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January
2015
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The Leading Practical Magazine For English Language Teachers Worldwide
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The uniqueness of gameplay
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Jason Anderson
Embracing ambiguity
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Simon Dunton
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• practical methodology
• classroom resources
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• new technology
• teacher development
• photocopiable materials
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Your direct route to English success
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Thoroughly tested
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Based on the
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and frequent
vocabulary
www.oup.com/elt/yourdirectroute
Contents MAIN FEATURE EMBRACING AMBIGUITY 40
Simon Dunton accepts that there is always
THE UNIQUENESS OF GAMEPLAY 4 more than one answer
Jason Anderson believes games make
the artificial authentic
SUGGESTIONS FROM THE STAFFROOM 6 48
Sasha Wajnryb gets language learning tips from teachers
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FEATURES
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CHESS, WARDROBES AND PIZZA 8 TEACHING YOUNG LEARNERS
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Phillip Brown concocts some creative comparisons
PUPPETS IN PRIMARY 23
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Devin Unwin brings new characters to the classroom
LOOK, NO HANDS! 12
Tim Richardson meets a collaborative challenge
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TEACHER DEVELOPMENT
A TREE OF THE PAST 14
Anna Kamont demonstrates how past tenses
PREACHING IN PRACTICE 49
can grow on you
Dave Briggs gives a CLIL demonstration lesson
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ALL THE WORLD’S A CLASSROOM 16 MAP YOUR CAREER 51
Alberto Fornasier finds British culture fascinating
Emily Edwards looks at the options open to teachers
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on the move
CAT GOT YOUR TONGUE? 17
Mark Hancock proposes purrfect pronunciation
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exercises
TECHNOLOGY
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Anna Hasper helps learners learn to love their mistakes Charles Jannuzi views some video resources
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COMMUNICATIVE CLARITY 30
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used to play a classroom game and language used to talk If you have ever found it difficult to explain or demonstrate to
about playing the game have equal claims to authenticity. your students the various tongue positions that are used to
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make particular sounds, then Mark Hancock’s delightful cat
Tim Richardson is a journalist rather than an English teacher,
drawings may provide a solution. Envisaging the tongue from
but his account of how he ran a creative writing group for
the perspective of a cat stretching in different directions may
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people with life-changing disabilities should provide inspiration
provide the key to helping students improve their vowel sounds.
for teachers whose students would benefit from a similar
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supportive and collaborative approach to writing. Simon Dunton sees the alternative answers provided by his
students not as ‘wrong’, but as triggers for discussion of
Rogheyeh Kazemi Pargou is a teacher in Iran, but it is her
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language and further learning. Likewise, Anna Hasper believes
experiences as a mother and student, a ‘language hunter’ as
that getting students to appreciate their failures and use them
she puts it, in New York that provide the cultural and linguistic
as learning opportunities is the key to raising the self-esteem
insights she shares in her English Teaching Confessional.
needed for success.
In a similar vein, Alberto Fornasier tells how his travels around
the UK helped him to understand not just a little more about the
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British character, but also why British teachers seem ideally
suited to communicative language teaching.
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Editor: Helena Gomm Published by: Pavilion Publishing and Media Ltd,
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Editorial Consultant: Mike Burghall Rayford House, School Road, Hove BN3 5HX
Editorial Director: Andrew Chilvers © 2015, Pavilion Publishing and Media Ltd
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Pages 6, 44–46 and 56 include materials which are designed to photocopy. All other rights are reserved and no part of this publication may be
reproduced, stored in a retrieval system or transmitted without prior permission in writing from the publishers.
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continually since 1953.
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Whatever your need, from
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Delta to Diploma in Educational
Management, find your
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next course inspiration at
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Visit: www.ihlondon.com
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ihlondon.com
M A I N F E AT U R E
The uniqueness
of gameplay
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C
Jason Anderson an language use be In-game language use
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simultaneously authentic and In the first context in Table 1 (in-game
finds a way of making yet controlled? Is it possible to
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language use), whenever a player does
have meaningful what is required of them in order to
controlled language use communication between learners that still progress towards success within the game,
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retains a linguistic focus? I believe the they are using language authentically. For
authentic. answer to both of these questions is yes, example, a learner who is talking for a
if we draw upon the unique features and minute without stopping on a random
qualities of gameplay to create a dual topic, or trying to guess a word being
context for language use in the classroom.
an described by a classmate, is using language
Among the many definitions of no less authentically than I am when I am
authenticity that have been invoked in playing Just a minute or Monopoly with
language teaching, it is Henry my friends, regardless of whether the
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quality of the materials we use, but a pursuit question would hardly constitute
context-dependent interaction between ‘authentic’ language use according to Jim
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identified three key features that are discourse community of the game, even
necessary prerequisites for language use if it fulfils a partly- or wholly-linguistic
to be considered authentic: context, a outcome (as opposed to a non-linguistic,
discourse community and ‘pragmatic ‘real world’ outcome). As David Crystal
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1 The game The players To win the game or play well Distribute two or three yellow cards
and one red card to each group
2 The lesson event The class To (be able to) play the game
playing a game (if it’s a mingle
Table 1 activity, you can give the cards to
gameplay. Interestingly, around-game learning resource, this is a wasted ‘language police officers’). During the
language use can be surprisingly varied opportunity to use English game, if any learner uses their
both in terms of discourse type and communicatively, so as well as patiently mother tongue, either for in-game or
function, and it fits under almost encouraging learners to use English as around-game language, the other
anyone’s definition of authentic language much as possible, you could try using learners give him or her a yellow
use (for an overview, see, for example, the ‘yellow card, red card’ system (see card. A learner who then uses their
Alex Gilmore’s article in Language the box opposite). mother tongue again gets a red card,
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Teaching). Table 2 provides some and must either miss a turn or lose a
examples from my recent lessons. Games versus tasks pre-specified number of points.
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From a second language acquisition While you’re monitoring, if you see a
perspective, this around-game language If we take a fairly widely-accepted
definition of a task, as provided by Rod yellow card in front of a learner, you
use, happening under the guidance of
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Ellis in 2009, for example, we can see can find out what they wanted to say
the teacher, provides valuable
some key differences between language and translate it into English for them.
opportunities for learning. It gives a
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use in games and tasks. Unlike games, Because learners understand the
clear context for both negotiation of
meaning and focus on form – as tasks cannot really offer a distinction importance of rules in gameplay, and
between ‘in-task’ and ‘around-task’ are usually familiar with how these
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opposed to ‘focus on forms’ – both of
which have been argued to promote language use because language use in cards are used in football, I have
language learning within the classroom tasks is not normally governed by a set found that this system allows them to
context (see works by Michael Long). of artificial rules. In his definition of a monitor their own production well,
We can help our learners to develop task, Ellis argues that tasks should have
an even in large classes or when they
their confidence in around-game a primary focus on meaning and a get very excited by the game.
language use by pre-teaching useful non-linguistic outcome, neither of which
vocabulary or expressions, and is necessary in a game, yet the language
becoming a ‘situational grammar
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(with no specific language learning aim) artifice ... which may on occasion be more
likely to be using language outside the
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Teachers working in monolingual need to be ‘hidden’. Either the teacher or A challenging game
classes often find it difficult to get their the game itself can make the language
The ‘Third person challenge’ game on
learners to use English for around-game learning outcome explicit to the learners,
page 6 is one that my learners enjoy
without the language use in the game
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language use. While I am a great believer playing. You will see that in-game
in the use of the mother tongue as a losing any of its inherent authenticity or
language use is clearly rule-bound, and
the language focus could not be more
Utterance Role of language use explicit. However, not only is interaction
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of gameplay
language acquisition remain to be Crystal, D Language Play Penguin 1998
proven. But until they are (and even if
Ellis, R ‘Task-based language teaching:
they aren’t), I’ll be crafting games for my sorting out the misunderstandings’
learners to play for the foreseeable future. International Journal of Applied Linguistics
on meaning. Questions such as How
As Henry Widdowson himself puts it: 19 2009
many languages does a banana speak?
