have, if you lack a genuine rapport with your EFL learners, they’re going to be unmotivated. Unmotivated learners do amazingly poorly at learning – anything. Motivation and rapport are key elements in teaching English as a foreign language. We’ll even take a couple of lessons from U.S. President Elect Barack Obama.

Here are Eight Reasons You Get Stuck with Unmotivated EFL Learners

1. Lack of Self-esteem

In all probability, you learners lack a good level of self-esteem. When English language teaching and learning expectations are low or highly limited, both sides can be negatively impacted. If everything in English class is simple and easy, requiring no thought, little effort and minimal application on the part of the learners, their – and your self-esteem can go south – fast.

2. Not Trying Alternatives

If what you’re presently doing in the EFL classroom isn’t working the way you’d like and your English language learners aren’t responding, then you need to do things differently. Try some alternative strategies. Change up methodologies and inject a string of new activities and didactics into your English as a foreign language teaching. There are a ton of free-to-use EFL teaching and learning websites out there on the world wide web. Check out a few to get new ideas, lesson plans, and activities to inject some new life into your teaching.

3. Not Having Distinct Teaching and Learning Goals

If you’re working for an established educational institution, likely you’ve been provided with extensive outlines of course curriculum and structure. But if you don’t have enough details to successfully “fill-in” the day-to-day English language teaching activities for your needs, you can get bogged down quickly. Ways to pull out of the quicksand are to:

• Talk with other teachers for some ideas
• Attend EFL teacher focused workshops, seminars and conferences
• Read technical publications on English Language Teaching techniques
• Participate in online EFL teaching forums and subscribe to ELT information blogs and websites
• Try out as many new ideas, suggestions, activities and didactic techniques as you can possibly manage. Then stick with those that work.

4. Defending the Status Quo

Oh, but it’s all too easy to just sit back and say, “This is the way we have to do it”. Or, “We’ve always done it this way”. How about the dreaded, “This is what my EFL learners expect”. Remember the axiom, “Nothing happens until something moves”? No matter what the status quo, if it’s not working, then it’s time for a change. Like U.S. President Elect Barack Obama, just say, “It’s change we need” when asked for your reasons. (Hey, if it worked for him. It surely could work for you too, right?)

5. Fear

Are you a “but” person? Do you find yourself often saying, “I’d like to try this, but ...”? This is a direct manisfestation of fear. You’re afraid to be different. You’re afraid to “muddy up” the waters. You’re afraid your EFL learners won’t do what you want. You’re afraid of this, you’re afraid of that. You’re afraid to fail. Get over it. Sure, some new things may bomb. Some however, are going to be successful. You won’t know which is which though, until you try them out. So just get to it. Plan your EFL teaching work, then work your EFL teaching plan. It could well be as simple as that.

6. Lack of a Cooperative Attitude

“My EFL learners won’t work with me on anything”, you say? Whiner. Who’s the teacher in the classroom, you or them? Who’s in charge of the situation, you or them? Who’s ultimately responsible for what happens – success or failure – in your English as a foreign language classroom, you or them? Now that we’ve settled that. Get to work and take charge. When your EFL learners truly see that you’re personally invested in their learning and developing English language communicative skills, they WILL “get with the program”, I promise you.

7. Perfectionism

Are you one of those English language teachers who says, “Oh, I want everything to be just perfect for my classes”? Okay, so nobody wants to bomb a class, but let’s face it – things happen that you don’t expect. True, I’m somewhat of a recovered perfectionist myself, but once you realize that it’s not really necessary to be “perfect”, worlds open up to you. You can face your English as a foreign language learners and enjoy them and your EFL teaching. Besides, who wants to continue in a job in which they’re stressed-out seeking constant perfection? Not me, and I hope not you either.

8. Lack of Will-Power

You’ve heard it before, now you’ll hear it again, “Where there’s a will, there’s a way”. It’s not just idle banter. If you truly want something to happen, only you can make it so. Put a plan of action together: based on help, contributuions and feedback from your peers, administration and your EFL learners too. Then put that plan into action. Yes, there WILL be results. What kind of results? Well, you’ll just have to try it and see. I think, that’s what Barack Obama is going to do. How about you?


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

Is It an EFL Teaching Scam or Not?

Recently, a reader wrote, “… I recently came across your blog on ESL teaching scams. I am considering a move to Korea to teach English for a year. I have been in contact with this program, ESL Park. I have spoken with a women (sic) their (sic) named Asia and she has been guiding my (sic) along the process. My only concern, is that they want me to send all of these documents for my visa processing to Korea. How do I know I am not just sending my life away? Anyways (sic) was hoping you could give me a little advice.

Name Withheld for Privacy


Here’s how I responded:

Greetings … ,

So far, the scenario you've mentioned is not necessarily an EFL teaching scam - yet. I think that you do need more information from them. For starters, I'd ask them what are the next steps after sending the documents. I'd also contact the nearest Korean consulate and outline your situation. They'll be able to tell you if there have been any other complaints against this school (or agency). The embassy or consulate can also check on the legality of the organization. Even if you need to spend some money for a long-distance call to the consulate or embassy, it's worth it for your peace of mind at least.

If at any point before starting to work in Korea, you are asked to fork over any serious funds - then I'd balk. This is not normal in the teacher hiring process of most countries I'm familiar with. You should also be able to get a copy of the contract to review while you're still in the USA, Canada, the UK, Australia (or your home country, whichever it may be).

Be sure to check on EFL teaching forums and sites for any information other ex-pat teachers may have on this organization or on the process of teaching in Korea.

Finally, if you really are uncomfortable about dealing with this or any other organization, then just let it go. There are literally hundreds of thousands of ELT jobs worldwide. To say you'll get several other good offers if you go after them would be a moot point. Don't let yourself fall victim to EFL teaching scams. The school or organization where you got your ELT certification should be foremost in helping you land a good overseas position where ever you may want to go. You can have jobs coming out of your ears if you need some selection to prod you on.

A Post Note: You haven't mentioned whether or not you do have a TEFL, TESOL or CELTA English teaching certification. If you don't, then that's FIRST on your agenda before you do anything else. Uncertified ELT prospects are almost always the very first people to fall victim to EFL teaching scams.

