🌹Monday’s Quote! 🌹

Hello everyone!
The definition of quote is to repeat someone else’s statement, phrases or thoughts.

Here is today’s!

Happy Teaching!
from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/08/mondays-quote_28.html


Community People Word Wall Freebie!

Community People Word Wall Freebie!

Happy New Year from Fun To Teach!

Kinder to 2nd grade


This word wall contains words and pictures related to Community People.
This freebie is the word wall portion from our
Community People Kindergarten Kit complete packet.  I am offering this for free so you can sample some of my work! 
This word wall contains 12 words and pictures related to Community People. The pictures are perfect for both the basic education classroom, ESL, speech and autism/ESE classroom.
Community People Word Wall pages includes:
https://www.teacherspayteachers.com/Product/Community-People-Word-Wall-Freebie-2937703·      Community People Word Wall cards,
·      alphabet headers
·      activities

Use these to teach
CommunityPeoplevocabulary, during reading centers, use in wall charts or posted on the wall. You can even cut off the word and have the student match the word to the picture.

You will find many uses for these versatile words and pictures.  These word cards are great for a theme wall, flashcards to send home or use as a matching game.  Spice-up your Community People with this great word wall packet.

Words included in this packet are:

Bus driver
Flight attendant
Garbage collector
Police officer
Taxi driver
Train engineer

Happy Teaching! Lori
from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/08/community-people-word-wall-freebie.html

🔨ELD Toolbox Booster🔨 ELD Workshop

ELD Make and Take Workshops
By Fun To Teach 

🔨ELD Toolbox Booster🔨 
Fun effective strategies and activities to fill your ELD toolbox!

Save your seat now! Fax in the registration today 
2017 – Our New Workshop!
September 29, 2017
Portland, OR 

Are you interested in adding another layer of practical knowledge to your ELD instruction? Then this workshop is for you. Join us for the ELD Toolbox Booster workshop and enhance English Language instruction with procedures, routines, strategies and activities that will develop oral language, vocabulary and fluency in English learners. Come fill your ELD toolbox with language games, activities, strategies picture cards, songs, chants, sentence frames, and “make & take” activities that you can use in your classroom the next day! 

Who should attend?
ELD and ESL teachers, K-5 classroom teachers, specialist teachers and everyone who wants to fill their ELD toolkit!

🔨ELD Toolbox Booster 🔨

Portland, Oregon
Fun effective strategies and activities to fill your ELD toolbox!


 Call for more info or visit our website!
Click here!

• •
fax or mail a Purchase Order or check

Happy Teaching!

from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/08/eld-toolbox-booster-eld-workshop.html

ESP and the Power of Persuasion

Hello, ESPers worldwide!

In a business English class, we were looking at the Monroe Motivated Sequence, which is a framework used to make a persuasive presentation. If you look carefully at the steps in the framework, you can see connections to ESP program development.

I first encountered the Monroe Motivated Sequence was when I was working at Sony. In the (now nonexistent) Sony Language Laboratory (Sony LL) school system in Japan, I was initially placed in what was called Center Group and dispatched to companies and government ministries. (I was initially the only Sony LL teacher at that time doing only corporate training.) While I was in Center Group, I also visited the Sony LL schools. At one of those schools in Tokyo, I observed a speech class taught by Richard Han. In Richard’s class, the students played a very exciting gesture game. Later, I learned that the speech manual used in Sony LL schools was written by Richard. (I recently conducted a Google search and found this website for the Richard Han Speech Academy.)

The Monroe Motivated Sequence consists of the following steps:

  1. Attention: Get the attention of the audience.
  2. Need: Introduce a need (of the audience) that must be (but is not now) satisfied.
  3. Satisfaction: Say how that need (of the audience) can be satisfied.
  4. Visualization: Help the audience visualize how the need can be satisfied.
  5. Action: Tell the audience what action they must take to satisfy the need.

“Which of the five steps is the most important?” I asked this question to my students in the business English class. One student said, “Action.” Another student said, “Attention.” However, I was looking for a different answer. A third student guessed, “Visualization.” Finally, I asked my students, “Which step is closest to marketing research?” And a fourth student said, “Need,” to which I replied, “Exactly!”

The importance that I place on the “need” step is illuminated in a story of a salesman in the book, “The Leader In You: How to Win Friends, Influence People and Succeed in a Changing World.” The story (pp. 68-69) can be summarized with the following paraphrased content:

A man was selling cemetery property in Chicago (which, by the way, is the city where the next TESOL International
Convention & English Language Expo will be held). At first, the man was not successful because he did not understand his prospective customers’ needs. Initially, he mistakenly believed that they would buy cemetery property because they wanted a good investment opportunity. Although cemetery property was a good investment opportunity, the real need of his prospective customers was the strong desire of family members to stay close together, even after death. So he framed the product accordingly. People bought cemetery property so that they could be buried with family members close to home, not 200 miles away.  