‘As TESOL professionals, we need to Gilmore, A ‘Authentic materials and
and What type of cigarettes does a
make language and language learning a authenticity in foreign language learning’
chicken smoke?, both of which require a
reality for learners, and we cannot do so Language Teaching 40 2007
negative third person form (It doesn’t …)
by bland reference to “real English”. It Long, M ‘Focus on form: A design feature
catch out about half the learners in an
can only be done by contrivance, by in language teaching methodology’ In De
intermediate class! Try it out with your Bot, K, Ginsberg, R and Kramsch, C (Eds)
artifice. And artifice, the careful crafting
learners, and then try inventing a similar Foreign Language Research in Cross-
of appropriate language activities, is what
one for regular past simple -ed endings
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cultural Perspective John Benjamins 1991
TESOL is all about.’
or comparative forms of adjectives. Long, M ‘The role of the linguistic
environment in second language
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Jason Anderson is a
Game over! teacher, teacher trainer
and author of several
acquisition’ In Ritchie, W and Bhatia, T
(Eds) Handbook of Second Language
resource books for
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In this short article, I have not found Acquisition Academic Press 1996
language teachers,
time to mention the importance of including Role Plays for Scrivener, J ‘ARC: a descriptive model for
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games in providing intrinsic motivation Today, Teamwork and classroom work on language’ In Willis, J
his latest publication,
for learning, nor indeed for the Speaking Games,
and Willis, D (Eds) Challenge and Change
wonderful potential they have for a photocopiable in Language Teaching Macmillan
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compendium of his Heinemann 1996
developing higher-order thinking skills favourite games, now
or rapport within a learning community available from DELTA Widdowson, H G ‘Context, community,
Publishing. and authentic language’ TESOL Quarterly
– all this is fodder perhaps for a future 32 (4) 1998
jasonanderson1@gmail.com
article. What’s more, my tentative claims an
Third person challenge
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Student A Student B
Your partner will have three minutes to answer all your Your partner will have three minutes to answer all your
questions. Don’t show your partner the questions and questions. Don’t show your partner the questions and
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don’t take any notes. Repeat the question slowly if your don’t take any notes. Repeat the question slowly if your
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answers all the questions using complete sentences answers all the questions using complete sentences
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The student who makes the fewest mistakes wins. The student who makes the fewest mistakes wins.
Start the timer – three minutes only! Start the timer – three minutes only!
1 What does an English teacher do? 1 What does a taxi driver do?
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2 What does a shoe shop sell? 2 What does a book shop sell?
3 What does a radio do? 3 What does a freezer do?
4 What does your best friend watch on TV? 4 What does our teacher do at the end of every lesson?
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5 What doesn’t your best friend like to watch? 5 What does your mother eat for breakfast?
6 Where does the president of the USA live? 6 What about your father?
7 What does a dog do in its free time? 7 What about a tiger?
8 How fast does a snake run? 8 What two things does a door do?
9 Who talks too much in this class? 9 How well does a mobile phone swim?
10 Who doesn’t talk enough? 10 Who wears the best clothes in this class?
11 Why? 11 Why?
12 What type of cigarettes does a chicken smoke? 12 How many languages does a banana speak?
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2.2 million
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last year
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Chess,
wardrobes
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and pizza
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Phillip Brown finds ow important features of basic to using the piece at all. If you
language are presented to don’t know what you can do with a
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that comparisons aren’t students will determine how piece, you can’t even start to play the
they are perceived. Some game. And knowing the meaning of
necessarily odious. perceptions (we might call some of them your pieces means knowing the meaning
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‘mental pictures’), are more useful than of your opponent’s pieces, too.
others, and their usefulness lies in the Then, assuming that you know the
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fact that they can provide a framework meaning of the pieces, moving them
of approach to language learning which correctly does not mean moving them in
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may facilitate the process or, at any rate, isolation, that is, in total disregard to the
make the journey of L2 acquisition disposition of your opponent’s pieces. In
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more manageable – even, perhaps, a serious game of chess, once you touch
enjoyable. These ‘mental pictures’ may a chess piece, you are obliged to do
be formed through the construction of something with it, ie move it, and
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analogy and, although we might relish whether or not your move is judged to
the retort that ‘analogies are odious’, we be correct will depend on how well you
can usually get some mileage out of have taken into account the relation of
them so that they play a positive role in the piece in question to the others on the
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their links to language, which my chess piece means and still play badly.
students have generally found useful.
Link to language:
Collocation
Analogy 1: (lexical and grammatical)
Chess It is also possible to know the meaning
In the game of chess, one must of a word, and how to say it and how to
understand the capability of each chess spell it, and still use it badly. Using
piece, which means understanding how words correctly, like playing chess
it can move, what it can do and what it intelligently, requires more than simply
cannot do. Understanding its capability knowing what they mean; it also
is understanding what it means. This is requires knowing how they stand in
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stammers because we don’t know the is what chess is all about – but few if not eccentricity, then an air of
subject sufficiently well and just hope for people would bother to play it at all if it superiority; while informality on
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the best. We get through our speech, but involved little or no challenge. A good occasions which require formality may
without applause – or the applause we chess player won’t get much fun out of a suggest disrespect or antagonism.
get is unconvincing. ‘Hoping for the best’ game played against a beginner because A letter of application for a job or
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does not inspire us with much confidence, a good player needs to be challenged. university placement may not suggest
and a lack of confidence is something sincerity if it is written in ‘street language’,
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we can do without. In chess, ‘muddling and the more perfect the street language is,
through’ is unlikely to mean playing the greater the degree of insincerity, which
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intelligently, much less winning the game. is why an answer to an examination
Similarly, our use of the words promise question requiring formal register may be
and strategy are unlikely to attract much written in perfect street English from start
credit if we don’t know what other words to finish and yet fail outright to satisfy the
collocate with them; we might succeed examination requirement. ‘No, you just
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in making ourselves understood, but we can’t address the university admissions
are unlikely to be complimented on our officer as “Hey, man!” – though we
English. (And there are many instances applaud the fact that you know that this
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to use it correctly and knowing what to Wardrobes contain clothes, and there makes us rock with laughter, his
do with it. It means knowing, for are clothes for different occasions: party verbosity and feigned formality might
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example, that the past simple frequently dresses and pin-striped suits are not for be insufferable in real life, except in very
goes with the past continuous (I was gardening; beachwear is not for job small doses and when the humorous
tucking into a steak when she arrived ), interviews. Wearing jeans to a funeral intention was explicit and transitory:
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that the present perfect is frequently an may be taken to show disrespect; black ‘Copperfield, said Mr Micawber,
explanation of a present fact (I’m top hat and tails on a picnic is, at the very farewell! Every happiness and prosperity!
absolutely shattered – I’ve just finished least, eccentric, though I’m all for a touch If in the progress of revolving years, I
digging the vegetable patch). of eccentricity, except when it shakes could persuade myself that my blighted
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Understanding grammar also means hands with mere posing and insincerity. destiny had been a warning to you, I
knowing the lexis that helps prompt its Clothes generally say something about should feel that I had not occupied another
correct use: yesterday with past simple, the occasion on which they are worn man’s place in existence altogether in vain.