I hope I've helped. Please let me know if you need anything else. For your added information, I'm attaching a copy of my free e-book, "If You Want to Teach English Abroad, Here's What You Need to Know". This free e-book is available to any practicing or prospective EFL teacher on request by e-mail.

ATTENTION, Please: If any readers have information or knowledge of this organization or procedures for applying for an EFL teaching position in Korea, please contact me ASAP.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

How English as a Foreign Language Exams Affect EFL Learners

What Affects English as a Foreign Language Learners During Exams

Lina Maria Lopez* squirmed in her seat for the fiftieth time, scratched her scalp until it was nearly raw and sighed repeatedly. A mechanical pencil in one hand and a bright red lollipop in the other, she struggled abysmally with her final exam in English as a foreign language. Only in her second semester of English, the “lights” still hadn’t “clicked on” yet. Not a good university student across the board in her major, English as a foreign language was still her worst subject. She gazed around the room, at other learners’ papers, at the EFL teacher and reluctantly, at her EFL test paper.

“Tap, tap, tappity, tap, tap”. Luis Felipe Rodriguez* drummed on the desk, tapped his well-worn sneakers, hummed a Salsa beat and turned around to look behind him at the poster-plastered classroom wall for “inspiration”. “Da, da, dada, da, da – dat, dat dada, dum.” His English as a Foreign Language level two exam paper was still nearly blank. More than half the final exam allotted time had already passed. It he failed this exam too, he’d almost surely have to repeat the English level next semester. It had already taken him an extra semester just to get this far. “What time is it?” he asked the teacher, tugging on the bill of his baseball cap. But, it really didn’t matter.

The Functional Needs of the Brain

EFL teachers should know that the human brain needs three key elements to function at peak efficiency. These are: oxygen, water (fluids) and sugar (preferably from complex carbohydrates). Both immediately before and during an exam, it’s not uncommon to see English as a Foreign Language learners eating chocolate, hard candy, lollipops or even packets of raw sugar. I draw the line at chewing gum, largely due to its “tendency to wind up” stuck under the desks. It’s because of the brain’s need for sugars that I allow “eating” of high-carbohydrate and high sugar content “foods” before, during English as a foreign language exams.

Some "Causes" of Cheating on English as a Foreign Language Exams

When EFL learners openly or frequently “cheat” on exams, highly probable “causes” are typically one or more of these motivation-related factors which include:

• Lack of English as a foreign language grammar and theme study
• Poor English class attendance
• Failure to understand or apply English as a foreign language skills promoted in class

• Insufficient English as a foreign language skills practice / repetition to successfully internalize the skills and materials
• Ineffectively focused teaching methods
• Deficiency in English language classroom materials
• “Chemical addiction/dependency” problems (i.e., caffeine, nicotine, etc.)
• Personal or family problems
• Not taking English as a foreign language studies seriously enough
• Poor language-learning aptitude
• Learning disabilities
• Lack of sufficient or effective English as a foreign language learning preparation resources

This is certainly but a “partial” list of the possibilities. These can affect not only English as a foreign language skills development, but the overall intrinsic and extrinsic motivation of the EFL learners.

EFL Teacher-Affective Factors

Then, of course, as English as a foreign language teachers, we often endure a multitude of additional factors which directly or indirectly impact and affect the intrinsic / extrinsic motivation of our EFL learners. How many of you, for example, are negatively impacted by:

• Large EFL learner class groups
• An excessively low number of English as a foreign language contact hours per week
• Behavioral problems on the part of your English as a foreign language learners
• Excessive administrative demands
• Lack of resources, equipment and / or materials
• Extremes of mixed ability in English language knowledge and skills among your EFL learners

• Lack of sufficient, on-going governmental, administrative, or parental support
• Personal problems of your own

Certainly, the list could go on, but you get the point, don’t you?

What Can You Do, If Anything?

In upcoming article posts in this series, we’ll continue to consider some possibilities which English as a foreign language teachers and EFL learners have available to address, minimize or eliminate many of the aforementioned intrinsic and extrinsic affective factors. Doing so will undoubtedly improve our EFL learners’ motivation. With these incorporated into ourm curriculums and daily schedules, we should be able to generate some improvement and more success in our EFL classrooms and our English as a foreign language learners themselves.



Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

A Simple Approach to Write an Essay for EFL Learners

Can Your EFL Learners Write an Essay in English?

“Teacher, if we have to write an essay and it’s going to be a problem for us.”

“No problem, I’ll show you a simple format you can use to write an essay in English.”

Thus began an intermediate course in Writing for my EFL learners. What about your English as a foreign language learners? Do they have problems with writing in English?

A Natural Tendency with Foreign Language Learners

A natural tendency with foreign language learners is to write in the same way they would – in their first language (L1). While this may on occasion be a good thing, for the most part it can be the root of a string of serious problems when you write an essay. A foreign language is not a “translation” of English. Neither is English a “translation of a foreign language, even if they are in the same language family. This can even be true for varieties of English. In the “Queen’s English”, written structure can and often does differentiate composition and structure. Sure, an American can easily read a British English composition, but would most likely NOT write a composition or essay of their own in the same way. The Queen could certainly read an essay written by an American, although it would almost certainly be done in a far different style than issues forth from Cambridge or Oxford.

The Spanish Language

The Spanish Language is one case in which distinctive differences in writing clearly emerge. If you were to read a translation of “One Hundred Years of Solitude” by Nobel Prize winner Gabriel Garcia Marquez, (pictured above) you’d immediately note, even in English, a substantial style deviation from say, Ernest Hemmingway in his “The Old Man and the Sea”. Not just the writing style, but lexis, grammatical structure, syntax and means of expression are all so clearly different that you would most probably know these two men are not from the same culture. Nonetheless, clarity and organization are important when you write an essay. But I digress.

A Simple Format to Write an Essay for EFL and ESL Learners

A simple format for English as a Foreign Language (EFL) and English as a Second Language (ESL) learners to write an essay, is none other than the old standby, “The Five Paragraph Essay”. This writing structure is, of course, based on writing on a topic using five paragraphs. Briefly, here’s how it is set up.

Paragraph One – When you write an essay, the first paragraph provides the introduction to the essay or composition. It tells what is to be discussed and why. Your main points or arguments are briefly introduced. This paragraph need not be a lengthy one, four to five sentences will usually suffice.

