Here's a Voicethread example asking students to record or type their answer to the question "What do you want to order at Peter's?"
Try it out at www.voicethread.com
Thursday
Scott Thornbury on Repetition in English Language Teaching
Use of Repetition in English Language Teaching
A presentation by Scott Thornbury
A presentation by Scott Thornbury
Scott Thornbury on Register in English Language Teaching
The Use of Register in English - a presentation by Scott Thornbury
[Video] Fawlty Towers The Wedding Party Part 2-3
A demonstration of the use of SafeShare - a service that allows you to strip all the extras from a YouTube video and even select a portion of the clip to watch. Very easy to use!
A demonstration of the use of SafeShare - a service that allows you to strip all the extras from a YouTube video and even select a portion of the clip to watch. Very easy to use!
Friday
Idea from: TEFLChina
I liked this very TPR technique for verbs.
Posted by: "Mario Rinvolucri"
You mention the students who need to move. Exercises that
deal with this are useful.
Irregular verbs
You say GO and touch your toes
The student say GO and touch their toes
You say WENT and touch your hips ....they do the same
You say GONE and throw your hands up into the air above your head .. they do
ditto
You say CUT and touch your toes
You say CUT and touch your toes ....they imitate you
You say CUT and touch your toes
You say TEACH and touch your toes
You say TAUGHT and touch your hips they imitate you.....
You say TAUGHT and again touch your hips
Warmly yours, ( I learnt this idea from Gerlilnde Wissiol in Munich)
Mario
I liked this very TPR technique for verbs.
Posted by: "Mario Rinvolucri"
You mention the students who need to move. Exercises that
deal with this are useful.
Irregular verbs
You say GO and touch your toes
The student say GO and touch their toes
You say WENT and touch your hips ....they do the same
You say GONE and throw your hands up into the air above your head .. they do
ditto
You say CUT and touch your toes
You say CUT and touch your toes ....they imitate you
You say CUT and touch your toes
You say TEACH and touch your toes
You say TAUGHT and touch your hips they imitate you.....
You say TAUGHT and again touch your hips
Warmly yours, ( I learnt this idea from Gerlilnde Wissiol in Munich)
Mario
Wednesday
Xueyan Han asks how to combine language and literature.
Dick Tebbits answers: These are interesting tasks (Literary tasks) in their
own right but they also have a purpose in language practice, vocabulary
recycling and the unconscious
recycling of structures and phrases from the original text.
The 'new direction' in language teaching is to make the tasks purposeful.
People do not learn language in isolation but they do learn it in context, as
they use it for various purposes. The focus now in the USA is on a methodology
called SIOP: Sheltered Instruction Observation Protocol, developed by Deborah
Short and Jana Echeverria. This methodology incorporates CALLA (Uhl and
Chamot) and Sheltered Instruction in a more structured format.
There are steps that are incorporated in this methodology which provide the
teacher with the correct framework to use in guiding the students through
language learning via tasks; in all subjects. The reason that this is becoming
the
focus is that teaching conversational language is appropriate in the
beginning stages of language acquisition but is not the means to an end.
Students who
can converse (BICS) still have difficulty in meeting the academic language
demands of content area classes. While BICS (Basic Interpersonal Communication
Skills) take 1-3 years to develop, CALPS (Cognitive Academic Language
Proficiency Skills) take 3-5 years (Krashen). Students cannot afford to let
their
academic learning just sit and wait while they learn a language. SIOP
demonstrates that students can acquire language quicker and with a more in-depth
ability to use that language by being placed in situations in which the language
becomes useful; for instance, if students are working in cooperative groups in a
social studies/history class, they are being forced to use social discourse to
interact with others in the group; to use academic language to complete the
tasks; and reading/writing to also complete the assignments.
You can read more about the SIOP protocol at the following sites:
http://www.siopinstitute.net/research.shtml
www.ode.state.or.us/.../elarts/reading/
literacy/summerinstitute/presentres/stopplanning-hernandez.ppt
SIOP: Making Content Comprehensible for ELLs by Judie Haynes
http://www.everythingesl.net/inservices/using_siop_model_08621.php.php
Janet Kaback
Newark, NJ
Dick Tebbits answers: These are interesting tasks (Literary tasks) in their
own right but they also have a purpose in language practice, vocabulary
recycling and the unconscious
recycling of structures and phrases from the original text.
The 'new direction' in language teaching is to make the tasks purposeful.