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just with present perfect, and so on. So and about those who wear them, but In case of anything turning up (of which I
what we may call collocation is a pattern granted the importance of eccentricity am rather confident), I shall be extremely
of relations between words, between and individual style, ‘horses for courses’ happy if it should be in my power to
grammar structures, between lexis and is a widely-accepted principle. improve your prospects.’
grammar. So much so, that should someone As is so often the case, in Dickens
Language is vastly more complicated turn up in the ‘wrong’ clothes, one may and elsewhere, humour is humour by
than a game of chess. Improving be forgiven for thinking that he has default, the cross-wiring of place or time
vocabulary does not simply mean mistaken the occasion or the game or person. The effect is wonderful
endlessly adding to a list, like a vertical – ‘I’m terribly sorry, I didn’t know we humour but a poor strategy for doing
shopping-list of items. We don’t use were playing tennis!’ – as he quickly well in English exams. Should we draw a
words vertically, but horizontally, which stuffs his football boots back into his rebellious conclusion from this? No, I
is to say: in sentences. Improving duffle-bag. And after turning up at the do not think so.
and pizza
absolutely nothing to lose. a few pints of beer, and something
The ability to recognise the right important to say to your stomach.
ingredients and to choose those of We should hasten to add that style is
quality seems to be a pre-requisite of not to be confused with substance; all
good cooking. This is connected with style and no substance will not do; but
good taste, and good taste, in cooking, then, it is not so easy to put it the other
as in music, is connected with way round: ‘all substance and no style’
judgement; and judgement is connected does not strike one as nearly so plausible.
with style. Style, not in the flamboyant
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sense of mere presentation, but in the
sense of quality of outcome.
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Presenting language, or aspects of
Link to language: language, in terms of analogy is an
Academic style attempt to make language acquisition a
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The use of sentence-linking devices like more appealing, not necessarily easier,
however and despite, and the different way of spending one’s very precious
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uses of punctuation which such devices time.
require; the careful use of paragraphing;
Dr Phillip Brown teaches
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Analogy 3: the attention that must be paid to English at Studio School,
Cambridge, UK. He has
spelling, especially the spelling of key
Pizza words; the especial attention that should
a PhD in Philosophy
from St John’s College,
Making a good pizza, like making a be paid to lexical collocation – all this, Cambridge, and has a
continuing interest in
good anything else, depends on using and more, makes up what we may
an his area of specialisation.
the right ingredients. That’s why we have roughly call ‘academic style’. He plays classical guitar
as a hobby.
recipes and recipe books. The This is a style that should bring to
ingredients, and the quality of those mind the phrases intellectual honesty
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ingredients, will help determine the and academic integrity, two phrases
outcome. Strawberries with fish may which are themselves examples of lexical
phillip.brown7@ntlworld.com
prompt us to question convention, and collocation. It is a style that should not
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COMPETITION RESULTS
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20 1 12 25 1 23 18 5 5 15 19 10 3 16 Mike Anscombe, Arundel, UK
B A R N A C L E E Q U I T Y
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5 9 5 1 5 26 5 25 1 10 Mustapha Arour, Wilaya de Laghouat, Algeria
E K E A E W E N A I
25 1 22 16 12 19 12 1 18 6 10 21 Sarah Curtius, Garbsen, Germany
N A V Y R U R A L O I P
5 10 14 12 10 21 4 23 1 18 21 Congratulations to all Danuta Hohner, Roethenbach, Germany
E I D R I P S C A L P
ion
17 18 5 11 10 20 18 5 13 23 5 those readers who Sylvie Mauvais, Areines, France
F L E X I B L E G C E successfully completed
10 26 6 13 5 25 19 10 25 5 Yelena Rezayeva, Aksai, Kazakhstan
I W O G E N U I N E our Prize Crossword 66.
23 6 2 1 2 2 1 18 21 6 Sabine Rizzotti, Bicester, UK
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18 10 13 24 3 17 5 6 14 14 18 16 Macmillan Phrasal Verbs Plus are: Sandy Willcox, Observatory, South Africa
L I G H T F E O D D L Y
25 6 12 14 10 23 24 3 6 10
1 2 3 4 5 6 7 8 9 10 11 12 13
N O R D I C H T O I A M T S E O Z J K I X R G
8 19 10 23 5 25 12 16 5 4 21 1
14 15 16 17 18 19 20 21 22 23 24 25 26
J U I C E N R Y E S P A
D Q Y F L U B P V C H N W
6 17 1 23 1 14 5 2 10 23 19
O F A C A D E M I C U
9 12 16 21 3 6 25 1 25 25 6 16 5 14
1 13 6 6 14 18 1 19 13 24 10 4
K R Y P T O N A N N O Y E D A G O O D L A U G H I S
5 6 10 23 5 14 4 6 10 4 19 25 4 24 10 25 5 10 25 3 24 5
E O I C E D S O I S U N S H I N E I N T H E William
12 6 19 3 10 25 5 16 6 13 24 19 12 3 24 6 19 4 5 Makepeace
R O U T I N E Y O G H U R T H O U S E Thackeray
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Look,
WRITING
no hands!
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Tim Richardson says you don’t have to put pen to paper –
or fingers to a keyboard – to write.
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he image of a writer – working started: There is a walled garden. Now, vocabulary and building the prose layer
in silence while immersed in what’s in it? What can you see?
an by layer.
their thoughts – is a popular, if After a lengthy silence, the It was this process of quizzing the
hackneyed, image. But writing conversation began. Fuelled by endless writers and challenging some of the
doesn’t have to be a solitary pursuit. cups of tea, the vocabulary and ideas things that didn’t add up that helped
What if it could be done as a group of began to sharpen. And as I asked them move the plot along. Sometimes, it
ing
people, each making their case for plot more questions, they began building a needed quite a shove to get things going.
development, characters and dialogue? picture of what lay within this At other times, all that was needed was a
What if you could go one stage further mysterious walled garden. The result gentle push and then they were
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and ‘write’ a story without actually was this: unstoppable, much like when they
putting pen to paper? Well, that’s exactly created the central character, the man
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project. heart of the garden that’s home to He’s a kind man with weathered skin
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squirrels, birds and other animals. and a twinkle in his eye. He wears green
Getting started Tucked inside is what’s left of a tree wellies, brown corduroy trousers and a
house. And from one of the tree’s giant yellow shirt and smells of pipe smoke.
The authors – Ray, Rosemary, Stevie
branches is an old rope swing where He wears an anorak when it’s cold and
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greenery. Perhaps it is these that help to likes to take a break every now and then
just because someone doesn’t have the
attract the birds – blue tits, great tits and under the shade of the giant copper
physical ability to put pen to paper, it
doves – that are frequent visitors.’ beech tree.
doesn’t mean they cannot write. So
that’s what we did. They talked, ‘There, he stops for a cup of tea from his
discussed, debated and argued to create Moving along flask, or munches on a cheese and
a story. And I wrote it down. In truth, the opening paragraphs are pickle sandwich wrapped up in a brown
Over a period of some 15 weeks, we naive, much like a child’s crayon paper bag.’
spent two hours each Thursday drawing. (Don’t forget, these are not By now, the group weren’t just thinking
afternoon writing their story. There was students of English.) But that doesn’t of visual description, but taste and smell
no plan or structure. We started with a matter one bit. What they achieved in as well as all the other senses. As writers,
blank sheet of paper, except that I had that first session was nothing short of they became more thoughtful and their
something up my sleeve to get them remarkable: sparking debate, developing attention to detail became more acute.
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It’s 2099 and the world is about to tick over into a new How much do you write?
century. Looking back, Max was amazed at just how
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We were fortunate to have the time to write a lengthy short
much the world had changed in the last 100 years … story over several months. But during that time we also did
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Suggested questions: exercises in description, character and dialogue. The same
Who is Max? How old is he? Where is he? could be done with language classes. Writing using this
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collaborative method could generate 50 words, or it could be
Why is he contemplating the last 100 years?
500 words. It’s up to you.
How has the world changed? Any specific ideas?
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Armageddon? Technological development, perhaps,
where we all drive flying cars?
Why not publish what you’ve written?
If you have enough material, you could always consider
Starting point 2 publishing what your writers produce. Even basic word
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Number 11, the High Street, was an old shop that closed processing programs have templates for newsletters or
down more than 20 years ago. No one could imagine pamphlets. But if you want to attract a wider audience, it’s
what they’d find when they opened the door …
ing
Why has it been shut for so long? consider self-publishing a book or e-book. While there is a
Who opened the door and what are their plans small cost involved, there is a great deal of satisfaction to be
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for the shop? had to see your work in print – even if the only people who buy
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Where is Number 11, the High Street? it are the writers themselves.