Paragraph Two – In the second paragraph more background information is provided in more detail. Your first, often strongest main point or argument is expanded upon. This second paragraph is usually longer than the first or introductory paragraph. There is a topic sentence, three to five sentences of information, then a summary or concluding sentence which is used to allude or transition to the next paragraph’s content.

Paragraph Three – The third paragraph provides your second key point or argument and ties it into your theme, when you write an essay or composition. Frequently, it is similar in length to the second paragraph. Information, support and background for your second key point or argument are the main content here. Once again, the last sentence of the paragraph transitions to the content of the forth one.

Paragraph Four – In this fourth paragraph, you’ll present your third key point or argument. More in-depth information and background on this point is provided here. Be sure to relate this point to your composition or essay topic. Also, add quotations, statistics, facts, examples and other relevant data to support this third point or argument. As before, the last sentence is a transitional one.

Paragraph Five – The fifth and final paragraph is used to summarize or conclude when you write an essay or composition. It shows how the three key points or arguments you have presented compare or relate to each other. It also clearly re-states your initial position from the introductory paragraph.

Final Points to Write an Essay in English

Some additional, final points to remember when you write an essay of five paragraphs are:

• Do not use contractions
• Do not use the first person, “I” unless told that this is allowed
• Use simple or compound sentences only – NO complex sentences should be used
• Keep your writing well organized
• Use quotations, examples, statistics, facts and relevant supporting data in each paragraph

“The Hazards of Moviegoing” by John Langan is a good five paragraph essay sample.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

Comments On: “Should THAT Be Allowed to Stand In for WHO?”

Author: Grace

Comment:I prefer the use of "who" when the writer is referring to a person. However, my Gregg Reference Manual allows the use of "that" in certain sentences:

"Who" and "that" are used when referring to persons. Select "who" when the individual person or the individuality of a group is meant and "that" when a class or type is meant. Examples: She is the only one of my managers who can speak Japanese fluently. He is the kind of student that should take advanced math.

In the case of the "offending" sentence mentioned in DWT above, I suppose "that" would be the word of choice--but it would probably have "caught my ear" as I read it, and I would have made a (personal) mental correction.

By the way, Gregg also says to use "which" and "that" when referring to places, objects, and animals (distinction based on essential or nonessential clauses), but notes that "'Who' is now often used when an animal is identified by gender or a pet is identified by name."

On the other hand, I work as a proofreader in the print business, and the customer always has the final word. I have learned to be very diplomatic about how I word "corrections" questions, and persistent only if I believe the wording does not convey what the customer intends. So, "flags," yes; "crazy," no.


Author: Cassie Tuttle
Comment:
The use of "that" instead of the personal pronoun "who" is one of my all-time biggest pet peeves.

Though such usage may not "break the rules," it's one of those phrases that hurts my ears. I've taught the "person who" versus the "person that" to ESL students and to in-house legal staff who attended my Grammar & Usage courses.

Sometimes, it's just a matter of principle.

Author: motormind
Comment:
It's funny that I always use the word "that" with "girl". Somehow "the girl that" tends to sound smoother than "the girl who"

Teaching English as a foreign language: A Way to Help Eliminate Stereotypes

The Stereotyped American in English Language Learning

What do your EFL learners think off when they hear the term “American”.
Unless you’re an American, in all probability many images that will come to mind will not be positive ones. Other images, like the recent election of Barack Obama as America’s first Black President will be the opposite.
During an introductory class in American History, an American instructor wanted to illustrate what stereotypes are and the prejudices that Swedes and other nationalities have about the United States. So first, her Swedish students were asked to, during one minute, write down what they though about when they heard “The U.S”. A lot of people thought of fast food, Bush, Starbucks, CSI, FBI, NRA, fat people, and according to their teacher, Swedes also think Americans have ugly hairstyles. This according to a blog post “The Stereotyped American” by The Norrlander on her blog.

What is a Stereotype?

Webster’s New World Dictionary defines stereotype as, “a fixed or conventional notion or conception, as of a person, group, idea, etc. Held by a number of people and allowing for no individuality; critical judgement of people”. In other words, it’s when you pre-judge people based solely on their nationality, race, religion, language, sex or other extraneous factors.

Concerning American stereotypes, it cuts both ways. Americans have stereotypes of many different language and ethnic or religious groups. Can you imagine the American stereotypes of Muslims, Arabs, Africans, Mexicans and Latin Americans, Russians, Scandinavians, East Indians, Eastern Europeans and the Chinese? Trust me, you don't want to know.

Not all Americans are bound by stereotypes, of course. But far too many are and it's distasteful either way. The phrase "Ugly American" is based in part on real behavior and real actions of real Americans. These “stereotypes” simply do not represent all of us. Do your learners watch “The Simpsons”, “Weed” or even “CSI”? Not just television, but Hollywood and its movies play a dramatic role in fostering some highly unwelcomed stereotypes among English as a foreign language learners. What stereotypes are fostered by these and numerous other television programs broadcast worldwide?

“We see all kinds of “crazy” things from America on TV here (in Sweden), so that is obviously an important factor of how we see Americans. Also, we don’t really like Bush here, and I think his politics also have made us distrust America”, comments The Norrlander.

In an added comment on stereotyped Americans Joyce said, “Do you think the Swedes have a bad impression of Americans? I guess I would blame the media for that. I bet some countries think that we all ride horses, have gun battles in the streets and fight Indians.” While Americans, of course, no longer all ride horses, there are, unfortunately, still “gun battles in the streets” if you believe American television.

Ask Your English as a Foreign Language Learners

Try this out on your English as a foreign language learners. Ask them what thoughts and images come to mind when they hear the term “Americans” or “The USA”. Perhaps you’ll be more than a bit surprised at their responses. Then, if YOU are an American or at least have an intimately detailed knowledge of the United States, it’s history and culture, your work will be cut out for you. You are then charged with the responsibility of altering perceived stereotypes with factual input and information. As the Norrlander comments again, “It’s quite intersting actually to think about how you view other people.”

After all I say, a great part of foreign language learning is the culture, isn’t it? So get to it then, and be sure to have some fun with it too.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

Teaching English Grammar: Who That or Which?

