OpenLLM-France/wikimedia huggingface dataset:
# TESOL/Congratulations
## Congratulations and praise

What do people give congratulations on?
* musical performance
* sports performance
* a good job at work
* a good job at school

## Key sentences

| Giving congratulations | Accepting congratulations |
| That was a great (noun). | Really? Thanks. |
| Giving congratulations | Accepting congratulations |
| You did a great job. | I couldn't have done it without (person). It was nothing. |
| Giving congratulations | Accepting congratulations |
| You deserve your (noun). | I worked hard for it. |

### Drills

Say these sentences without looking.
That was a great (noun). :
| noun | sentence |
| job | That was a great job. |
| play | That was a great play. |
| performance | That was a great performance. |
| presentation | That was a great presentation. |
I couldn't have done it without (person). :
| person | sentence |
| my teacher | I couldn't have done it without my teacher. |
| my parents | I couldn't have done it without my parents. |
| my team | I couldn't have done it without my team. |
| you | I couldn't have done it without you. |
You deserve your (noun). :
| noun | sentence |
| diploma | You deserve your diploma. |
| degree | You deserve your degree. |
| award | You deserve your award. |
| win | You deserve your win. |

## Example

Practice this conversation.
| Giving congratulations | Accepting congratulations |
| That was a great (job). | Really? Thanks. |
| Giving congratulations | Accepting congratulations |
| You did a great job. | I couldn't have done it without (my teacher). |
| Giving congratulations | Accepting congratulations |
| You deserve your (diploma). | I worked hard for it. |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Giving congratulations | Accepting congratulations |
| That was a great ... . | Really? Thanks. |
| Giving congratulations | Accepting congratulations |
| You did a great job. | I couldn't have done it without .... |
| Giving congratulations | Accepting congratulations |
| You deserve your .... | I worked hard for it. |
Change partners. Use your imagination and make another conversation.

## Practice

| Giving congratulations | Accepting congratulations |
| Congratulate your partner. | Accept their congratulations. |

## Further study

* English lesson topics
# TESOL/Constructing a narrative

Telling a story, or constructing a narrative, as it's known technically, is an essential language ability. Being able to tell a story is what beginning second language learners strive for and marks fluency in a language.

## Sequential events
### Events rapidly following each other

The words scarcely, hardly, and no sooner are used to indicate that events happen quickly after each other. The words connecting the following event are set and cannot be exchanged.
* I had hardly come in when/before the phone rang. I had hardly come in than the phone rang.
* She had no sooner eaten the salad than she began to feel sick. She had no sooner eaten when she began to feel sick
* He had scarcely finished talking when/before the reporters began shouting questions. He had scarcely finished talking than the reporters began shouting questions.

### Completion

The word once is sometimes a conjunction indicating that one event comes to completion before the next event starts.
* Once we got to our camp, we started to make our tent.
* I understood it clearly once she explained it to me.
* I can come to your house once my mom lets me.

## Ending
### Finally

Finally is used to indicate that something happens after a long wait, and using it suggests that the speaker was impatient.
# TESOL/Criticizing
## Key sentences

| Criticizing | Responding to criticism |
| Why didn't you (verb) ? | It's just that (excuse). |
| Criticizing | Responding to criticism |
| You could have (past participle) you know. | I'm sorry, (excuse) you see. |

### Drills

Say these sentences without looking.
Why didn't you (verb) ? :
| verb | sentence |
| call me sooner | Why didn't you call me sooner ? |
| check | Why didn't you check ? |
| remember | Why didn't you remember ? |
| watch more carefully | Why didn't you watch more carefully ? |
It's just that (excuse). :
| excuse | sentence |
| I was busy | It's just that I was busy. |
| I was distracted | It's just that I was distracted. |
| I forgot | It's just that I forgot. |
| I thought you knew | It's just that I thought you knew. |
You could have (past participle) you know. :
| past participle | sentence |
| written it down | You could have written it down you know. |
| been more careful | You could have been more careful you know. |
| thought about it | You could have thought about it you know. |
| double checked | You could have double checked you know. |
I'm sorry, (excuse) you see. :
| excuse | sentence |
| it was an accident | I'm sorry, it was an accident you see. |
| I was overwhelmed | I'm sorry, I was overwhelmed you see. |
| I didn't realize | I'm sorry, I didn't realize you see. |
| they told me it was okay | I'm sorry, they told me it was okay you see. |

## Example

Practice this conversation.
| Criticizing | Responding to criticism |
| Why didn't you (call me sooner) ? | It's just that (I was busy). |
| Criticizing | Responding to criticism |
| You could have (written it down) you know. | I'm sorry, (it was an accident) you see. |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Criticizing | Responding to criticism |
| Why didn't you ... ? | It's just that ... . |
| Criticizing | Responding to criticism |
| You could have ... you know. | I'm sorry, ... you see. |
Change partners. Use your imagination and make another conversation.