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Total immersion In the end, the story – more than pressure of individuals having ‘to write’.
7,000 words spanning 48 pages – took Instead, it’s a conversation, a debate, a
The group – dubbed the Westbury on a life of its own, driven by its four discussion that generates all the aspects
Writers after their nursing home –
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authors, who each made their own of creativity, language and expression
became totally immersed in the plot and unique mark on this collaborative – without necessarily the final act of
characters, even discussing the story writing project. And to cap it all, we writing it down. What a great way to
outside the class. The same intensity was
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of the
choices, appears to be much more
demanding.
Grammar books are full of exercises
and presentation techniques for teaching
narrative constructions (timelines and
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diagrams, visual stimuli, concept
questions, etc). Yet I have noticed the
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majority tend to ‘slice’ the past into more
past
manageable ‘two or three constructions
at a time’ components, thus failing to
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provide students with a fully-dimensional
picture. Therefore when, for the
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umpteenth time, I was faced with the task
of reinforcing narrative constructions
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with my university students, I felt the
need to devise a new means of
presentation. The result is a technique
which I call a ‘tree of the past’.
In this article, I would like to
an
demonstrate the stages of this technique,
which other teachers might like to try
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Anna Kamont offers ne of the things my upper- out in their own classrooms.
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whole array of the so-called ‘future in put the verbs either in the students’ L1
the past’ constructions), each endowed
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three-dimensional nature of English
Future in (a line with the narration, and thus makes them
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the past bottom end slanting appreciate the multiplicity of tools they
to the right) have at their disposal when constructing
a narrative text.
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The final outcome may look like this:
Stage 4
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Verbs Tree of the past
At this stage, it is the students who
produce a visual representation of a past
went Stage 6
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narrative. Dictate a short past story (eg
Example 2) and ask the students to draw Set a writing activity (done in class or
started a tree appropriately representing each for homework) which requires the
main verb, following the key given above. students to use a range of narrative
arrrived constructions in less-controlled practice.
Example 2:
an Topics such as ‘The day I had my
Her body was trembling, but she high-school leaving exam’, ‘The most
was having entered the room. The street lamps exciting day of my last holiday’ or ‘My
ing
were glowing and the wind was gently first day at school/university’ will elicit
were dancing blowing outside. She wanted to call him, texts which feature all the past narrative
but she had forgotten her phone. At that constructions, whereas more general
point the door opened. She would soon topics such as ‘Describe your last
h
were chatting
learn the truth. holiday’ tend to result in merely
lis
noticed The students should come up with the sequential descriptions of the past.
following structure:
b
had seen
Pu
A
t the end of last August, my I don’t know whether it was just us, their communities, whether in their
girlfriend and I left Italy and and our professional bias, but it looked immediate neighbourhood or the city as
landed in the UK, homeland of to us like a typical multiple-choice a whole, and there seem to be many lay
many authors who contributed towards exercise, and it also surprised us to find and religious organisations whose main
the development of communicative such a form in a B&B in a little village of aim is to do that, both on a social and
language teaching (CLT), the principles fisher folk. It is also interesting to notice an environmental level.
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of which we try to apply in our everyday the different reactions people had to it
lessons. After a while, we started to notice later on: while this photo gave my parents A question of communication
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things that made us think that, as far as (who are Italian) the impression of a Another example of this instinctive
its basic concepts are concerned, CLT break-down in communication, for us it attitude towards interaction was given to
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didn’t really seem to be a particularly new really wasn’t so, and we saw it, rather, as me by my girlfriend after she attended a
invention. In other words, we started to an attempt to improve communication two-day course on the environment. How
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notice how much the principles that through standardisation. surprised she was to see that the lessons
underpin it are (or, for us, seem to be) seemed to be structured like language
connected with British culture. A question of questions classes. There was lots of communication
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Our first days were spent in Bristol, Apart from their love of forms, we also and discussion involved, pair and group
where we had an interview at the school experienced how keen the British are on activities, a small amount of teacher-led
where we work now. We then decided something I have seen used so much in the input and a great emphasis on interaction
that, since classes weren’t due to start teaching of English, namely quizzes. When
an as a means to achieving goals. As the
until October, we would spend two we arrived in another small village, near teachers didn’t have any specific education
weeks travelling around, getting to know Hadrian’s Wall, we found that there were in teaching, but were just experts in the
the country where we are planning to four pubs, and we were a bit bewildered environmental field, we came to the
by the fact that each of them (and even conclusion that this attitude to teaching
ing
A question of form that the British really love to ask and our impression was given to us by the way
lis
After crossing the North York Moors answer questions which test their our students usually behave during their
National Park by steam train, we got to knowledge, in any setting! And they don’t language classes. British students are
Whitby and walked south on a path just do this for fun: when I first went often keen on putting themselves in pairs
b
along the cliffs, eventually reaching the climbing in a gym in Bristol, I was given or groups, on standing up and mingling,
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charming Robin Hood’s Bay and its little the usual set of rules to read and agree to. on sharing information and ideas. The
fishing village. We went to our pre- In Italy, I would expect just to be asked to teacher doesn’t really have to put much
booked B&B, a lovely cottage which had read and sign it. In Bristol, after I had read effort into setting up activities or giving
been beautifully refurbished. The owner it, I had to answer a set of pre-written instructions, as the students quickly
ion
showed us our room, gave us a little comprehension questions. That definitely understand what they are asked to do.
brochure with some historical research reminded me of a language lesson! My girlfriend and I are still surprised to
she had done about the place and asked see how much enthusiasm our students put
A question of community
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about our preferences for breakfast. We into activities that lead to communication
imagined that we could just tell her what Continual experiences of this kind made and, after a period of living here, we have
we would like, but she handed us a little us think that this way of conducting come to notice how the main principles of
communication through a specific set of
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form. This is what it looked like: CLT and the way they are put into practice
pre-planned steps seemed to be a seem linked with some features of British
Breakfast required at ..................... AM noticeable feature of UK culture – and culture – demonstrated both in their
Orange juice Grapefruit juice one closely connected with another attitude to education, and in other more
Cereals Fruit salad Porridge cultural feature: building relationships prosaic aspects of day-to-day life.
Granary toast White toast with the people in your area. This is
Speciality tea Yorkshire tea Coffee Alberto Fornasier is a
something which we have not found either teacher at International
in our own countries (Italy and Spain) House Bristol, UK. During
Fried eggs Poached eggs the summer he usually
or in those we have lived in (Latvia and works at IH Milan. He is
Scrambled eggs Boiled eggs
Russia). Despite the fact that the people currently interested in the
psychology of Second
Bacon Sausage Vegetarian sausage of the UK have a reputation for a certain Language Acquisition.
Tomato Mushroom Hash brown detachment, they appear to us to be really
afornasier2001@yahoo.it
Black pudding Kipper keen on strengthening relationships in
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a synonym of language, as in with imaginative ways of explaining
struggling to learn a foreign tongue. When tongue positions. For example, to
you are watching someone speak, you produce the vowel sound in awe, we may
can sometimes see the tongue in action, ask students to imagine they have a
whole (small!) apple in their mouth.
an
especially with the consonant sounds
spelt th, when it peeks out between the This can be a better way of explaining
teeth. However, the work of the tongue that the tongue should be pushed down
in speech is usually hidden from view. and back than any cross-section
ing
This poses a challenge: how can we diagram. It helps us to feel the muscular
explain to our students how to articulate stretching in a way that the cross-section
sounds when this most important organ diagram cannot. However, there is no set
h
aware.