People do not learn language in isolation but they do learn it in context, as
they use it for various purposes. The focus now in the USA is on a methodology
called SIOP: Sheltered Instruction Observation Protocol, developed by Deborah
Short and Jana Echeverria. This methodology incorporates CALLA (Uhl and
Chamot) and Sheltered Instruction in a more structured format.
There are steps that are incorporated in this methodology which provide the
teacher with the correct framework to use in guiding the students through
language learning via tasks; in all subjects. The reason that this is becoming
the
focus is that teaching conversational language is appropriate in the
beginning stages of language acquisition but is not the means to an end.
Students who
can converse (BICS) still have difficulty in meeting the academic language
demands of content area classes. While BICS (Basic Interpersonal Communication
Skills) take 1-3 years to develop, CALPS (Cognitive Academic Language
Proficiency Skills) take 3-5 years (Krashen). Students cannot afford to let
their
academic learning just sit and wait while they learn a language. SIOP
demonstrates that students can acquire language quicker and with a more in-depth
ability to use that language by being placed in situations in which the language
becomes useful; for instance, if students are working in cooperative groups in a
social studies/history class, they are being forced to use social discourse to
interact with others in the group; to use academic language to complete the
tasks; and reading/writing to also complete the assignments.
You can read more about the SIOP protocol at the following sites:
http://www.siopinstitute.net/research.shtml
www.ode.state.or.us/.../elarts/reading/
literacy/summerinstitute/presentres/stopplanning-hernandez.ppt
SIOP: Making Content Comprehensible for ELLs by Judie Haynes
http://www.everythingesl.net/inservices/using_siop_model_08621.php.php
Janet Kaback
Newark, NJ
On Jul 10, 2006, at 6:37 PM, Rich Flierl wrote:
> I am searching for a reliable list of the 1,000 most common words
> in English.
Have a look at Paul Nation's web site. On the left, there's a link to
the Range program and the BNC lists:
You can also check out David Lee's bookmarks:
Best,
Brett
-----------------------
Brett Reynolds
English Language Centre
Humber Institute of Technology and Advanced Learning
Toronto, Ontario, Canada
brett.reynolds@humber.ca
> I am searching for a reliable list of the 1,000 most common words
> in English.
Have a look at Paul Nation's web site. On the left, there's a link to
the Range program and the BNC lists:
You can also check out David Lee's bookmarks:
Best,
Brett
-----------------------
Brett Reynolds
English Language Centre
Humber Institute of Technology and Advanced Learning
Toronto, Ontario, Canada
brett.reynolds@humber.ca
Thursday
Definitions of Fluency from Fulcher (2003) and Richards, et al (1992)
:
If a student speaks accurately, he or she is capable of constructing sentences and longer stretches of language that follow acceptable rules of usage. It is relatively easy to point to examples of good and poor usage. The concept of fluency is much more fluid than this, and we must try to establish some speech phenomena that we could say are markers of fluency or disfluency (see Fulcher, 1996b). We could point to the following as phenomena that we may wish to consider as helping to define what we mean by ‘fluency’ (or lack of fluency):
Hesitations consisting of pauses, which can be unfilled (silence) or filled (with noises like ‘erm’).
Repeating syllables or words.
Changing words.
Correcting the use of cohesive devices, particularly pronouns.
Beginning in such a way that the grammar predicts what comes next, but the speaker changes the structure of the utterance part way through (2003, p. 30).
[in Fulcher, G. (2003). Testing Second Language Speaking, Harlow: Pearson.]
fluency – the features which give speech the qualities of being natural and normal, including native-like use of PAUSING, rhythm, INTONATION, STRESS, rate of speaking, and use of interjections and interruptions. If speech disorders cause a breakdown in normal speech (e.g. As with ASPHASIA or stuttering), the resulting speech may be referred to as dysfluent, or as an example of dysfluency.
In second and foreign language teaching, fluency describes a level of proficiency in communication, which includes:
a. the ability to produce written and/or spoken language with ease
b. the ability to speak with a good but not necessarily perfect command of intonation, vocabulary, and grammar
c. the ability to communicate ideas effectively
d. the ability to produce continuous speech without causing comprehension difficulties or a breakdown of communication (Richards, et al., 1992, pp. 141-142).
[Richards, J.C., Platt, J., and Platt, H. (1992). Dictionary of Language Teaching & Applied Linguistics. Harlow: Longman.]
:
If a student speaks accurately, he or she is capable of constructing sentences and longer stretches of language that follow acceptable rules of usage. It is relatively easy to point to examples of good and poor usage. The concept of fluency is much more fluid than this, and we must try to establish some speech phenomena that we could say are markers of fluency or disfluency (see Fulcher, 1996b). We could point to the following as phenomena that we may wish to consider as helping to define what we mean by ‘fluency’ (or lack of fluency):
Hesitations consisting of pauses, which can be unfilled (silence) or filled (with noises like ‘erm’).