## Practice

| Criticizing | Responding to criticism |
| Imagine your partner made a mistake. Criticize them. | Apologize and explain. |

## Further study

* English lesson topics
# TESOL/Describing family members
## Key sentences

| Asking about your partner's family | Talking about your own family |
| Do your sisters look alike? | They are the spitting image of each other. They look nothing like each other. |
| Asking about your partner's family | Talking about your own family |
| Who do you (verb) in your family? | My mother. I have my mother's (noun). |
| Asking about your partner's family | Talking about your own family |
| How do you take after your (family member?) | We both (verb). I (verb) the way she does. |

### Drills

Say these sentences without looking.
Who do you (verb) in your family? :
| verb | sentence |
| take after | Who do you take after in your family? |
| look like | Who do you look like in your family? |
| resemble | Who do you resemble in your family? |
| act like | Who do you act like in your family? |
My mother. I have my mother's (noun). :
| noun | sentence |
| eyes | My mother. I have my mother's eyes. |
| nose | My mother. I have my mother's nose. |
| personality | My mother. I have my mother's personality. |
| attitude | My mother. I have my mother's attitude. |
How do you take after your (family member?) :
| family member? | sentence |
| mother? | How do you take after your mother? |
| father? | How do you take after your father? |
| grandmother? | How do you take after your grandmother? |
| brother? | How do you take after your brother? |
We both (verb). :
| verb | sentence |
| snore | We both snore. |
| enjoy reading | We both enjoy reading. |
| sleep too much | We both sleep too much. |
| sing | We both sing. |

## Example

Practice this conversation.
| Asking about your partner's family | Talking about your own family |
| Do your sisters look alike? | They are the spitting image of each other. |
| Asking about your partner's family | Talking about your own family |
| Who do you (take after) in your family? | My mother. I have my mother's (eyes). |
| Asking about your partner's family | Talking about your own family |
| How do you take after your (mother?) | We both (snore). |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking about your partner's family | Talking about your own family |
| Do your sisters look alike? | They are the spitting image of each other. |
| Asking about your partner's family | Talking about your own family |
| Who do you ... in your family? | My mother. I have my mother's .... |
| Asking about your partner's family | Talking about your own family |
| How do you take after your ... | We both .... |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking about your partner's family | Talking about your own family |
| Ask about your partner's family. | Talk about your family. Think about the nose, mouth, hair (or no hair), eyes, height, weight, and so on. Also think about who: is good at sports is good at math enjoys art or music likes or hates certain foods likes cats or dogs |

## Further study

* English lesson topics
# TESOL/Describing how things are used
## Key sentences

| Asking how something is used | Telling how something is used |
| Where can you find it? | It's used (prepositional phrase). |
| Asking how something is used | Telling how something is used |
| What is it used for? | You (verb) with it. |

### Drills

Say these sentences without looking.
It's used (prepositional phrase). :
| prepositional phrase | sentence |
| in the office | It's used in the office. |
| at home | It's used at home. |
| in the kitchen | It's used in the kitchen. |
| in the garage | It's used in the garage. |
You (verb) with it. :
| verb | sentence |
| write | You write with it. |
| get around | You get around with it. |
| get information | You get information with it. |
| clean the floor | You clean the floor with it. |

## Example

Practice this conversation.
| Asking how something is used | Telling how something is used |
| Where can you find it? | It's used (in the office). |
| Asking how something is used | Telling how something is used |
| What is it used for? | You (write) with it. |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking how something is used | Telling how something is used |
| Where can you find it? | It's used ... . |
| Asking how something is used | Telling how something is used |
| What is it used for? | You ... with it. |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking how something is used | Telling how something is used |
| Guess what your partner is thinking of. | Think of something used at school at home in the kitchen |

## Further study

* English lesson topics

## Resources
### At school

These are some things we use at school.
* pencil
* stapler
* notebook
* dictionary
* electronic dictionary
* ruler
* pen
* chalk
* calculator
* highlighter
* textbook
* eraser
# TESOL/Delayed copying

Delayed copying is a very simple method of studying a foreign language where the learner reads a small amount of text, holds it in memory for a moment, and tries to write it exactly as it was written. The key is to do this with as long a piece of text as the learner can accurately remember.