A window into the mouth
b
upper teeth – see, for example, Robin make the vowel sound in awe – an image
Walker’s article in ETp Issue 94. For which does the same job as the apple-in-
vowel sounds, however, the traditional the-mouth idea above.
cross-section diagram is a lot less
effective as there are no concrete points
of contact. There is only the shapeless
mass of the tongue in subtly different
positions. Even if such drawings are
anatomically accurate, they are difficult
for most people to interpret. People are
more used to feeling the position of their
tongue than seeing it. A cat stretching backwards
i* u*
I ask them to identify what it is (a
cat) and what it is doing (stretching
backwards). It’s a gesture that students
can replicate with their arms on the desk
in front of them – a lazy stretch. I then
ask them to imagine that this cat is their
tongue. What would be the equivalent
lingual gesture? It would be the tongue
stretching itself down and back, as in a
yawn. The essential elements in the
drawing are the head, paws and body.
td
The head shows which end is the front.
æ I
The body shows where the bulk of the
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animal is in relation to the paws –
pushing forwards or backwards.
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The cats in the corners
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It was Daniel Jones who, in the early
20th century, first systematised the vowel
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sounds into a quadrant with front
vowels to the left, back vowels to the
right, closed vowels to the top and open
The cats in the corners
an
i* â Ÿ u*
h ing
b lis
e P Q* Ê*
Pu
ion
vil
Pa
æ J G* I
Copyright: Mark Hancock
td
the top left corner. Do you have ideas you’d like to share
vowel length. The phonemic symbols with colleagues around the world?
The cats represent the tongue
with two dots are longer, while those
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positions, but we should also mention Tips, techniques and activities;
without are shorter. At a certain point in
two other important aspects of simple or sophisticated; well-tried
your exploration of this tongue-cats
articulation for these four sounds – lips
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or innovative; something that has
chart, you will need to show this. I find
and jaw. The vowels on the left are worked well for you? All published
it helpful to use hand gestures – make a
pronounced with a wide mouth, while
ed
contributions receive a prize!
gesture like pulling taut a length of string
those on the right with rounded lips. Write to us or email:
between your two hands while saying
Unlike the tongue position, this is easy
the long vowels, or a clipped chopping
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to see and demonstrate. Sharp eyes may helena.gomm@pavpub.com
motion while saying the short vowels.
notice that I have attempted to show
TALKBACK!
these lip positions on the drawings.
The vowels in the top row may both The cat in the middle
be said with the jaw in the same position,
an
Of all of the tongue cats in the chart, Do you have something to say about
while the jaw must be more open to the one right in the middle is worthy of
pronounce the vowels in the bottom row. an article in the current issue of ETp?
special attention. It is neither pushing
This can be demonstrated by putting a This is your magazine and we would
forward nor backwards, up nor down. It’s
ing
thumb on your chin and the first finger really like to hear from you.
a relaxed cat. There is no notable tension
of the same hand on the tip of your nose. Write to us or email:
in any of its muscles. This is how the
If you say, first, a vowel sound from the tongue must be to say these vowel sounds helena.gomm@pavpub.com
h
top row and then a vowel sound from – totally relaxed, with no tension. The
the bottom row, your thumb and finger
Writing for ETp
vowel sounds in this middle box are very
lis
The full cat kit from those language backgrounds, the always interested in new writers and
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the distinction would be too fine to be something similiar with your students?
Mark Hancock has
visually meaningful. taught in Sudan, Turkey, Did it really work in practice?
Brazil, Spain and the UK, Do share it with us ...
to both adults and young
The cats in the pictures learners. His first book, helena.gomm@pavpub.com
Pronunciation Games,
In order to raise awareness of how the was published by CUP
in 1995. Since then, he
tongue affects vowel sounds, we can ask has published many ELT English Teaching professional
our students to do tongue-stretching textbooks, including Pavilion Publishing and Media Ltd,
English Pronunciation
exercises like the cat in the pictures. in Use (CUP). He is
Rayford House, School Road,
co-founder of the ELT Hove BN3 5HX, UK
Begin, for example, by asking them to resource website Fax: +44 (0)1273 227308
make the sounds along the top row, hancockmcdonald.com.
Email: admin@pavpub.com
moving slowly from left to right and mark@hancockmcdonald.com
First Attempt
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in Learning
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ed
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Anna Hasper t’s Monday morning, and you are Self-esteem
handing back your students’
The idea that self-esteem – particularly
believes in enabling end-of-week test papers. Student A
an in the case of young learners – is a
didn’t do too well, but you are not
factor in determining success or failure
students to succeed too worried; you know she can do better
and probably didn’t take the time to is something most teachers would agree
ing
beyond their own beliefs. revise as she was moving flats. Student B with. We can see the effect of high
didn’t do too well either, and you know self-esteem in our classes every day;
she can do better as well, but her sister some students try and try again and are
convinced they can do it, maybe not yet
h
her shoulders, mumbling that she’ll take self-esteem often causes learners to avoid
more time to revise this week. While she trying new or more challenging tasks.
b
than expected, whereas others just seem Research by Robert Fisher indicates
to look at it, shrug their shoulders and that some students develop a sense of
move on with life? inadequacy about themselves and keep
Most of the literature and research on telling themselves ‘I can not …’, ‘I’m
on learning claims that mistakes or no good at this’ or ‘I always fail’, which,
failures should be welcomed in the according to Fisher and supported by my
classroom as they can offer the optimum own experiences (and I’m not talking
learning opportunity. How often have only about my learners here!), often leads
you told your students not to worry, as to a self-fulfilling prophecy of low grades
‘there is no failure, only feedback’? But and a state of ‘learned-helplessness’.
how can it be that learners respond in The theory of learned-helplessness
such different ways to perceived failures? was developed by the psychologist
td
learners, such as Student A, have
developed ways to cope with setbacks
Wants to achieve learning goals Wants to look good
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and frustration. This particular attitude
creates opportunities for successful
learning, as these individuals seem to tap Has a positive view of competence Has a negative view of themselves
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into the ability to respond to challenges
in a constructive way. Student B has the Has a positive view of learning
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Has a negative view of learning
opposite attitude, seems more pessimistic
and is most likely expecting failure to
Learner mindsets
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strike again, a common thinking pattern classroom? How can we assist them in the
for learned-helplessness students. process of developing a growth mindset?
So it all seems to come down to your Everything we say and do as
Fisher’s chart (see opposite) shows belief in yourself: your self-esteem.
some typical characteristics for each teachers sends a message to our
Psychologist Carol Dweck defines students, in particular younger learners,
style, and all of us, young or old, fall
an
mindset as ‘beliefs about yourself and who are very sensitive to these messages.
somewhere on a continuum between the your most basic qualities’. She
two extremes. We should be aware that We can, therefore, have a profound effect
distinguishes between a fixed mindset on our students’ belief in themselves, so
these styles are personality and a growth mindset. When learners
ing
characteristics – how we see ourselves long as we deal with them and respond
with a fixed mindset fail, they directly to them appropriately. Here are some
and our capacities – rather than a question their abilities and talents, and
reflection of our intelligence. suggestions:
they blame their intelligence, much like
h
encounter: we can choose to take them focus on learning from their mistakes
challenging their learning because you
in our stride and be optimistic, or to and finding out what efforts are needed
know they can do it! Ensure that they
dwell on them and be pessimistic. So to improve performance, just like
know that you place more value on their
why do some learners choose to see the mastery-oriented learners.
ion
The way we explain to ourselves why striving to maximise learning opportunity, because it helps you to
a situation happens seems to have a big opportunities for our students. We direct their learning/growth even further.
impact on how we deal with it, according attempt to create a positive learning You could even display some posters to
Pa
to Seligman. Thinking back to the poor atmosphere, we scaffold where needed reinforce your attitude to mistakes, with
tests papers, Student A could relate the and we try to motivate our learners. So slogans such as Mistakes are welcome,
result to a specific moment: ‘I was busy when we have students like Student B Fail. Fail again. Fail better and FAIL =
moving flats and didn’t take the time to who wallow in self-pity after a setback First Attempt In Learning.
study; next time I will plan more time to and display learned-helplessness or a
study and it will be fine.’ Student B, on the 2 Use positive language
fixed mindset, we are not working with
other hand, generalised and personalised optimal conditions for effective learning. Positive language is essential to self-
the result: ‘I am not good at tests and I What can we do as educators to esteem and motivation. Instead of
never do well; it’s just me …’ These encourage our fixed-mindset students to saying ‘if you finish this’, say ‘when you
personalised negative thoughts lead to roll up their sleeves and try again? How finish this’. Using when is much more
giving up quickly and, consequently, to can we instil in them the motivation to encouraging, as it reflects your confidence
not improving or mastering a skill. meet the challenges they face in the in the students. Reframe students’
td
and using appropriate teacher language The strategies they apply, or rather don’t The best we as educators can do is to
can enhance the students’ confidence and apply, will also affect the overall outcome allow our students to work through the
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raise awareness of their strengths and and, thus, their motivation. Raising failure process without being judged,
abilities in learning. It creates a feeling of awareness of strategies, and developing a and to show them that low grades are
success and optimism in the classroom. step-by-step plan of attack, starting with not so much a negative consequence, but
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a low-demand task which the students more a means of growth through failure.