Teaching English Grammar

When the Daily Writing Tips blog posted “Should THAT Be Allowed to Stand In for WHO?” on the use of the relative pronoun “that” instead of “who” and left the question open as to what the call on usage was, I decided to try to help shed some light on this frequently-taught, but oft-misused English grammar theme. Not only do EFL and English as a Second language learners, ESL, have problems with this on ocassion, but writers in English as well.
In teaching English as a foreign language, EFL, this English grammar theme comes up in my classes several times a year, so I make it a point to elaborate on it each semester. Generally, here’s what “the rules of English grammar” dictate on this.

The Relative Pronouns in English Grammar

There are a number of actively-used relative pronouns, but due to the number of them we will not go into the full expanse of them here. We’ll hold our focus at this time to the use of the three relative pronouns: who, that, and which to keep things fairly simple.

Basically, we can use

WHO for a person or personalization

THAT for a person, object or animal

WHICH for an object or animal

Who - The relative pronoun “who” can be used for a person or for a personalization when combining two ideas in seperate sentences into one compound sentence using a defining relative clause. (A defining relative clause provides for two ideas in a sentence.) However, the relative pronoun “that” can also be used in this case. Consider this example. First, two simple sentences, then a relative clause using “who” or “that” will be used to combine the two into one sentence.

The Pink Panther is a cartoon character. He almost never speaks.

The Pink Panther is a cartoon character who almost never speaks.
The Pink Panther is a cartoon character that almost never speaks.

Both sentences are absolutely correct in English grammar.

That – The relative pronoun “that” can be used for a person, a personalization OR an object or animal. Consider this example.

A computer is a machine. It can process data very quickly.

A computer is a machine that can process data very quickly
A computer is a machine which can process data very quickly

Again, both sentences are absolutely correct in English grammar.

Which – The relative pronoun “which” can be used for an object or animal. Again, let’s consider a brief example of this in usage.

A tiger is a wild animal. It is also extremely dangerous.

A tiger is a wild animal which is also extremely dangerous.
A tiger is a wild animal that is also extremely dangerous.

In this instance too, both sentences are absolutely correct in English grammar. You can use the relative pronouns which or that without distinction.

Finally, if a compound or complex sentence is created in which three or more ideas are expressed, this is referred to as a non-defining relative clause. In the interest of not confusing the subject any further, we will not go into that here at this time. Almost certainly, you can check with any intermediate to advanced level grammar text to delve further into the intricacies of this.

Hopefully, I’ve been able to shed some more light on the use of the relative pronouns who, that or which. Should any reader of Daily Writing Tips or my Teaching English as a Foreign Language blog have further questions or need a more in-depth view into the topic, please feel free to e-mail me at: lynchlarrym@gmail.com.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

All Humanity Will Perish on This Mayan Calendar Date

So Teach English in Mexico – Soon

Did you know that according to the Mayan Calendar there is a 2,000 year old prophecy that predicts all humanity will perish on December 21st in 2012? So, If you’re planning to visit, vacation, live or Teach English in Mexico, you’d better get hopping! ‘Cause time’s a wastin’ … there’s only three years and two months to go for humankind!

Step Back in Time in the Yucatan and Watch as …

The first rays of the sun reach across the shimmering cobalt seas of the Caribbean as a strikingly handsome young prisoner of war, arrayed in lavish plumes, adorned with gold ornaments and fine linen climbs purposefully up temple steps hewn from blocks of coral. Attendants, perhaps three on each side, ascend as well. They step up sideways, first left a few steps, then right a few more, imitating the “s-shaped” movement of a snake. Quetzalcoatl, the feathered serpent god, must not be offended. A warm wind tumbles sand along the palm-lined beach below. Huge flames of a ceremonial fire blaze from a watchtower that all may know the gods are being appeased. The signal will be visible even far out to sea by the Spanish ships of Juan de Grijalva in years to come.

The sun is brighter now, its rays painting the outside walls of the temple in brilliant color. The temple, a resting place for the gods, is deeply carved and painted with designs and figures in the brightest shades of red and blue contrasting the bleached white coral. Shining through a precision-cut square hole in the temple wall, the sun’s golden beams bathe the temple’s main room in breath-taking brilliance before exiting the building’s front where the chief priest, a black stripe painted across his face and a polished gold mirror on his chest, basks in the ever-brightening golden glow.

Throngs chant below, in the courtyard in front of the temple. Some dance with rattles made of “ayoyote” tied around their wrists, lower legs and ankles and sing in accompaniment to ritual drums and crude metal bells while loincloth-clad musicians beat tones on beautifully carved bamboo “Tponaztlas”. The young captive warrior, his body painted blue, stumbles ever so slightly, woozy from the intoxicating balche poured into him lovingly by four beautiful maidens representing the four Chacs, or rain gods, each associated with a cardinal direction and with its own special color. For a year now the youth has consorted with them and lived a life of utmost luxury, the finest of all the culture available to him. It is now the fifth ritual month of Toxcatl. The priest, arrayed to represent a god, possibly Tezcatlipoca, a wizard and a master of black magic, now spreads his arms wide as the warrior-captive nears the top of the altar steps.

The crowd is in a frenzy now, chanting, yelling, writhing in unison like a massive wave of the sea below. In front of the stone carved altar, smoke rises from copal incense burning in pottery vessels. Suddenly, the waiting attendants seize the youth, who, beginning to come to his senses and realizing with stark foreboding what is about to happen, vainly struggles against his burly captors. Prostrating him face up on the altar with his head pointed Northward, they spread-eagle and hold his arms and legs immobile. Running rivulets of sweat now streak the blue-painted torso. The priest raises his arms in salutation to the gods and crowd before ceremonially cutting open the sacrifice’s chest with a gold-hilted sacrificial flint knife and tears out his heart as an offering. The balche does its work in deadening the pain, but it is not enough.

The crowd cannot hear the victim’s screams above their own. The priest, altar and attendants are splashed with blood as the still-beating heart is tossed down the temple steps towards the ritual-maddened crowd. Pandemonium ensues.

The gods smile. They are pleased.

Tulum of Centuries Past

Such may well have been the scene quite often in Tulum of centuries past, situated only about two hours south of Cancun on the coastal road headed towards Belize. The ruins here are a definite must-see during your time here. It’s heavily commercialized now and a bit of a hassle to do the trip. You’ll need a guide and you can no longer climb the ruins like I used to. Until a few years ago, you could still see the bloodstains on parts of the altar and the original paintings on the coral carved walls. Despite costs and inconveniences, it’s still an interesting site to visit. If you’re really an early bird, sea-side cabañas thatched with palm are available a little further south near the biosphere reserve at Chac-Mool de Sian Ka’an where there’s also a world-famous nude beach.