Repeating syllables or words.
Changing words.
Correcting the use of cohesive devices, particularly pronouns.
Beginning in such a way that the grammar predicts what comes next, but the speaker changes the structure of the utterance part way through (2003, p. 30).
[in Fulcher, G. (2003). Testing Second Language Speaking, Harlow: Pearson.]
fluency – the features which give speech the qualities of being natural and normal, including native-like use of PAUSING, rhythm, INTONATION, STRESS, rate of speaking, and use of interjections and interruptions. If speech disorders cause a breakdown in normal speech (e.g. As with ASPHASIA or stuttering), the resulting speech may be referred to as dysfluent, or as an example of dysfluency.
In second and foreign language teaching, fluency describes a level of proficiency in communication, which includes:
a. the ability to produce written and/or spoken language with ease
b. the ability to speak with a good but not necessarily perfect command of intonation, vocabulary, and grammar
c. the ability to communicate ideas effectively
d. the ability to produce continuous speech without causing comprehension difficulties or a breakdown of communication (Richards, et al., 1992, pp. 141-142).
[Richards, J.C., Platt, J., and Platt, H. (1992). Dictionary of Language Teaching & Applied Linguistics. Harlow: Longman.]
Monday
Idea from: Maria Spelleri - on TESL-L
I learned that the instructor needs to provide concrete steps for the
students to follow as they develop reading skills. You can't explain
what a main idea is and say "Find the main idea." The steps that a
naturally good reader follows subconsciously must be made conscious for
many learners. For example, we can begin looking for the main idea by
figuring out what the topic is. We can figure out what the topic is by
circling words that seem to appear with some frequency in a text. (A
passage on vast and intricate international marketing of Coca-Cola will
likely have the word "market" "countries" "Coca-Cola" in it many times.)
Once students establish that the general topic is about marketing Coke
in different countries, etc.
The "Think Aloud" strategy for self- awareness of a cognitive process
has been used with great promise in reading comprehension. The basic
premise is that students are taught to verbalize what is going on in
their heads as they read, stopping often to question aloud or verbalize
an image that comes to their mind as they read. Here are some websites
with some basics on the idea:
http://www.rogerfarr.com/mcr/usingta/usingta.html
http://www.readwritethink.org/lessons/lesson_view.asp?id=139
http://www.brevard.edu/fyc/listserv/remarks/calderandcarlson.htm
I wanted to share this great collection of on-line journal articles
that examine studies, trends, and ideas in reading instruction,
especially as it pertains to English for Speakers of Other Languages. Be
sure to copy the entire link.
http://www.tki.org.nz/r/esol/esolonline/teachers/prof_read/sections/read
ing_sec_e.php
I learned that the instructor needs to provide concrete steps for the
students to follow as they develop reading skills. You can't explain
what a main idea is and say "Find the main idea." The steps that a
naturally good reader follows subconsciously must be made conscious for
many learners. For example, we can begin looking for the main idea by
figuring out what the topic is. We can figure out what the topic is by
circling words that seem to appear with some frequency in a text. (A
passage on vast and intricate international marketing of Coca-Cola will
likely have the word "market" "countries" "Coca-Cola" in it many times.)
Once students establish that the general topic is about marketing Coke
in different countries, etc.
The "Think Aloud" strategy for self- awareness of a cognitive process
has been used with great promise in reading comprehension. The basic
premise is that students are taught to verbalize what is going on in
their heads as they read, stopping often to question aloud or verbalize
an image that comes to their mind as they read. Here are some websites
with some basics on the idea:
http://www.rogerfarr.com/mcr/usingta/usingta.html
http://www.readwritethink.org/lessons/lesson_view.asp?id=139
http://www.brevard.edu/fyc/listserv/remarks/calderandcarlson.htm
I wanted to share this great collection of on-line journal articles
that examine studies, trends, and ideas in reading instruction,
especially as it pertains to English for Speakers of Other Languages. Be
sure to copy the entire link.
http://www.tki.org.nz/r/esol/esolonline/teachers/prof_read/sections/read
ing_sec_e.php
Idea from: TESL-L -
Maria Spelleri
The past two semesters I have made vocabulary flashcards a graded
requirement of a reading class rather
than just a suggestion. I have been pleased with the results. Students
seem to have more control and organization in their vocabulary learning-
and they seem to learn more long term- not just for a test. For each
reading unit, I provide a list of words that they need to know, and at
the beginning of the semester, I show them how I want the flashcards set
up. On one side is the word to be learned, centered, in large letters,
with its part of speech abbreviated next to it; in the bottom left
corner, students write 1 or 2 other grammatical forms of the word. On
the back, students write the sample sentence from their dictionary at
the top (underlining the new word), a definition in the center, an L1
translation bottom left, and keep space to write an original sentence on
the bottom center and right. Students write an original sentence as they
learn the word better.