3 Use praise mindfully can easily complete, before moving Would you say that you’ve never
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Carol Dweck suggests that the moment towards higher-demand tasks, will guide failed? Well, maybe now it’s time to try it
we give praise by using expressions like them with more confidence to the next and truly start the learning process, so
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good boy, we are inherently causing level. Scaffolding can thus enable you can fail even better next time!
problems for our students. Firstly, praise students with fixed mindsets to develop
often overshadows constructive feedback more confidence in their abilities and Dweck, C Mindset: How You Can Fulfil
– it’s all the students remember, and the increase their effectiveness in learning. Your Potential Robinson 2006
real learning opportunity fades away. Fisher, R Teaching Children to Learn
7 Create
an
awareness of brain Nelson Thornes 2005
Secondly, we often tend to give personal
praise (eg You are so talented!), when plasticity Seligman, M Learned Optimism: How to
Change Your mind and Your Life Vintage
success should be about the effort, the Our brains develop throughout our
ing
2006
process and not the person. Using praise lives, and through effort and learning,
related to effort or process shows the we can master skills we were previously Anna Hasper is a
students that success depends on the unable to perform well. It’s essential that freelance teacher trainer
for CELTA, TKT and
h
effort you put in and not on innate talent. students become aware of the fact that online DELTA, working in
our abilities are not fixed and that we Australasia, Africa and
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4 Provide
supportive, focused are able to acquire new skills. Raising the Middle East. She has
a background in school
feedback awareness of this can be a powerful way management and her
main interests are
b
Just writing Well done or B+ is not to help them develop a growth mindset teacher development,
enough for students to stay motivated. about their own abilities. (There is even educational psychology
Pu
Ensure your comments relate to their a program that focuses on teaching this and materials writing.
efforts and work. To make our students available at www.mindsetworks.com.) Anna@teachertrain.org
inprimary
learners as they experimented with the
language through their puppets. I even
had classes request homework which
involved their puppets – showing that
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children’s creativity is not limited to or
by the classroom.
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Puppets may also offer solutions to
more practical problems. As Sarah Phillips
notes: ‘If you have real space problems,
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puppets may be a solution.’ In a classroom
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with limited space, kinaesthetic learners
Devin Unwin gives his students a helping hand. can be catered for by allowing them to
use their fingers or hands. This is true of
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his article aims to answer the day or their family (relatively freer older children as well as their younger
questions why, how and what about practice). Puppets can thus be seen as counterparts. Puppets, especially ones
puppets. It was conceived after a an interactive resource which can made by the students themselves, offer
workshop about using puppets in encourage the students to use the
an more physically-oriented learners an
ELT primary classes was given at our language in a number of different ways. opportunity to use their hands while
school. After numerous hours of For a fairly comprehensive list of practising the language. Thus, puppets
classroom experimentation, and after activities which can be done with allow for more physically active
ing
consulting with the colleague who led the puppets, see ‘Using a class puppet with activities without the need for the
workshop, I feel ready to share my ideas. very young learners’ by Carol Read, students to stand up and move around
We teach at an ELT extracurricular which is available on her website at the classroom, with all the disruption
school in Madrid, and we work with http://carolread.com/ideas/VYL_puppet.pdf. and time wastage that setting up these
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students over a range of ages and levels, According to Stefan Chiarantano, a types of activity can entail.
lis
as young as five (pre-A1 CEFR) and as puppet ‘actually introduces another Finally, creativity breeds creativity.
old as 18, some preparing for their native speaker in the classroom’. This is Teachers who bring their own creativity
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proficiency exam (C2 CEFR). Obviously, a great advantage in an ELT context, to the classroom, even in limited ways,
puppets are best suited to younger YL since we are trying to create a language- may inspire their learners to do likewise.
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classes but, that said, there may also be rich environment for our young learners. Students who are encouraged to use
scope for using them with older A puppet may thus give the teacher English in a creative and meaningful way
learners. More on this later, though. another option when it comes to are more likely to engage with the
ion
teacher talking time – why not have language on a deeper and more personal
your puppet say it for you? level. Puppets may be a practical way to
Why? When placed in the hands of young begin to bring more creative freedom
Puppets can have a variety of uses with learners, puppets can become a way of
vil
them in the classroom with a proper attributed to the puppet, rather than
pedagogic aim in mind. Most young the student. Puppets can, therefore,
children find puppets engaging so, first of offer a level of security to younger How?
all, they are a great way of grabbing their learners, and they can also encourage Depending on the teacher’s needs,
attention. The teacher can then have the quieter students to take more risks. more than one puppet might be
puppet interacting with the students, Young learners also seem more open to appropriate in a class. This would mean
either giving instructions or taking part peer-correction when they are that the different puppets could have
in a spoken exercise. For example, the interacting through their puppets. different roles. Although a teacher
puppet, rather than the teacher, can Children have an amazing capacity could have one all-purpose puppet, they
model pronunciation during drill work for imagination and creativity; puppets could just as easily have one puppet for
(completely controlled practice) or the can act as a key to unlock this potential classroom management and another to
puppet can ask the students about their in class. I have had classes who formed practise pronunciation and speaking.
td
A colleague recently mentioned a spider tables. Good. OK, everyone, where are our They have to make up details about their
glove-puppet which she uses for pointing puppets?’ With a little planning and character and introduce themselves to
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things out on the board or in the book, creativity, puppets can be used to the group or perform a speaking activity
which is an excellent example of how practise productive as well as receptive as their persona. If classes enjoy this
puppets can be used silently to focus skills – which is great for very young YL activity, it’s a small step to introducing
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the students’ attention. classes where the students may not the idea of using puppets to represent a
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If you are planning to use a speaking have much productive language yet. persona that the learners themselves
puppet, a key consideration is the puppet’s As a final thought on how to use have come up with.
voice. As a general rule of thumb, don’t puppets in class, remember that routine Puppets can also be a way to
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make the puppet’s voice too different is essential in a young learner classroom. introduce drama into older YL classes.
from yours or difficult to perform for So make sure that you use your puppet If your students enjoy using puppets,
sustained periods. The puppet’s voice regularly and consistently with your why not let them write a puppet show
definitely shouldn’t strain your normal classes. Remember that the sooner the
an to be performed for the class? As with
voice. It is also worth bearing in mind students get used to having a puppet in younger learners, a teacher must enter
that your puppet’s personality will be the classroom, the sooner you will start into the spirit of using a puppet with
expressed largely through its voice, and to see the pedagogical benefits which older classes, and it is highly
ing
you can decide how the class will interact these simple props can provide. recommended that teachers also use a
with it: is it a light-hearted, fun-loving puppet of their own if they want
puppet or a stricter, gruffer character who What if ... students of any age to follow suit.
demands better pronunciation? Avoid
h
‘real’ puppet?
own, as this may make consistency
This is a fair question but, as Carol Read I hope this article has given you some
more difficult. If you are embarrassed or
points out, with a little creativity on the useful ideas and shown how puppets are
b
can interact with each other, with you, making professional-looking puppets or Philips, S Drama with Children OUP 2003
the teacher, and with your class? Another simply ordering them online.
