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

Two Quick and Easy Dynamic Games Your English Language Learners Will Love

Do your English or foreign language learners like to play games? If they’re at all like my students, of course they do. Are you looking for a short, fast-paced, dynamic activity your language learners will love? While you’re at it, do you want them to practice their language skills too? Here are two adaptable games that work just great in my EFL classroom. I think they can work well for you too.

“Tricky”

Also known as Tic-Tac-Toe in some countries, you can adapt this game in a number of ways to elicit spontaneous practice on the part of your English or foreign language learners. Divide a table, desk, the board, a sheet of paper or even a portion of the floor into a nine-square, three by three grid pattern using a marker or masking tape. Ask a question or give a short task to a student or group of students. A correct answer allows them to place a marker (or one of themselves) into a square.

An incorrect answer rolls the turn to the next student or group. The students or groups take successive turns giving answers (or completing short tasks) or responses, trying to get three in a row horizontally, vertically or diagonally. Things can heat up quickly with this game activity.

BINGO

B-I-N-G-O, a dynamic alternative or variation of “Tricky”, this seemingly age-old favorite uses five (or any number) in a row horizontally, vertically or diagonally to determine a “winner”. Use grammar in context, vocabulary, synonyms, definitions, antonyms, questions – answers, short dialogues or whatever else you want your language learners to practice in context. The first student or small group to score five in a row is declared the “winner”. To continue to involve even more students or time, continue playing with a second or third place winner. You can also play until everyone has “won”.

Learners practice their English or foreign language skills, turn-taking and cooperative learning strategies while having a blast. As a board game, use nine different-colored squares on a table or desktop with plastic figures or the learners’ personal items (keys, key rings, pens, coins, buttons, small objects, etc.) as markers.

TPR

For a more Total Physical Response (TPR) approach, mark off the floor with masking tape and the students themselves become the “markers”. Use markers on the white board to write in the learners’ or team names for larger groups. But try one or both of these simple, quick activities to jazz up a slow-starting class or as a “wake up” dynamic for longer class sessions. Then judge for yourself how your learners respond.


Prof. Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. Now YOU too can live your dreams in paradise, find romance, high adventure and get paid while travelling for free. For more information on entering or advancing in the fascinating field of teaching English as a Foreign or Second Language send for his no-cost pdf Ebook, “If You Want to Teach English Abroad, Here’s What You Need to Know”, by sending an e-mail with "free ELT Ebook" in the subject line. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, e-mail: lynchlarrym@gmail.com

Do You or Your English Language Learners Believe in Ghosts?

It’s That Time Again

One object of the English language teacher should be to convert and present existing available materials in different ways as an aid for foreign language learners to assimilate and internalize themes using a variety of learning styles and multiple intelligences.

It’s the fall of the year. Now I don’t believe in ghosts, spooks, witches, black magic, goblins, monsters (except the two-legged kind) or any of that sort of thing, but the students’ thoughts tend towards that direction during this time of year, so I “take advantage” of it.

How?

Try Out an Example or Two

Do You or Your English Language Learners Believe in Ghosts? Take an interesting season-related movie or video. Show it and prepare pre-viewing, while-viewing and post-viewing activities based on the video. Have a relevant discussion, composition or oral report as a product for each learner. “It’s difficult to read in English”, one EFL language learner relates, “but I understand better when we finish all the activities with the teacher”. One film I like for this is the Walt Disney animated version of “The Legend of Sleepy Hollow” as detailed in the article, “The Headless Horseman Rides Again” (posted online).

Another expanded lesson series the learners also like is based on the “Goosebumps” readings series by R.L. Stine (Scholastic Press). Use one of the books (or even an individual chapter) to generate role plays, dialogues and vocabulary-based exercises so that learners interact to a much greater degree with the book or chapter material and themes. “Sometimes I wish for more pictures”, another English language learner comments, “so I was glad to see the art work that we created as homework”.

Additional Activities

Some easily-prepared additional activities and exercises which can be generated from such a text include:

Role plays
Dialogues
Vocabulary matching
Word search and crossword puzzles
Fill-in-the-blanks
True – false exercises
Error correction
A combination of any of the above-mentioned exercises and activities

There are many other interesting possibilities.

“Having different activities with the readings works better for me”, a learner with reading comprehension difficulties says.

Whether you believe in ghosts, spooks, monsters and such or not, many learners are superstitious based on cultural and regional or ethnic beliefs. Take advantage of this time of year to expand on that theme to generate greater depth in your English as a foreign language and EFL classroom reading comprehension activities. Try out the “Goosebumps”, “Fear Street” and other series by R.L. Stine or many additional fall holiday-themed books, videos and movies to help boost your learners’ motivation and language skills. The Headless Horseman rides again.

Prof. Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. Now YOU too can live your dreams in paradise, find romance, high adventure and get paid while travelling for free. For more information on entering or advancing in the fascinating field of teaching English as a Foreign or Second Language send for his no-cost pdf Ebook, “If You Want to Teach English Abroad, Here’s What You Need to Know”, by sending an e-mail with "free ELT Ebook" in the subject line. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, e-mail: lynchlarrym@gmail.com

What the Heck is That?

Most EFL or foreign language learners start shouting responses right away.

“Our group got 14”.

“We have 29”.

“Oh no, we only found eight”.

I make a game out of it, pitting small groups of EFL learners against each other in an effort to come up with the most.

The English as a foreign language (EFL) class group consists of 20 students aged 20 to 22 in their fourth or fifth university semester. Regardless of the faculty from Accounting and Business to Law, Medicine, Nursing or Orthodontics, and even with adult independent student class groups, they all love “the game”. In fact, language learners of other foreign languages like Italian, French, German, Japanese and Spanish swear by the game too.