I had one student who just absolutely refused to do flashcards
because he said he didn't like to learn that way. He just wanted to make
a list of words with a definition. Even though he is one of the most
orally fluent students, he consistently scored lowest in vocabulary.
Another student in another class wouldn't follow any format on his
cards. On many he didn't write sample sentences, on others he had other
missing elements and inconsistent layout. Despite his belief that he
knew the vocabulary, he was usually the lowest scorer in that class.
Maybe it was the flashcards, or maybe their refusal to go along with
their classes was an indication of other learning issues.
Nonetheless, most students carried around their flashcards and used
them. I gave them little bits of time to quiz each other in class; I
created "quizzes" that allowed students to refer to flashcards. I
sometimes would ask students to pull out a specific card and notice what
preposition came after the word in their sample sentences. They got very
comfortable with the cards and nearly all said they believed the cards
were a great help. I'll definitely require them again. By the way, the
students are a low and a high intermediate level, and we use The
American Heritage English as a Second Language Dictionary by Houghton
Mifflin.
Maria Spelleri
The past two semesters I have made vocabulary flashcards a graded
requirement of a reading class rather
than just a suggestion. I have been pleased with the results. Students
seem to have more control and organization in their vocabulary learning-
and they seem to learn more long term- not just for a test. For each
reading unit, I provide a list of words that they need to know, and at
the beginning of the semester, I show them how I want the flashcards set
up. On one side is the word to be learned, centered, in large letters,
with its part of speech abbreviated next to it; in the bottom left
corner, students write 1 or 2 other grammatical forms of the word. On
the back, students write the sample sentence from their dictionary at
the top (underlining the new word), a definition in the center, an L1
translation bottom left, and keep space to write an original sentence on
the bottom center and right. Students write an original sentence as they
learn the word better.
I had one student who just absolutely refused to do flashcards
because he said he didn't like to learn that way. He just wanted to make
a list of words with a definition. Even though he is one of the most
orally fluent students, he consistently scored lowest in vocabulary.
Another student in another class wouldn't follow any format on his
cards. On many he didn't write sample sentences, on others he had other
missing elements and inconsistent layout. Despite his belief that he
knew the vocabulary, he was usually the lowest scorer in that class.
Maybe it was the flashcards, or maybe their refusal to go along with
their classes was an indication of other learning issues.
Nonetheless, most students carried around their flashcards and used
them. I gave them little bits of time to quiz each other in class; I
created "quizzes" that allowed students to refer to flashcards. I
sometimes would ask students to pull out a specific card and notice what
preposition came after the word in their sample sentences. They got very
comfortable with the cards and nearly all said they believed the cards
were a great help. I'll definitely require them again. By the way, the
students are a low and a high intermediate level, and we use The
American Heritage English as a Second Language Dictionary by Houghton
Mifflin.
Idea from: TESL - L
One contributor wrote,"... I've found it useful to track and record learner's reading speed and fluency in private or one-to-one situations. It allows me to determine, among other things, what
phonological areas need to be addressed."
Someone responded:
I am teaching Oral Comunication Skills to intermediate students on an Intensive program and one of the requirements we have is that each student should keep an "audioportfolio" - on tape,CD,podcast... - where they would record themselves at home reading aloud various discourse types: academic texts and creative writing (both prose and easy poetry)of their own choice, role plays and selected conversations with peers (again they are free to choose their peers), selected pronounciation practice e.g. lists with minimal pairs, question tags, practice with English stress, intonation patterns, etc... I have been doing on an ad-hoc basis but it has proved vey motivating to students. In addition to encouraging those students who are reluctant to participate in class to overcome their inhibitions and do some oral practice on their own, it also gives them a way of monitoring their own progress over the semester and it allows the teacher to track not only their global speaking and reading fluency, but also to isolate and target specific pronuncation items and individualize instruction accordingly. The requirement is straightforward as long as the tasks are well-chosen and the instructions are clearly specified.I have been tentatively experimenting with these audiportfolios and would welcome any suggestions from colleagues who have some experience with these or with any similar techniques.