Devin Unwin has been
option would be to have your students you have older students? teaching English since
2008. He has a Trinity
make their own puppets in class. This With teenagers, it is crucial to explain the ELT Diploma, a
could be done as a project task, possibly post-graduate degree in
pedagogic purpose of the puppets in the English literature and is
one which involves the students classroom, so they don’t feel patronised. currently completing an
following English instructions given by MA TESOL. He started
Explain that a puppet gives them a working at the British
you in order to construct their puppets. persona through which they can use the Council Madrid Young
Learners Centre in 2010.
They could then customise their puppets, language in roleplay situations. These
before making them act as characters devin.unwin@britishcouncil.es
situations, as far as possible, should be
ones in which the learners might find
td
Alan Maley
considers our
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relationship with
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computers.
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an
W
e live in a networked world, The Computer: A Very computing of weather, geology and
ing
expanding at such an exponential rate attempts to cover most of the solve ‘wicked’ problems, such as the
that we have no chance of keeping up. developments in the computer, from the Human Genome Project. Chapter 5, The
lis
This, we are told, is a major gear-shift in lumbering giants of the 1960s with their Insecure Computer, describes the viruses,
human history, as we move from the print limited memories to the miniaturised Trojan horses, worms and other nasties
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era to the information era. We are both versions with vastly larger memories that which can attack computers. There is also
the beneficiaries and the slaves of this we are familiar with today. It begins with an a useful section on computer crime and
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unbounded access to information. Yet how overview of what a computer is – a device how to avoid it. Chapter 6, The Disruptive
much do we actually know or understand for storing, processing and retrieving large Computer, discusses the effects
about how this came about, how it amounts of data quickly – and with an computers have had on book and music
ion
functions and what it is doing to us? explanation of the internet and software. publishing, newspapers and advertising.
In this article, I review two books Chapter 2, The Small Computer, describes The rise of open-source software and the
which give us slightly different takes on the way computers have increased in emergence of ‘citizen journalism’ is also
these questions. One is short and packed memory size and processing speed and mentioned here. Digital photography, which
vil
with factual information to remind us of decreased in size and cost as they have has largely replaced the traditional camera,
what computers are and how they have moved from electric valves and transistors raises some questions of reliability and
developed so far over their short to silicon chips. In Chapter 3, The trust, given the ease with which images
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life-span. The other is long and complex, Ubiquitous Computer, we are reminded can be manipulated on a computer. The
tracing the history of ideas which have that computers are now everywhere as a chapter ends with a discussion of
brought humankind to this point in its result of miniaturisation and ruggedness, e-readers and the future of the book.
history. In future articles, I shall review which means they can be installed virtually Chapter 7, The Cloud Computer, looks at
some other books which take a more anywhere. SATNAVS, mobile phones, large data banks, both closed, such as
critical view of current developments. surveillance cameras, banking, barcodes Amazon, and open, such as Wikipedia. It
and a host of other devices which employ presents the concept of cloud computing:
computer technology are simply ‘there’ in a collection of hundreds of millions of
our world, and we are largely unaware of computers embedded in a virtual ‘cloud’.
them. The chapter also looks at RFID There is also an interesting discussion of
(Radio Frequency Identification) and its two-way communication such as
implications for privacy, and at global Facebook and YouTube. It concludes with
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neural computers, Quantum computers asking the question which has haunted
and the DNA computer. It ends by the field ever since: ‘Can machines think?’
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drawing attention to some of the negative The technical details of the discussion
consequences of current trends, not least of the notion of entropy lost me at this Nowadays, virtually everyone is familiar
being ‘that those technologies which were point, but I felt in good company as the with a whole range of computing devices
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once free and open have eventually experts themselves seemed not to and applications. We take them for
become centralised and closed as a result understand entropy either! The focus then granted – even those of us who are digital
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of commercial pressures’. shifts to biology and work in genetics, non-natives – and quickly learn how to
leading up to Watson and Crick’s press the right button. These two books
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remind us of what lies behind the easy
The Information: discovery of genetic coding in the double
access to information we now manipulate
A History, a Theory, helix. This leads into a discussion of
automatically, but largely without
Dawkins’s work on the meme, the way
a Flood that ideas spread, and the role language understanding.
James Gleick gives such a wide-ranging plays in this transmission. There is much
an Gleick, J The Information: A History, a
account of the evolution of our further discussion of randomness and the
Theory, a Flood Fourth Estate 2011
understanding of what information is that it role it plays in information theory. It turns
out to be very difficult to generate a truly Ince, D The Computer: A Very Short
is not possible to discuss it here in detail.
ing
first time. It goes on to describe the especially interesting as they examine the and was, until recently,
Series Editor of the
attempts to capture language through human urge since the Great Library of Oxford Resource Books
dictionaries and thesauruses, then moves Alexandria to catalogue everything in the for Teachers.
ion
to the work of Charles Babbage, who in universe – most powerfully exemplified by yelamoo@yahoo.co.uk
the 19th century invented the first real the branching network of information
TALKBACK!
computer – The Analytical Engine – contained in Wikipedia. This raises the
though it was never built at the time, and issue of info-glut and how we can
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of his collaborator, Ada Lovelace, who possibly deal with an exponential growth
of information. As T S Eliot said: ‘Where is Do you have something to say about
designed the first computer program.
the wisdom we have lost in knowledge? an article in the current issue of ETp?
Gleick then describes the
Pa
Where is the knowledge we have lost in This is your magazine and we would
development of the telegraph, first as a
information?’ The book ends on an really like to hear from you.
physical then an electrical system for
optimistic note, quoting H G Wells: ‘We Write to us or email:
transmitting information, and of Morse
do not want dictators, we do not want helena.gomm@pavpub.com
code as an abstract form of information.
This was the first instance of a message oligarchic parties or class rule. We want a
being dissociated from its physical widespread world intelligence, conscious Writing for ETp
substance. This leads to discussion of of itself’; and with some interesting things Would you like to write for ETp? We are
codes, and Boolean symbolic language. to say about language as ‘not a thing of always interested in new writers and
(Interestingly, it turns out that a binary definite certainty but infinite possibility’. fresh ideas. For guidelines and advice,
code was first described by Wilkins in The book is fascinating for its range of write to us or email:
1641! But it was too far ahead of its time historical anecdote and literary, as well as helena.gomm@pavpub.com
and was forgotten for 400 years.) scientific, reference. From the point of view
Audience
and purpose
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ed
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Donna Scarlett hen I teach writing, I ask opportunity. Over 30 years ago, Weird
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my students to keep two Al gained a lasting foothold in the
starts with a song to key questions in mind: American music scene, and in July 2014,
Why am I writing this? and his new album, Mandatory Fun, topped
work on writing. For whom am I writing it? In my almost
an the Billboard 200 music chart, making it
20-year career as an English teacher, I his first number one album and the first
have found that, with these two aspects comedy album to reach the top of the
in mind, my students more effectively chart since 1963. While anyone familiar
use words to paint a more focused, with Weird Al’s music knows his target
ing
purpose in a fresh, relevant and 2013 ‘Blurred Lines’) may very well be
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meaningful way for our students? The primarily English teachers and their
song ‘Word Crimes’, by Weird Al students, for, as he stated in a recent
Yankovic, presents just such an interview with Radio.com: ‘I wanted to
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Scrutiny
‘Word Crimes’ highlights what Weird Al
refers to as some of his grammatically-
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and purpose
that it contains a plethora of teaching For this lesson, then, my overarching
possibilities. This is also part of the question or theme might be Why is it
teaching challenge, though, because – in important to consider audience and
addition to work on satire – the song purpose? My more concrete learning
could be used as a framework for outcomes would be for the students to:
forums are already discussing ideas for instruction on writing, grammar, 1 gain a shared understanding of what
teaching his song to students – others spelling and word usage. Of course, it looks like/means to write for
have taken a more critical stance toward there are many teaching activities and audience and purpose;
the song, pointing out that Weird Al ideas that spring to mind for each of
commits a few word crimes of his own 2 be able to identify and distinguish
these four categories, but for the purpose
(such as his use of a split infinitive for of this article, I have chosen to focus formal English and informal English;
ironic closure to the song with the line
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specifically on the two writing points I 3 produce a piece of writing that reflects
‘Try your best to not drool’). Thus, while mentioned at the beginning: audience their understanding of the first two
many English teachers may be inspired and purpose, combined with Weird Al’s goals.