Such are many of the possible benefits and pleasures if you’re planning to visit, vacation, live or Teach English in Mexico.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

Teaching English in Mexico: The Birth of a Volcano

Paricutin is Born …

His ox stopped again, panting from the effort of pulling a crude wooden plow through soil that cracked beneath each labored step. Dionisio stopped too, mopping his brow for the hundredth time. “Tst – tst!”, the Tarascan Indian coaxed at the beast. It clambered up and again began the grueling toil. They had been laboring since before the yellow burning ball had begun to launch its missiles against man and beast in the oft-parched lands that lay well east of the Pacific’s rocky shores.

Soon it would be time to plant the corn. But how could they know that this year, there would be no corn. There would never be corn here ever again. Suddenly the plow froze in the ground. The ox strained, the farmer strained, the frame creaked – but wouldn’t move. Instead, a hole now began to grow where the hemp ropes once met the plow’s wooden frame. A hissing sound enveloped the two as white smoke poured from the slowly-widening orifice. What was happening? With a loud “crack!”, the ground split open, the rope snapped and the ox of Señor Pulido bolted for the path that scored its way through sparse trees and farms hewn from rain-starved soil towards the tiny village of Indians across the desert flats.

“Run!” screamed the terrified farmer to the campesinos nearby.

But they were already careening headlong toward the village. Already the old bell of the church creaked and groaned against the rafters as it sounded its last alarm. Smoke billowed from the gap in the earth. Flames and stifling heat burst forth in waves. The earth itself cried and grieved turning black from the onslaught. No one slept that night. No one slept for many nights after that. The earth coughed in explosive “BOOMS”. Flaming stones and ash rained from the sky. Steaming lava that glowed at night spread over the ground, first torching the trees and days later, the village.

The people fled the reach of “El Monstro”, the name they gave the growing hill of fire that had now covered Dionisio’s cornfield and most of the small village.

Paricutin Lives …

URUAPAN, often visited in conjunction with trips to Morelia and Patzcuaro, has a population of around 265,000, and doesn't seem to have much to offer on the surface. What's hidden is what makes it interesting. It was just near here on February 20th of 1943 that Paricutin Volcano (pictured above) rose up outside of town as farmer Dionisio Pulido literally watched it grow in his cornfield. Before it was finished forming, it had wiped out two villages. Miraculously, no one was killed, although it is said that more than two thousand people lost their homes. You can visit the area, but bear in mind that the dirt road ends 4 miles (7 km) from the volcano. Guides with horses can be hired to take you to the site, where you'll see a church spire sticking out of the cooled lava and ash - and that's it. Two lovely waterfalls, Tzararacua and Tzararacuita, which are smaller and better for swimming, lie about 6 miles (10 km) south of Uruapan, located 200 miles (325 km) west of Mexico City. You can read a historical account on the birth of Paricutin Volcano online.

Such are many of the possible benefits, pleasures and stories you’ll know if you’re planning to visit, vacation, live or Teach English in Mexico.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

Teaching English in Mexico: Living in Acapulco

Teaching English in Mexico: Living in Acapulco

“See you on the beach after English class!” Living in Acapulco, this is an all-too-common phrase of sorts. But after the beach, there’s far more to do and see. Here are some snippets from my life in Acapulco. To keep up with the local and latest national / international news you can read one of Acapulco’s three major newspapers. “El Sol de Acapulco” which costs 6 pesos and is published daily by the Organizacion Editorial Mexicana (www.oem.com.mx). This paper features extensive international and national as well as local news coverage. Less extensive internationally but with good regional and local coverage is found in “Novedades Acapulco”, a daily, family-oriented paper available city-wide for 6 pesos. (www.aca-novenet.com.mx)

For up-to-date regional news for the state of Guerrero, “Diario Guerrero” is the paper to read. It isn’t web based, and features political news and events for the four pesos you plunk down. For sending commentary or just putting in your two cents worth, you can e-mail: diario17@prodigy.net.mx

What’s Around Acapulco to Do and See?
You’re kidding, right? Well. If you’re NOT kidding, here are some suggested sites to give you a modicum of ideas. An over-abundance of information exists on things to do and see, as well as places to drop a few bucks in the city. With more than 10,000 operating websites to provide ideas, you’ll be up to your eyeballs on the web for weeks. We’re listing a few of the better ones to help start you off. One place for you to start is the Frommer website giving an overview and some useful general information at: http://www.frommers.com/destinations/acapulco/

Mexico travel information on-line with the Traveleye website provides extensive things to do and see listing worth checking out in advance to give a more than a few ideas. Go to: http://www.traveleye.com/northamerica/mexico/thingstodo.shtml
Fodor’s website is also a good one to take a look at with detailed info and maps to give a good overview of the city, its environs and an avalanche of optional activities. Visit them at: http://www.fodors.com/miniguides/mgresults.cfm?destination=acapulco@7 or start at their homepage: www.fodors.com

So, are you ready to come on down? Then, “See you on the beach after English class!”


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

Teach English in Mexico: The Guelaguetza Festival in Oaxaca

The Festival of Guelaguetza

Question: What do the King and Queen of Spain, the Emperor of Japan, and the Princess of Monaco all have in common?

Answer: They've all attended the Oaxacan festival of Guelaguetza.

The pride of Oaxaca, held on the last two Mondays of July, this year July 21st and 28th, the Festival of Guelaguetza is Oaxaca's answer to Rio's carnival. Planning and preparation take nearly one year and the results show it. It is spectacular to say the least. For the weeks prior to the festival it already pervades virtually every aspect of Oaxacaqueño life which you can experience first hand. Such are many of the possible benefits and pleasures if you’re planning to visit, vacation, live or Teach English in Mexico.

Beginning in the morning around 9:00 or 10:00, brilliantly costumed folk
dancers from each of the seven regions of Oaxaca perform traditional dances
to live music and toss offerings of fruit and produce to spectators at the
end of each folk routine. Culminating the festival are the colorful
Pineapple dance by the agile women of the Papaloapan region and the
exciting, stately, Feather Dance by men depicting the Spanish conquest of
Mexico. Seating for the event, held at the Auditorio de Guelaguetza on a
hill known as "Cerro de Fortin" to the north overlooking the city, go on sale months in advance of the event. There are free seating areas in this
open-air stadium but you must be there very early for any hope of a
seat. You'll need to wear a wide-brimmed hat or sunshade and bring plenty
of water to drink as the festivities last several hours. The Saturday
prior to the main event, delegations from each of the seven regions stage a
colorful, musical promenade through the city streets.