The debate begins:
I can't understand benefit of tracking learners' oral reading speeds.
Why do people read aloud? I can't think of many reasons. Natural
contexts include reading to children, reading quotes from a source as
part of prepared speech (a minister quoting the Bible, a lecturer
reading a passage of Plato, etc.)... what else? So why is reading aloud
deemed an important enough skill for our learners that measurement of
speed needs to be tracked? I know several reading teachers who do this-
with native speakers as well, and I am curious. [I can understand the
benefit of silent speed reading, a useful skill for students and
professionals of all kinds who have to keep up with reports, journals
and other sources of information.]
And what determines oral reading fluency? Is it correct
pronunciation of all words? Is it intonation and ending the sentence
with the correct pitch, or is it correctly grouping words into phrases?
I would much prefer// that my students group phrases correctly// and
read with accurate emphasis//than read quickly.// Would the student who
quickly reads "submarine" for "summarize" be more fluent than the
student who pauses and slowly sounds out the correct word?
What is fluency - and is reading aloud a skill to be developing? I think the audio portfolio is great - I would prefer recordings of speech acts which correspond to authentic tasks - explain your reason for missing class to a teacher, give directions to your favourite restaurant etc. or more academic tasks such as summarizing the points in a news article, or comparing two theories of global warming.
One contributor wrote,"... I've found it useful to track and record learner's reading speed and fluency in private or one-to-one situations. It allows me to determine, among other things, what
phonological areas need to be addressed."
Someone responded:
I am teaching Oral Comunication Skills to intermediate students on an Intensive program and one of the requirements we have is that each student should keep an "audioportfolio" - on tape,CD,podcast... - where they would record themselves at home reading aloud various discourse types: academic texts and creative writing (both prose and easy poetry)of their own choice, role plays and selected conversations with peers (again they are free to choose their peers), selected pronounciation practice e.g. lists with minimal pairs, question tags, practice with English stress, intonation patterns, etc... I have been doing on an ad-hoc basis but it has proved vey motivating to students. In addition to encouraging those students who are reluctant to participate in class to overcome their inhibitions and do some oral practice on their own, it also gives them a way of monitoring their own progress over the semester and it allows the teacher to track not only their global speaking and reading fluency, but also to isolate and target specific pronuncation items and individualize instruction accordingly. The requirement is straightforward as long as the tasks are well-chosen and the instructions are clearly specified.I have been tentatively experimenting with these audiportfolios and would welcome any suggestions from colleagues who have some experience with these or with any similar techniques.
The debate begins:
I can't understand benefit of tracking learners' oral reading speeds.
Why do people read aloud? I can't think of many reasons. Natural
contexts include reading to children, reading quotes from a source as
part of prepared speech (a minister quoting the Bible, a lecturer
reading a passage of Plato, etc.)... what else? So why is reading aloud
deemed an important enough skill for our learners that measurement of
speed needs to be tracked? I know several reading teachers who do this-
with native speakers as well, and I am curious. [I can understand the
benefit of silent speed reading, a useful skill for students and
professionals of all kinds who have to keep up with reports, journals
and other sources of information.]
And what determines oral reading fluency? Is it correct
pronunciation of all words? Is it intonation and ending the sentence
with the correct pitch, or is it correctly grouping words into phrases?
I would much prefer// that my students group phrases correctly// and
read with accurate emphasis//than read quickly.// Would the student who
quickly reads "submarine" for "summarize" be more fluent than the
student who pauses and slowly sounds out the correct word?
What is fluency - and is reading aloud a skill to be developing? I think the audio portfolio is great - I would prefer recordings of speech acts which correspond to authentic tasks - explain your reason for missing class to a teacher, give directions to your favourite restaurant etc. or more academic tasks such as summarizing the points in a news article, or comparing two theories of global warming.
Friday
Idea from:Virginia Gills, Cartersville, Va
Jean in Arizona asked about "color flashcards".
I actually mean coloring flashcards. I duplicate pictures that represent
vocabulary that we are learning. I have them cut the pictures out and glue
to an index card for durability. Then they have the option of coloring
them if they'd like. This gives them a chance to chat with one another
while being on task. I have them make these picture cards with no words.
We make word flashcards another way. The point is to be able to recall the
word that the picture represents and not have the translation written
anywhere.
I use the cards in many ways. One way which keeps the affective filter
low, is simply to call the vocabulary word out and have the students raise
the flashcard with the correct picture. I do a thumbs up/thumbs down
across the room. There is no talking. The students who got a thumbs down
will quickly search for the correct picture and again I will do a quick
scan. Then we move on.