The need step in the Monroe Motivated Sequence brings to mind Freeley’s (1990) “Argumentation and Debate: Critical Thinking for Reasoned Decision Making.” I often referred to Freeley in co-teaching a debate course titled “Debate: ACE (Advanced Communication in English)” to Sony employees at the Sony training center. The course was focused on propositions of policy. In this connection, Freeley writes:

Study of the problem leads … to the conclusion that a significant inherent need in the status quo exists that can best be solved by adopting the plan advanced by the affirmative and that adopting this plan will solve the need and thus provide significant advantages. The essential elements of the needs analysis affirmative are …

  • Justification or Need
  • Plan
  • Advantages

The need—or justification—portion of the case consists of arguments to establish the reasons for changing the status quo in the manner required or permitted by the proposition (p. 192).

In other words, what is the “need” for change? Is that need for change significant and inherent? What is the plan to achieve such change? What will be the results of the proposed plan? In a debate, the team proposing change to the status quo (i.e., the affirmative team) expects to be attacked (by the negative team). For example, the negative team will argue that there is no need for change. The plan will not work. The plan will not meet the need and will not create advantages. Instead, the plan will cause harmful disadvantages. Accordingly, the affirmative team must be prepared to defend itself. In contrast, in a Monroe Motivated Sequence presentation, the speaker expects the listener(s) to agree and to take action, not to question or to argue.

How is this process connected to ESP program creation? I argue that persuasive communication is involved in ESP program development. The ESP Project Leader Profiles (with 34 profiles published to date) were created in part to showcase the communication of ESPers in the program development process. The next time you look at the profiles, consider what the leaders are saying and doing to create their programs. How are the leaders influencing stakeholders? Such professional communication analyses of the ESP Project Leader Profiles could be a valuable part of ESP professional development and leadership communication programs. For such training purposes, the links to the ESP Project Leader Profiles continue to be added to the ESPIS Library.

Good luck in your ESP training worldwide!

Best regards,


Dale Carnegie & Associates, Levine, S.R., & Crom, M.A. (1995). The leader in you: How to win friends, influence people and succeed in a changing world. New York, New York: Pocket Books.

Freeley, A.J. (1990). Argumentation and debate: Critical thinking for reasoned decision making (Seventh edition). Belmont, California: Wadsworth.

from TESOL Blog http://blog.tesol.org/esp-and-the-power-of-persuasion/

Back to School Bonus Sale at Teachers Pay Teachers


Hello Teachers,

Here is your chance to purchase all of the products on your Teachers Pay Teachers wish list!


Teachers Pay Teachers is having a one day Back to School Bonus Sale on August 22nd.  Most TPT sellers have the items in their stores discounted anywhere from 5% to 20%.  Fun to Teach is offering all products at a 20% discount!  In addition, a TPT discount of 5% will be applied at checkout if you enter the special code of BTSBonus.


To get started, click on over to my store and pick up this fun freebie 


Happy Shopping!

Happy Teaching! 



from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/08/back-to-school-bonus-sale-at-teachers.html

💕Friday Freebies💕

Hi teachers,

This Friday we have a great freebie for you!💕


Benefits of Semantic Gradients:

 •easy to use

•reproducible, make what you need

•use with small groups or whole class

Semantic gradients are powerful tools to teach elementary students the differences between related words and increase their vocabulary.

This method of improving reading comprehension works with both English Language Learners and native English speakers and offers classroom teachers a vehicle to reach the needs of all of students. This type of gradient helps students distinguish between the subtle nuances of meaning of related words and broadens their understanding of connected words. Furthermore, gradients show all students how to use vocabulary precisely when expressing themselves in speaking and writing.

Semantic gradients are lists of related words that have similar meanings placed on a continuum moving from one word to its opposite. It is a continuum that order related words by degree.

These gradients use anchor words (words and their opposites) at each end of the gradient. The words used in between gradually shift in meaning.

For example, freezing and sweltering would be the anchor words for a semantic gradient of temperature words that included the following: freezing, cold, cool, warm, hot, roasting, and sweltering.

How do you use a Semantic Gradient?

Identify your 2 anchor words by choosing a word and finding its opposite.

Find synonyms for each of those words and order them to create your word list.

Students then order the words to create a gradient or continuum.

Click Here for your Semantic Gradient Black Line!

Have fun and happy teaching!

from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/08/friday-freebies.html