If you teach English in Mexico and happen to miss the festival, not to worry, videos of past festivals are usually on sale at travel agencies in town. Ask around for availability and the best prices.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

Five Lessons Barak Obama Can Teach You

Five Lessons from Barack Obama

Here are five lessons English as a foreign language teachers can learn from American President-elect Barack Obama. This was adapted from “Six Marketing Lessons From Barack Obama” by Steve Harrison which originally appeared as part one of a two-part series in his Book Marketing Update print newsletter .
http://www.MillionDollarAuthorClub.com/?10011

1. Get feedback from your learners – and USE it

Obama sent several dozen drafts of his second book "The Audacity of Hope" to friends, media, legislators and followed up with them and asked them for feedback.

More importantly, he listened to what they had to say, and made changes based on their feedback. Be a good listener, and adapt to the feedback you receive like President-elect Barack Obama does.

2. Be determined and Pleasantly Persistent

In 20 years of helping authors sell more books, marketer Steve Harrison discovered that 95% of all authors give up way too quickly and easily. They're not determined and persistent.

Back in 1995, Barack Obama was relatively unknown and trying to get whatever publicity he could. So even though he wanted to meet the N'Digo book reviewer, he ultimately failed to persuade her to review his book. But here's the key. He didn't give up. He persisted.

"He would call me every week and say, 'Did you read my book?'" the publisher told the New York Times.

Successful people like Barack Obama are not considered pests because they're always friendly, always patiently staying in touch and continually dispersing some new information or slant worth considering.

Let me ask you, do you have that kind of persistence?

3. Don't let any perceived lack of qualifications stop you.

Many teachers and other professionals are held back by a belief they're not
"qualified" simply because they're not the world's leading authority in their field.
You need to be competent at what you do, of course, but the fact is you don't need to be the MOST accomplished, MOST knowledgeable, MOST credentialed “expert” in your
field to be successful.

You do however, need to be very good at presenting yourself and your ideas. Rightly or wrongly, presentation and rapport are often more important than “qualifications”.

Obama hasn't let any apparent lack of qualifications stand in the way of making himself a wealthy, best-selling author (3 million copies in print to date) and finally being elected to the highest political office in the land. You shouldn't let any hole or flaw in your resume stop you from getting where you want to go either.

4. Work at becoming a Master at Developing Rapport with your EFL Learners

Your EFL learners don't care nearly as much about your credibility as they do about your rapport with them and how you can help them. Are you telling your own personal story about why you do what you do in a way that connects with your learners? Are you telling stories which agitate EFL learner's motivations and shows them how much they need the English language communicative skills which you help to provide for them? Do you work at creating a dynamic, communicative lesson that connects with your learners emotions?

5. Your Success is Up to YOU

Resist the temptation to dismiss other successful teachers and professionals as simply being "great teaqchers or speakers" or think that they are successful simply because they may be "well-educated." Instead, watch them and learn if you're really serious about
making a difference.

Barack Obama knows and practices these things as they relate to his field ... do you?

EATING INEXPENSIVELY IN OAXACA

A NOTE ON CHEAP EATS;


If you’re seriously watching your pesos but want to try some truly authentic, good local fare, a tasty option would be to have a Oaxaca style meal at any of the many popular, family-owned and operated food stands in one of the Main Market buildings, which serve a HUGE Oaxaceña meal plus juice or drink for 30 pesos or so. They’ll be more than happy to explain the selections available (but only in Spanish). By all means do try a local drink made from slightly fermented, uncooked rice seasoned with spices called “Ochata”, it’s creamy white, thick and absolutely delicious!

Another possibility is a truly low-cost but excellent meal at a “Rosticentro”. These are open-air barbeque establishments which will sell you an entire roast chicken with salad, potatoes, salsa, and of course, a stack of warm corn tortillas for two people, all for the paltry sum of $4.50 – that’s right, four dollars and fifty cents! I still haven’t figured out how they make any money off that one. Apparently they do however, because the joint’s jumping from morning till late. They’re all around town but a good one to try is at Mina No. 108 – 3 in the market district. Just look for the smoke from the grill or follow your nose. Pick up some soft drinks first from the supermarket across the street on the corner for 6 pesos (about $0.60) each and you’ll be all set.

RESTAURANTS AND EATERIES:

Name: El Meson Restaurant – Taqueria (All-You-Can-Eat Buffet)
Address: around the corner from the zocalo at Hidalgo No. 805
Phone: 515 – 2729

A popular eatery of Oaxaceños that features an all-you-can-eat breakfast or dinner buffet for $3.50. A selection of local dishes and specialties along with an assortment of fruit and vegetable platters, including desserts, are yours to leisurely sample. It’s a good way to know some of the local staples.

Name: Restaurante Las Mañanitas
Address: Rayon No. 221 at the corner of Fiallo (across the street from Pochcalli Institute)
Phone: 514 – 2868

A simple, quiet little place that serves tasty, inexpensive local fare. Service is fast and friendly. They’ll even take the time to explain any new or unfamiliar items on the menu.

Name: Restaurante El Amigo
Address: 20 de Noviembre between Hidalgo and Independencia

You just can’t get any cheaper than this! At El Amigo a charcoal-roasted chicken dinner for four costs just $7 (seven dollars) that includes one whole roast chicken, salad or cole slaw, a sky-high stack of steaming corn tortillas, rice pilaf, soft drinks all around, and a selection of salsas and picantes. The atmosphere is plain, but the food is good and definitely filling enough. It’s a good late evening spot right in the market district.

Name: Casa de Cartera (La Casa de la Guelaguetza)
Address: Murgia No. 102
Phone: 514 – 7585, 514 - 4603

You may just want to splurge a bit and try this elegant restaurant-bar which features a dazzling show in the style of Oaxaca’s annual Guelaguetza festival in July. Most platters are Oaxaceña style meals. Their colorful, musical shows begin around 8:30pm nightly. Call for reservations.