The Game

Learners are organized into small groups of four to five. A picture, drawing or photo of a strange, unknown is projected or posted. They must then brainstorm as many possible uses for the “item” as they can. After an interval of ten to twelve minutes or so I have them tall the number of “uses” they’ve been able to come up with. Members of the winning group then receive a small “prize” or reward. Ones I like to give out are little cellophane-wrapped candies, a bag of M&Ms or something else like that. We then discuss the ideas presented, especially the most unique and interesting ones.

Gadget, Device or Machine?

This activity almost always brings up what the difference between a gadget, device and machine is. We go around the class room identifying objects from each category. Our working definitions are as follows:

A gadget uses no power and has no moving parts. Examples include a manual corkscrew, potato peeler or hand-operated can opener.

A device uses power but has no moving parts. Examples include a radio, a digital TV or a telephone.

A machine uses power and has moving parts. Examples include a computer, a CD or a cassette player / recorder, cars and airplanes.

Learners could also be assigned to look up definitions in a dictionary before reporting their definitions to the class. If two or more different dictionary versions are used, learners can make comparisons, coming up with a composite definition.

Finding an “Item”

So where o’ where can you find a good “item” or two to help your EFL or foreign language learners to play “the game”? You might try a leisurely browse through a dollar store or equivalent in your search. A flea market is another place where you might certainly turn up an antique gadget to use. I’ve had numerous successes when browsing for cheap, unusual and practically unknown items in both of these places. Check out the family attic and don’t forget to snoop through areas of the basement where “goodies” might be warehoused. Having two or three different items will allow you to repeat or vary the exercise using realia. You could also always draw a unique, but non-existent thingy for playing the game as well. Be sure to look for items that make you or your learners want to say;

“What the heck is that?”

The extents of your imagination is the only limit for both you and your EFL or foreign language learners.

Photo credit: New Interchange student book 2 by Jack C. Richards with Jonathan Hull and Susan Proctor, Cambridge University Press

Prof. Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. Now YOU too can live your dreams in paradise, find romance, high adventure and get paid while travelling for free. For more information on entering or advancing in the fascinating field of teaching English as a Foreign or Second Language send for his no-cost pdf Ebook, “If You Want to Teach English Abroad, Here’s What You Need to Know”, by sending an e-mail with "free ELT Ebook" in the subject line. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, e-mail: lynchlarrym@gmail.com

Ten Terrific Technology Projects for English or Foreign Language Learners

Do your English or foreign language learners own or have access to any high-tech toys like Ipods, MP3 or MP4 players? How about a PC, digital camera or cell phone with picture-taking capacity? What about access to an audio, digital or analog (cassette tape) voice recorder? Using these devices and other high-tech toys, a host of fun, effective learning projects can be assigned to and undertaken by your English as a Foreign Language learners.

Here are some starter suggestions that could be used with ESL (English as a Second Language), EFL (English as a Foreign Language) or foreign language learners:

1. Your EFL or foreign language learners can prepare essays, oral or written presentations on why or why not they should use their high-tech toys in class, in addition to suggestions on how they could effectively do so.

2. Have the class individually write a summary or give an oral presentation of a favorite song on your Ipod, MP3 or MP4 player.

3. Another useful task is to get the EFL learners to describe the action, setting or scenario of a music or other type of video on their MP4 player.

4. Get the learners to give a written or oral discourse of a popular performer or music group complete with song and/or music video examples.

5. How about having your class prepare an ad or commercial describing the features and benefits of your digital camera, Ipod, cell phone, MP3 or MP4 player. They could record, film and produce their “commercial” using whatever high-tech devices are available.

6. For an interesting out-of-class project, you can assign the learners to conduct a survey series of what brands / makes and models of digital technology products your EFL class has. The follow-up would be an original report or presentation of some type.

7. Have each of your learners describe what they like and/or dislike about a high-tech toy they own. They could also then expound on why and how they overcome any “deficiencies” or dislikes they may have and how these affect them.

8. Your learners could give an oral, audio-visual or written presentation on how high-tech toys are useful in business and education. They can expound on how their parents, siblings, friends, neighbors, etc. make use of these items.

9. Past, Present and Future: Learners can explain orally, in writing or via an audio-visual presentation, what they, or others they know, did in the past without the devices they have now, what they currently employ their devices for, and what they think these devices will develop into in the future. Students can draw pictures, create collages or use realia in their presentations. My classes really like and get into like this one.

10. Another interesting out-of-class project that appeals to many English and Foreign Language learners is for you to assign them to survey high technology web sites, stores, shops and suppliers for the different makes, models and brands of a particular high-tech toy for various features and prices. They can then report these findings to the class utilizing charts, graphs, images, photos and even realia.


Using these devices and other high-tech toys like Ipods, MP3 or MP4 players, Personal Computers (desktop or laptops), digital camera or cell phones with picture-taking capacity, and audio, digital or analog (cassette tape) voice recorders, this host of fun, effective learning projects can be assigned to and undertaken by your English as a Foreign Language learners to enrich and enliven your classes. Try one or more of these suggestions, modified to suit your classes and teaching situation in one of your next class sessions. Then watch your English or Foreign Language learners progress like never before.



Prof. Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. Live your dreams in paradise, find romance, high adventure and get paid while travelling for free. For more information on entering or advancing in the fascinating field of teaching English as a Foreign or Second Language send for the no-cost pdf Ebook, “If You Want to Teach English Abroad, Here’s What You Need to Know”, by sending an e-mail with "free ELT Ebook" in the subject line. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, e-mail: lynchlarrym@gmail.com