Another way is to have a group of four spread the current vocabulary
picture cards on a desk/table. Each student gets a fly swatter. As you
call the word, they swat the correct picture and keep score of who swats
first. I have treats or homework passes for the winner at each group.
Jean in Arizona asked about "color flashcards".
I actually mean coloring flashcards. I duplicate pictures that represent
vocabulary that we are learning. I have them cut the pictures out and glue
to an index card for durability. Then they have the option of coloring
them if they'd like. This gives them a chance to chat with one another
while being on task. I have them make these picture cards with no words.
We make word flashcards another way. The point is to be able to recall the
word that the picture represents and not have the translation written
anywhere.
I use the cards in many ways. One way which keeps the affective filter
low, is simply to call the vocabulary word out and have the students raise
the flashcard with the correct picture. I do a thumbs up/thumbs down
across the room. There is no talking. The students who got a thumbs down
will quickly search for the correct picture and again I will do a quick
scan. Then we move on.
Another way is to have a group of four spread the current vocabulary
picture cards on a desk/table. Each student gets a fly swatter. As you
call the word, they swat the correct picture and keep score of who swats
first. I have treats or homework passes for the winner at each group.
Idea from: TESL-L Ed Forbes in Vancouver
Developing Teachers is a site with tips, lesson plans, a monthly newsletter and it even has an opportunity for you to host a site if you have a bit of cash to spare.
Take a look around.
Developing Teachers is a site with tips, lesson plans, a monthly newsletter and it even has an opportunity for you to host a site if you have a bit of cash to spare.
Take a look around.
Thursday
Idea From: TESL-L Lida Baker
Los Angeles
Subject: Authentic listening tasks
A special area of interest for me is teaching listening using authentic
materials. By "authentic" I mean recordings of real-world language not
necessarily created for the purpose of teaching English. To this end I
like to teach using recordings of people talking in person, phone
conversations, radio broadcasts, and lectures.
At the moment I'm working on compiling a collection of listening tasks that
mirror the reasons why people listen in the real world. Here are some
examples of such tasks:
1) "Cold" listening - e.g., turning on the radio in the middle of a
program and determining who the speakers are, what the topic is, and
whether you want to continue listening or not. 2) One-sided phone
conversation: Hearing only one of the speakers in a phone conversation and
determing who the person is talking to, why, about what,
etc. 3) Predicting; Listening and predicting what will be said
next. 4) Interacting by asking questions, forming opinions,
laughing. 5) Summarizing and telling another person what was heard, e.g.,
recommending a radio program to a friend. 6) Finding more information
after listening, e.g., hearing an inteview with an interesting person and
going to the Internet to find out more. 7) Taking notes, e.g., writing
down a phone message, writing down a phone number.
Once you have selected an authentic recording for students to hear, it is
easy to create real-world listening tasks like the ones above. In this way
the listening lesson becomes much more interesting and purposeful.
Los Angeles
Subject: Authentic listening tasks
A special area of interest for me is teaching listening using authentic
materials. By "authentic" I mean recordings of real-world language not
necessarily created for the purpose of teaching English. To this end I
like to teach using recordings of people talking in person, phone
conversations, radio broadcasts, and lectures.
At the moment I'm working on compiling a collection of listening tasks that
mirror the reasons why people listen in the real world. Here are some
examples of such tasks:
1) "Cold" listening - e.g., turning on the radio in the middle of a
program and determining who the speakers are, what the topic is, and
whether you want to continue listening or not. 2) One-sided phone
conversation: Hearing only one of the speakers in a phone conversation and
determing who the person is talking to, why, about what,
etc. 3) Predicting; Listening and predicting what will be said
next. 4) Interacting by asking questions, forming opinions,
laughing. 5) Summarizing and telling another person what was heard, e.g.,
recommending a radio program to a friend. 6) Finding more information
after listening, e.g., hearing an inteview with an interesting person and
going to the Internet to find out more. 7) Taking notes, e.g., writing
down a phone message, writing down a phone number.
Once you have selected an authentic recording for students to hear, it is
easy to create real-world listening tasks like the ones above. In this way
the listening lesson becomes much more interesting and purposeful.
Idea from: TESL-L
Shared by: Gerlinde Buchberger
Baden, Austria
Subject: Personal Vocab List
"I've been using something similar with my upper-intermediate and
advanced teacher trainees for the last few years. I ask them to analyse their marked assignments and with the help of (electronic) dictionaries compile lists of words in context, idioms, collocations, word families etc. based on their personal problem areas.
