| A student learning English as a Second Language by | | | | following lesson: "For your homework I want you to |
| total immersion (living with English speakers, only | | | | write a diary of what you did today, starting with when |
| speaking English for two to four weeks, for example) | | | | you woke up this morning, and finishing with when you |
| is at a distinct advantage when it come to 'homework' | | | | go to bed tonight. |
| - mostly there isn't any! Because the student is living, | | | | Maybe you will have to finish it when you wake up |
| eating, breathing the language, everything outside the | | | | tomorrow morning! This diary is only one page long, |
| classroom is 'homework', isn't it. | | | | and it should include times, events and feelings" The |
| Watching TV, listening to the Radio, conversation at | | | | product is likely to amuse and bemuse as you go |
| the table, going out and about and hearing | | | | through the offerings. The exercise will help with times |
| conversation (even joining in with increasing | | | | and tenses, and is appropriate at any English level - the |
| confidence) all combine to 'coach' outside the | | | | end product will just be of a different consistency, |
| classroom. If you have a class that meets once or | | | | that's all. People learn best when they are engaged, |
| twice a week, though, it's important that any | | | | involved, interested, captivated even, by a subject. It's |
| homework that is set is both relevant and interesting. | | | | the old saying again: tell me, I'll forget; show me and I |
| Keep it personal. With that in mind - the fact that ME | | | | might remember; involve me and I'll understand. A diary, |
| MYSELF I are everyone's favourite subject, try the | | | | simple or more complex, is about as personal as you |
| following instruction and see what you get back the | | | | can get, isn't it? |