Name: Hacienda San Agustin
Address: Km. 2 Carretera to San Agustin Yatareni
Phone: 517 – 6477
e-mail: hdasagus@oax1.telmex.net.mx

Another great family spot for Oaxaceños is the Hacienda San Agustin. Not on the “tourist track” since it’s out a ways from the zocalo, the Hacienda offers a huge all-you-can-eat lunch and dinner buffet of typical Mexican and Oaxaceña dishes, charcoal-grilled meats and sausages, moles, exotic fruits and desserts, beers and other alcoholic drinks including excellent samplings of local mescals, with more food, drinks and selection than you could possibly manage in a week. All this at the manageable price of 40 to 50 pesos – most definitely worth the price. Some afternoons and evenings there’s live entertainment too.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

Two Day Trips You Shouldn’t Miss in Oaxaca

A Day Trip to Monte Alban

It would be unthinkable to visit Oaxaca and not go on THE day trip of the area:
The Zapotec capitol city ruins on the flattened hilltop called Monte Alban. With absolutely stunning views of the city of Oaxaca along with the surrounding hills and valleys for many kilometers around, a trip here is a must no matter how many other sites you’ve already seen. A well-planned museum (complete with English language bookstore and cafeteria) with local guides available and an extensive number of buildings restored to near-original status grace this once proud city.

To get there: In the city of Oaxaca, go to the Hotel Rivera del Angel at Mina No. 518, the ticket office of Autobuses Turisticos is in the lobby. Buses (16 pesos R/T) leave every half hour from 8:30am to 3:30pm. The museum entrance fee is 30 pesos (about $3 U.S. dollars). After a day of exploring, learning and photos, buses will return to the city from the tree-lined parking lot entrance where you were dropped off. Workers on the archeological site also take these buses, so you can have some pretty interesting conversations if you speak even passable Spanish. A minimum of three hours or so should be planned to really get the most from this world-famous site. Do be careful, however, of buying “artifacts” from locals, as they may be stolen and illegal to remove from the country or copies of very poor quality.


A Day Trip to “EL TULE”: A second “must-see”

A Jewish carpenter named Joseph helped his pregnant wife Mary onto a mule for the long trip to Bethlehem, where their first child, known as Jesus would be born. At the same time, a seedling of the Ahuehuete tree ( a type of Cypress) was growing on the other side of the world. Now known as the “Tree of Tule”, this massive growth is located in a 17th century churchyard about 10 kilometers outside of Oaxaca in the small town of Tule. Claimed to more than 2000 years old and to have the largest diameter of any tree in the Americas, it is more than 176 feet (58 meters) around and 126 feet (42 meters) tall. To encircle the Tree of Tule takes nearly 20 people with their arms outstretched. There is a small fee to enter the churchyard to view both the 17th century church and the fence-protected tree. Gnarled sections of bark on the tree suggest the faces of people or shapes of animals while scores of birds circle and play in its massive branches. Frequent buses and tours go to Tule so you’ll have no trouble visiting this impressive site. Costs range from 10 pesos on up depending on the bus company or tour which will have other sites included on a typical day trip. Buses from the second class bus station in Oaxaca also go to Tule, but the risks may not be worth it. Check around and at the tourist information office before you go.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

OAXACA : Home of Benito Juarez, Mexico’s greatest Hero and President

If you teach English as a foreign language in Mexico, Oaxaca is one state you shouldn't miss. In this series, here is more information on this fascinating area.

GETTING THERE AND AWAY:

Here is a list of cities and travel times by first class bus. Prices given are for a one way ticket. Where prices are not given, prices vary widely depending on bus route and bus company :


Merida 18 hours 501 pesos
Cancun 20 hours Prices vary depending on bus
San Cristobal 12 hours $221 pesos
Tuxtla Gutierrez 10 hours Prices vary depending on bus
Mexico City 6 hours 241 pesos
Veracruz hours Prices vary depending on bus
Villahermosa 10 hours 239 pesos
Puebla 5 hours Prices vary depending on bus

NOTE: Whenever possible, make reservations and purchase bus tickets at least one or two days in advance to be assured of getting a seat. Oaxaca is a heavily traveled city. Use the first-class bus terminal, located at Heroes de Chapultepec No. 1036, for first class and deluxe buses. The second class bus terminal, located about one kilometer west of the zocalo along Trujano or Las Casas, is almost always jam-packed with people. It is a haven for thieves, pickpockets, con artists and muggers. It is NOT recommended for inexperienced or non-Spanish speaking travelers.

TAKING A TAXI: Most taxi rides within the city center, including from the CAME (ADO) first class bus terminal to the zocalo and from the zocalo to distant points in and around the city should cost around 30 or 40 pesos at most.

OAXACA TOURIST INFORMATION

Tourist information can be acquired free from the main tourist information
office on Avenida Independencia, No. 607 (Tel. 514-3054) across the street
from the Alameda Plaza next to the cathedral. Information including city
maps, tours, cultural events, day trips, hotels and restaurants, is
provided for the asking but there may or may not be an English speaking
staff member available.

There is a second tourist information office location which frequently has
different information available than the first. It's at 5 de Mayo, No.
200 (Tel. 516-4828). They also distribute the two free English language
newspapers of the area; the "Oaxaca Times" and "Oaxaca". In addition,
there's a hefty help-yourself rack chockfull of brochures, ads, tour
offers, and other worthwhile information. So be sure to take your time,
look at everything and stock up on information while you're there.

*Please Note: All information, while accurate at the time of acquisition, is subject to change.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

Two Special Treats for You in Oaxaca, Mexico

The City and State of Oaxaca, Mexico

The state of Oaxaca is the insect-eating capitol of Mexico. About 300
species of insects are considered "edible" and more than a dozen are
consumed regularly by the Indigenous population of this state. Mostly
you'll be offered one of two types of insects in and around the market
area; "Chapulines" and Maguey worms, which are the same worms used to "flavor" Mescal and Tequila.



Photo: woman selling chapulines
(http://www.slrobertson.com/mx-oaxaca-people.htm)






Want to Try Chapulines?