For grammar problems we also use 'Personal Grammar Books'. Based on teacher feedback the students identify their personal grammar problems and do remedial work using online grammar books. Part of continuous assessment is to submit their 'Personal Dictionaries' and 'Personal Grammar Books' as electronic Word documents. For the grammar part they are expected to briefly explain their grammar problems and provide me with the links (and scores) of online activities they do autonomously.
In some semesters the dictionaries and grammar books are also the basis for oral 'exams' which are more or less discussions of their autonomous grammar and vocab work.
Shared by: Gerlinde Buchberger
Baden, Austria
Subject: Personal Vocab List
"I've been using something similar with my upper-intermediate and
advanced teacher trainees for the last few years. I ask them to analyse their marked assignments and with the help of (electronic) dictionaries compile lists of words in context, idioms, collocations, word families etc. based on their personal problem areas.
For grammar problems we also use 'Personal Grammar Books'. Based on teacher feedback the students identify their personal grammar problems and do remedial work using online grammar books. Part of continuous assessment is to submit their 'Personal Dictionaries' and 'Personal Grammar Books' as electronic Word documents. For the grammar part they are expected to briefly explain their grammar problems and provide me with the links (and scores) of online activities they do autonomously.
In some semesters the dictionaries and grammar books are also the basis for oral 'exams' which are more or less discussions of their autonomous grammar and vocab work.
Idea From: TESL-L
Caroline Gwatkin
Buenos Aires, Argentina
Vocabulary Building Idea:
I call it 'Colour Your World', and it works like this:
Each learner is encouraged to organise a special section in his/her file only for vocabulary (loosely covering collocations, expressions,
discrete lexical items etc.)
Each page of the folder is for ONE THEME (e.g. the family, work, animals etc.)
The first step is to brainstorm all known vocabulary to do with the
theme and to write the words/collocations/ expressions in ONE colour. These are the 'core' items, active vocabulary which is familiar to all the class.
Then, when tackling a future activity/exercise relating to the theme, learners first consult their brainstorm, and then add new words in a SECOND COLOUR. At the top of the page, in the second colour, the page of the course book/ activity/ exercise is written and used as a reference in case the learner needs to reread the source material.
This procedure of adding vocabulary in different colours during
thematically related activities/exercises is repeated in different
colours (together with the references at the top of the page) until
totally new items start appearing in the brainstorm.
When a number of colours are used it becomes very clear to the learners that each colour represents different 'degrees' of his/her own learning.
The largest quantity of words are usually written in the first colour,
the items written in the second colour are usually 'passive memory'
items and from then on the following colours represent 'new' language.
The teacher is then able to set a, for example, a writing task connected to the theme, confident that the learners can resource themselves and recycle taught lexical items. It is fun for them write the words in the same colours as they appear in the brainstorm!
Personally I give lots of credit to those who are able to use the words on the outer edge of the brainstorm (the most recently acquired).
Building vocabulary in this colourful way has many benefits, for
instance:
- it keeps topic related vocabulary on one page for quick reference
- it helps the learner see at a glance which words need to be 'learnt'
and which are 'known'
- the learner is able to independently add more words (but always in different colours!)
- and, as colour aids memory (at least for visual learners), the teacher can colour code activities too!
I use this technique with all levels and all ages.
Caroline Gwatkin
Buenos Aires, Argentina
Vocabulary Building Idea:
I call it 'Colour Your World', and it works like this:
Each learner is encouraged to organise a special section in his/her file only for vocabulary (loosely covering collocations, expressions,
discrete lexical items etc.)
Each page of the folder is for ONE THEME (e.g. the family, work, animals etc.)
The first step is to brainstorm all known vocabulary to do with the
theme and to write the words/collocations/ expressions in ONE colour. These are the 'core' items, active vocabulary which is familiar to all the class.
Then, when tackling a future activity/exercise relating to the theme, learners first consult their brainstorm, and then add new words in a SECOND COLOUR. At the top of the page, in the second colour, the page of the course book/ activity/ exercise is written and used as a reference in case the learner needs to reread the source material.
This procedure of adding vocabulary in different colours during
thematically related activities/exercises is repeated in different
colours (together with the references at the top of the page) until
totally new items start appearing in the brainstorm.
When a number of colours are used it becomes very clear to the learners that each colour represents different 'degrees' of his/her own learning.
The largest quantity of words are usually written in the first colour,
the items written in the second colour are usually 'passive memory'
items and from then on the following colours represent 'new' language.