## Exercises

These sentences come from 1910 Cuba hurricane.
Beginners should do the exercises in the section Beginner. Students who have studied a long time might want to try Intermediate. For students who have studied English for many years and have good memories, Advanced is best.

## Beginner

* The 1910 Cuba hurricane was said
* to be one of the worst
* tropical cyclones that has
* ever hit Cuba.
* The storm formed in
* the southern Caribbean Sea
* on October 9, 1910.

## Intermediate

* The 1910 Cuba hurricane was said to be one of
* the worst tropical cyclones that has ever hit Cuba.
* The storm formed in the southern
* Caribbean Sea on October 9, 1910.

## Advanced

* The 1910 Cuba hurricane was said to be one of the worst tropical cyclones that has ever hit Cuba.
* The storm formed in the southern Caribbean Sea on October 9, 1910.
* It grew stronger as it moved northwest. It then made landfall on the western end of Cuba.
# Wise Affirmations/Justice

Justice is the virtue of fairness.
These affirmations encourage you to become more just.
The affirmations are derived from the materials in the courses on:
* the virtue of justice, and
* understanding fairness.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You are just.
You understand the complexities of fairness.
You are fair.
You understand the complexities of justice.
You consider the needs of all parties in this dispute.
You know what is the right thing to do.
You are doing the right thing.
You are making this right.
# Wise Affirmations/Mercy

Mercy is the virtue of forgiveness. It is the decision to stop hating and to renounce vengeance.
These affirmations encourage you to become more merciful.
The affirmations are derived from materials in the course on the virtue of mercy.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You are merciful.
You choose mercy.
You refuse to hate.
You forego vengeance.
You let it go.
You forgo revenge.
You choose to forgive.
You choose compassion.

## Further Reading:

Students interested in learning more about mercy may be interested in the following materials:
* Blumenfeld, Laura (2003). Revenge: A Story of Hope. Washington Square Press. pp. 384. ISBN 978-0743463393.
* Dalai Lama; Chan, Victor (2005). The Wisdom of Forgiveness. Riverhead Trade. pp. 272. ISBN 978-1594480928.
* Kraybill, Donald B.; Steven M. Nolt; David L. Weaver-Zercher (2010). Amish Grace: How Forgiveness Transcended Tragedy. Jossey-Bass. pp. 288. ISBN 978-0470344040.
* Cose, Ellis (2005). Bone to Pick: Of Forgiveness, Reconciliation, Reparation, and Revenge. Washington Square Press. pp. 224. ISBN 978-0743470674.
* Enright, Robert D. (2001). Forgiveness Is a Choice: A Step-By-Step Process for Resolving Anger and Restoring Hope. Amer Psychological Assn. pp. 299. ISBN 978-1557987570.
* Gustafson Affinito, Mona (1999). When to Forgive: A Personal Guide. New Harbinger Publications. pp. 168. ISBN 978-1572241756.
* Luskin, Frederic (2003). Forgive for Good. HarperOne. pp. 240. ISBN 978-0062517210.
# Wise Affirmations/Humor

Humor brings joy as it exposes a simple truth in some new or unexpected way.
These affirmations encourage you to enjoy humor.
The affirmations are derived from materials in the course on the virtue of humor.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You enjoy humor.
You have a good sense of humor.
You enjoy laughter.
Your humor is harmless.
Your humor pokes fun without malice.
You are not a buffoon.
You are not a boor.
# Wise Affirmations/Limits to Growth

Because our earth is finite, it is important understand limits to growth.
These affirmations are derived from materials in the course on limits to growth.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You understand limits to growth.
You understand your ecological footprint.
You live within each of the limits to growth.
You understand systems analysis.
You understand sustainability.
You understand overshoot.
You adopt a global perspective.
You understand nonrenewable resources.
You understand waste.
You understand resource consumption.
You identify creative solutions.
You apply creative solutions.
You seek a stable equilibrium.
You seek real good.
You live wisely.
# Wise Affirmations/Intellectual honesty