Chapulines are reddish-colored roasted or fried grasshoppers. Usually
three sizes are offered: Small - where they are so small in fact you can't
even tell what they are. They simply look like a reddish powder of some
type. This might be the best way to start off if you'd like to try them. "Free" samples are offered, typically by Indian girls or women, in hopes you'll like them and buy some. Medium - larger and recognizable if you look at them closely. Frequently seasoned with lemon or lime juice and placed in a plastic bag for you to carry and munch on at your
leisure. Large - nearly adult sized and definitely recognizable. Not for the faint of heart! But at whatever size you choose, bite the bullet and try them!
They're actually pretty tasty! (Honest !)

Worm Your Way into These

Maguey worms are used in mescals and tequilas. They live on and eat Maguey
cactus which is the same one from which liquid is fermented and processed to
make mescal. Worms are typically about an inch or so in length and about a
quarter inch in diameter. They are also edible when fried or roasted and
can be purchased in both forms at the market, usually sold by Indian women
in their brightly colored native dress. If you'd like to try a sample,
there's no charge, in hopes you'll like the nutty taste of the sample and
make a purchase of more. Dried or roasted they can be added to mescal to
impart extra flavor to the liquor. Again, you should take the plunge and
buy a few. If you don't try them (they're crunchy like unsalted,
nut-flavored pretzels) you can always put them in the bottle or two of
mescal you'll buy while you're here in Oaxaca.

Bon Appetite!


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

How Many Useful Words in English Do You Know That Begin With “X”?

How Many Useful Words Do You Know That Begin With “X”?


What, no dictionary? Tsk, tsk! No matter though, we’ll press on. At a recent book fair, I asked an EFL “learner”,

“How many words can you name with “M”?

This was in response to his bragging that his English was “so good”. He stumbled badly, but couldn’t come up with even ten vocabulary when pressed, and “M” is hardly a difficult letter. Frustrated, he then shot back at me,

“How many English words can you come up with that begin with “X”?

An “X” is a very difficult letter in English in fact. Nonetheless I whipped off a string of X-words for him. He and his entourage quietly slunk away. So, how many could YOU have named?

To help broaden your lexical insight a bit, let’s go through a short string of useful vocabulary in English that does indeed begin with “X”.

“Are there really ANY?” you might ask.

Of course there are, oh ye of little faith. Just feast your mind on this luscious latitude of lexical learning:

Xanadu – a beautiful, mythical place

Xeno-currency – foreign currency circulating or in use in outside its country

Xenogamy – transfer of pollen from one plant to another

Xenon – a colorless, odorless, highly unreactive gaseous element; atomic element no. 54

Xenophobe – a person who is fearful of strangers or foreigners

Xerox – photocopying trademark, process of creating a photocopy

x-mas – informal abbreviation for Christmas

x-rated – media version containing explicit sex

x-ray – a high-energy photo with a wavelength of from .05 angstroms to 100 angstroms

xylene – flammable hydrocarbon contained in wood and coal tar

xylophone – a musical percussion instrument consisting of two rows of mounted wooden or metal bars of graduating length that produce different tones

xyster – a surgical instrument used for scraping bones


A Quick, Dynamic Vocabulary Game

Why not try out a quick vocabulary game with your English as a foreign language learners?
One mine seem to like is to give members of two (or more) teams from ten seconds to one minute to name five or ten words starting with a letter of the alphabet you choose. For example, you have thirty seconds to name or write down as many words as you can that begin with the letter “Q”. No peeking now!

Be honest: how many did you get?


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

Teaching English in Colombia: Halloween

Teaching English in Colombia

Did you know that Halloween is celebrated in Colombia? It’s a big time holiday too. Adults and children alike dress up in costumes and make up. Employees in many offices, banks, supermarkets and retail stores also wear a simple costume, face paint or special make up. “Why do Colombians celebrate Halloween” I’ve asked many times. I’ve been teaching English in Colombia for more than a decade now and still no one can really tell me how Halloween came to be adopted on such a large scale in Colombia.

“We never celebrated Halloween when I was a child” Doris Lopez says watching two of her grandchildren “suit up” as “the Flash” and a Princess. She adds, “My children never celebrated Halloween or went “trick or treating, either”. Her children, now in their mid thirties, do take their children out using the expression, “Tricky, tricky Halloween” to solicit casndy, sweets and treats from neighbors.

One Halloween Costume “Rule”

When celebrating Halloween in Colombia there’s one unwritten rule though. It’s that you can’t wear a full-face mask or “alter” your appearance beyond the recognizable. Why? I think primarily because there is a certain “element” of people who would use the holiday to disguise themselves and commit crimes. Just think, someone walks into a bank or large store dressed in a gorilla suit, then robs the place and its customers. After leaving the scene, the perpetrator need only ditch the suit and would be totally immune to recognition of any type. The person could even be standing right there when the police arrived and no one would be the wiser!

Private Celebrations in Schools

Many primary and secondary schools sponsor their own activities for their charges on the school grounds inviting parents and family members to participate in games, dramas, parades and costume-judging and other types of contests. During classes, a variety of activities are included such as coloring books, specially-prepared foods, treats and baked goods. Spooky stories are read, watched or listened to. A realia like plastic spiders, ghost figures, witches, Jack-o-lanterns (curious because pumpkins are not grown in Colombia) and assorted “monsters” are used for decoration, name tags and in a variety of other ways.

A Highly Commercialized Festivity

Merchants are always keen to get into the act as is likely true worldwide. Not only are there “specials” on a broad range of packages of candies, lollipops and sweets, but commercial shopping centers sponsor Halloween activities and have a “Trick or Treat” session from about 4:00 pm to around 6:00 pm. During that time parents bring their children to the mall to go from store to store where treats are handed out to them. The larger malls here in Cali can have upwards of 80 stores and shops making for quite a “haul” if the little tykes can hold out long enough to hit the majority of them. Costumes and make up run the gauntlet from queens, fairies, princesses and folk costumes (pictured above) through a menagerie of animals, cartoon characters, super-heroes (Batman, Wonder Woman and Spiderman predominate) to pirates, Jedi, wizards (look out Harry Potter) kings and Ninjas. Vampires and soldiers are generally frowned upon. There are Halloween parties held at many homes in the evening too featuring Cali’s music of choice – Salsa. Have you ever seen Spiderman dancing Salsa with a Power-Puff Girl? It’s a real hoot. It’s no wonder teaching English in Colombia continues to be so interesting.

On the day after Halloween, “All Saints Day” or the “Day of the Dead” is celebrated, but that my friends, is another story.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com