The teacher is then able to set a, for example, a writing task connected to the theme, confident that the learners can resource themselves and recycle taught lexical items. It is fun for them write the words in the same colours as they appear in the brainstorm!
Personally I give lots of credit to those who are able to use the words on the outer edge of the brainstorm (the most recently acquired).
Building vocabulary in this colourful way has many benefits, for
instance:
- it keeps topic related vocabulary on one page for quick reference
- it helps the learner see at a glance which words need to be 'learnt'
and which are 'known'
- the learner is able to independently add more words (but always in different colours!)
- and, as colour aids memory (at least for visual learners), the teacher can colour code activities too!
I use this technique with all levels and all ages.
Tuesday
Idea from: Geoffrey Vitale (retired University of Quebec), TESL-L
Using Art in the Classroom
My favourite writer in this area has always been Andrew Wright - his books are
practical, hands on - and they work. They include 'How to enjoy painting'
(unfortunately out of print), '1000 pictures for teachers to copy' (Pearson)
and, my favourite: "Pictures for Language Learning" (Cambridge Handbook) - all
identifiable in Amazon.com - but go by title, not author - there is more than
one Andrew Wright.
Just one example of what I have done with a class, more specifically involving
drawings - though one could also use readymade paintings etc -= but this is more
fun (Taken from PLL) I divide the board into four - with chalk strokes. In the
first area I make a drawing. It can be figurative/abstract or a mixture. For
example - a cross, a coffin, a house, a stick figure, a moon. These may be very
ambiguous and interpretable as other things. The class is in groups of four
-each group studies the pic and starts writing a story involving the content.
The member of the group discuss what the story line can be and one of them
writes it down. I wander round the class - give the chalk to a student, tell him
or her to put up a second drawing. Shy at first - then eager! Tell the students
this is the continuation. Do that twice more - much emphasis when student goes
up to draw last pic that this is the finale, the culmination.
Then the writer in each group reads that group's story to the rest of the class.
Very different stories - total student participation - enormous fun -- thank
heavens for people like Andrew Wright.
Using Art in the Classroom
My favourite writer in this area has always been Andrew Wright - his books are
practical, hands on - and they work. They include 'How to enjoy painting'
(unfortunately out of print), '1000 pictures for teachers to copy' (Pearson)
and, my favourite: "Pictures for Language Learning" (Cambridge Handbook) - all
identifiable in Amazon.com - but go by title, not author - there is more than
one Andrew Wright.
Just one example of what I have done with a class, more specifically involving
drawings - though one could also use readymade paintings etc -= but this is more
fun (Taken from PLL) I divide the board into four - with chalk strokes. In the
first area I make a drawing. It can be figurative/abstract or a mixture. For
example - a cross, a coffin, a house, a stick figure, a moon. These may be very
ambiguous and interpretable as other things. The class is in groups of four
-each group studies the pic and starts writing a story involving the content.
The member of the group discuss what the story line can be and one of them
writes it down. I wander round the class - give the chalk to a student, tell him
or her to put up a second drawing. Shy at first - then eager! Tell the students
this is the continuation. Do that twice more - much emphasis when student goes
up to draw last pic that this is the finale, the culmination.
Then the writer in each group reads that group's story to the rest of the class.
Very different stories - total student participation - enormous fun -- thank
heavens for people like Andrew Wright.
Friday
Idea from: TESL-L Costas Gabrielatos, Dept. of Linguistics & MEL, Lancaster University, UK
For an idea on how to teach phrasal verbs categorised by
preposition/particle (and treated in context) have a look at Calvin and Hobbes!
http://www.ucomics.com/calvinandhobbes/1992/12/07/
For more advanced (or intellectually mature) learners, a possible
data-driven approach is to ask them, "What is the meaning of 'up' in each
phrasal verb?" Once the categories are negotiated/established, learners can
add other phrasal verbs with 'up' that they know and/or they can find in
other texts that you give them. I would think that the next logical step
would be phrasal verbs with 'down'.
For an idea on how to teach phrasal verbs categorised by
preposition/particle (and treated in context) have a look at Calvin and Hobbes!
http://www.ucomics.com/calvinandhobbes/1992/12/07/
For more advanced (or intellectually mature) learners, a possible
data-driven approach is to ask them, "What is the meaning of 'up' in each
phrasal verb?" Once the categories are negotiated/established, learners can
add other phrasal verbs with 'up' that they know and/or they can find in
other texts that you give them. I would think that the next logical step
would be phrasal verbs with 'down'.
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