Intellectual honesty combines good faith with a primary motivation toward seeking true beliefs.
Intellectual honesty is honesty in the acquisition, analysis, and transmission of ideas. A person is being intellectually honest when he or she, knowing the truth, states that truth. Intellectual honesty pertains to any communication intended to inform or persuade.
These affirmations are derived from materials in the course on intellectual honesty.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You are intellectually honest.
You communicate in good faith.
You seek true beliefs.
You do not deceive.
You advance no falsehoods.
You speak candidly.
You recognize the importance of intellectual honesty.
You expect intellectual honesty.
You are honest.
You are tolerant.
You are humble.
You are consistent.
You are civil.
You find the facts.
You face facts.
You evaluate evidence.
You think scientifically.
You recognize fallacies.
You eliminate fallacies.
You seek true beliefs.
You know how you know.
You increase respect.
You seek insights.
You practice dialogue.
You find common ground.
You transcend conflict.
You overcome obstacles.
You dismiss dishonesty.
Your beliefs are well-founded.
You live in the real world.
You live in this world.
You seek real good.
# Wise Affirmations/Knowing how you know

Knowing how you know allows you to confidently choose true beliefs.
Knowing how you know describes how you decide what to believe. Knowing how you know allows you to sift through the disinformation we are exposed to each day and decide what is true, what is false, and what you are unsure of.
These affirmations are derived from materials in the course on knowing how you know.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You know how you know.
You choose reliable sources.
You reject unreliable sources.
You embrace reality.
You know we all live in the same world.
You expect consilience.
You reject ideologies.
You know who you can trust.
You rely on relevant experts.
You evaluate evidence.
You suspend judgement.
You remain objective.
You are wary of friendly persuasion.
You choose truth over power.
You consider a variety of viewpoints.
You understand that perceptions are personal.
You are comfortable being unsure.
You know how you choose your beliefs.
Your beliefs are well-founded.
You choose true beliefs.
You hold firm beliefs.
You live in the real world.
You know what there is.
You seek real good.
# Wise Affirmations/Love

Love lures us toward the good.
These affirmations encourage you to love.
The affirmations are derived from materials in the course on the virtue of love.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You love all that is good.
You know what is good.
You enjoy all that is good.
You love what you have.
Your love is selfless.
Your love benevolent.
Your love is humble.
Your love is gratuitous.
Your live is generous.
Your love is gentle.
Your love is kind.
Your love is patient.
Your love does not envy.
Your love is giving.
Your love always protects.
You refuse to hate.
Your love is unconditional.
You let love into your life.
You expand the scope of your love.
All you need is love.
# Wise Affirmations/Living Wisely

By living wisely you enjoy seeking real good throughout your life.
These affirmations are derived from materials in the course living wisely.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You live wisely.
You are responsible.
You think clearly.
You embrace reality.
You create possibilities.
You know what ought to be.
You do good.
You are good.
You enjoy seeking real good.
# Wise Affirmations/Living the Golden Rule

The golden rule teaches us to treat others only as you consent to being treated in the same situation.
These affirmations are derived from materials in the course on living the golden rule.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You live the golden rule.
You treat others only as you consent to being treated in the same situation.
You imagine yourself on the receiving end of the action in the exact place of the other person.
You are willing to switch places.
You imagine the effect your actions have on the lives of others.
You understand the golden rule.
You avoid common misunderstandings of the golden rule.
You apply sound moral reasoning.
You have a good understanding of human nature.
You embrace outgroups.
You apply the golden rule to everyday ethical problems.
You enjoy living the golden rule.
You seek real good.
You live wisely.

## Further Reading

Students interested in learning more about the golden rule may be interested in the following materials:
* Gensler, Harry J. (March 21, 2013). Ethics and the Golden Rule. Routledge. pp. 256. ISBN 978-0415806879.
* Wattles, Jeffrey (December 5, 1996). The Golden Rule. Oxford University Press. pp. 272. ISBN 978-0195110364.
# Wise Affirmations/Moral Integration

Moral integration is the virtue of doing good.
These affirmations encourage you to determine what the right thing is to do, and then do exactly that.
The affirmations are derived from materials in the courses on:
* the virtue of moral integration,
* what matters,
* living the golden rule,
* dignity,
* moral reasoning,
* wisdom,
* virtues,
* doing good, and
* living wisely.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You do the right thing.
You seize opportunities to do good.
You dismiss temptations that are not good.
You are guided by well-chosen moral reasoning.
You live all the moral virtues.
Wisdom is your guide.
You live the golden rule.
You preserve dignity.
You seek real good.
You do good.
You live wisely.
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