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to use the song as a teaching tool for song commentary, as an overall lesson
their classrooms, it has come under some framework. A lesson on writing for
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scrutiny, inspiring a debate about what If you want your students to be able
‘proper’ English is, the sometimes to write with a specific audience and
audience and purpose
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seemingly arbitrary rules associated with purpose in mind, it is important that they Step 1:
the English language, and the assertion first have a shared understanding of what Opening
that some of these ‘rules’ are no longer
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these words mean, as well as being able to As a warm-up, ask the students to
considered wrong, for, as Time Magazine examine some specific writing models.
editor Richard Corliss reminds us, ‘the brainstorm a list of different forms of
While students may be at least implicitly writing. You could do this as a whole
sticking point about language [is that] it aware of differences in overall tone and
keeps changing’. No matter where one class, or the students could do a
formality, a side-by-side comparison of pair-share by working with a classmate
stands on the ‘correct’ grammar
an
contrasting writing forms will hopefully
spectrum, however, it is important to and then sharing their ideas with the rest
encourage increased awareness of of the class. (Some possible responses:
remember that at least one part of audience and purpose.
Weird Al’s intent is comedic satire. newspapers, journals/diaries, texts, blogs,
ing
The activity described here is just one novels, poems, short stories.)
possibility, and it can be adapted to suit
Satire various levels. Although I see it primarily Step 2:
as an activity for middle or high school Comparing writing forms
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offensive, and this is an important year in my first-year university class in informal and formal blogs and emails.
consideration when thinking about the Netherlands as an introduction to Note that this step can be potentially
establishing audience and purpose for
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using this song in the classroom. problematic, as blogs and emails vary in
Consider his use of the word spastic, for essay writing. Many of my students have their levels of formality. Since the idea
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example, for which Weird Al publicly never written a formal essay before, and a here is to compare more formal with less
apologised on Twitter: ‘If you thought I lesson such as this might be quite useful formal English, you will need to produce
didn’t know that “spastic” is considered a for when I ask them to consider why and two handouts, one with, for example, a
for whom they are writing.
ion
palsy which cause uncontrollable muscle aimed at student peers and a personal
spasms, in the US the word has become I usually plan my units and lessons using email. If you have the time, you could
a slang term associated with excessive Grant Wiggins and Jay McTighe’s ask your students to submit some
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energy or hyperactivity, whilst in the UK ‘Understanding by design’ and examples of their own before the lesson.
it is considered an offensive term for ‘Backward mapping’ models, by starting This also provides some ‘buy-in’,
stupid or inept.) The satirical nature of with an essential question or theme particularly if you then use the actual
the song, however, can be a powerful linked to one or more concrete learning examples that they have written
teaching tool for understanding, outcomes. Let’s first consider what themselves. Keep in mind, though, that
analysing and deconstructing satire. Weird Al’s ‘Word Crimes’ emphasises in this will be more time-consuming, as
Furthermore, deconstructing a word this regard: you will need to review/screen their
such as spastic, and its various writing for specific audiences, such as examples to determine classroom
meanings, could also be an apt entry blog posts, emails and texting; appropriateness as well as level of
point for discussing cross-cultural formality.
differences as they pertain to writing for what Weird Al calls ‘proper’ English Ask your students to read and
a specific audience and purpose. versus what I will call ‘informal’ compare the two handouts. What do
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students to analyse each of the forms or activity, get the students to produce Do you have ideas you’d like to share
and get them to report their findings to two short pieces of writing. One should with colleagues around the world?
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the whole class. This gets them more be more ‘proper’/formal, and the other Tips, techniques and activities;
actively involved in teaching each other, informal, written with a specific simple or sophisticated; well-tried
while also encouraging them to perform
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audience in mind. You could help by or innovative; something that has
a really in-depth analysis of one of the providing some formal/informal writing worked well for you? All published
two writing forms.
ed
topic ideas. Of course, you can always contributions receive a prize!
Here are some possible guidance challenge them to come up with their Write to us or email:
questions: own topics.
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helena.gomm@pavpub.com
Who do you think the intended
audience for this blog/email is? Corliss, R ‘How Weird Al’s “Word Crimes”
TALKBACK!
How do you know? is saving grammar for the future’ 1 August
2014 Retrieved from
What do you think was the purpose http://time.com/3051761/why-weird-als-
of each? Is one better than the other?
an
word-crimes-is-english-for-dummies/ Do you have something to say about
Why/why not? Rutherford, K ‘Weird Al’s “Mandatory” an article in the current issue of ETp?
Interview: “Word Crimes”, the “tacky” This is your magazine and we would
In answering these questions, the
ing
Weird Al and ‘Word Crimes’ Sisario, B ‘No joke! He’s topping the
Writing for ETp
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Crimes’. To provide them with a focus fun.html?_r=1 always interested in new writers and
for watching the video, ask them to
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Soloman, J ‘Weird Al’s “Word Crimes” and fresh ideas. For guidelines and advice,
consider who they think Weird Al’s prescriptive grammar’ 16 July 2014 write to us or email:
audience is and what his purpose for Retrieved from
writing the song might be. http://blog.dictionary.com/word-crimes/ helena.gomm@pavpub.com
ion
exclusive-interview-weird-al/
students discuss their answers to the Wiggins, G P and McTighe, J Did you get inspired by something
question of audience and purpose. I Understanding by Design Prentice Hall 2005 you read in ETp? Did you do
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would suggest doing this as a whole something similiar with your students?
class, rather than in small groups, in case Donna Scarlett has
Did it really work in practice?
worked in the field of
some students don’t realise that Weird English education for Do share it with us ...
Al’s intent is to be satirical and, as a almost 20 years. Her
expertise includes helena.gomm@pavpub.com
result, misinterpret the song. secondary-English
If your students are unfamiliar with teaching, curriculum
satire, it would be a good idea to do design, beginning-
teacher mentoring and English Teaching professional
some work on comedic satire before this teacher training. She Pavilion Publishing and Media Ltd,
lesson – explaining what it is, looking at currently teaches in the
Netherlands at Radboud Rayford House, School Road,
some examples in modern culture and University and the HAN Hove BN3 5HX, UK
giving an introduction to the satire of University of Applied Fax: +44 (0)1273 227308
Sciences.
Weird Al, thus providing them with a Email: admin@pavpub.com
donnajscarlett@gmail.com
context for the video.
Communicative
clarity
L td
Paul Bress argues that we should be looking for a clearer goal.
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number of key terms have Against this background of emphases 4 Enunciatingyour words
been used in ELT over the on different aspects of language, I want clearly enough
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years. One of these is to suggest that, perhaps, we should be If you are, say, drunk or tired, the sounds
linguistic competence. For aiming towards helping our students you utter will be less easily understood
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Noam Chomsky, this is the system of achieve what I call communicative clarity. than when you are sober and fully
linguistic knowledge possessed by native By this, I mean speaking in a way that is awake. If you enunciate your words
speakers of a language which allows easily understood – both semantically clearly, this enhances the overall clarity
them to recognise whether a sentence is and pragmatically – by the listener(s). of the communication. This doesn’t
grammatically correct or not. Later, Dell
an mean that a particular kind of English is
Hymes claimed that we have the ability
to use language to perform social acts
Seven features of clarity recommended, just that speakers utter
the sounds and tones in question in a way
(an ability he called communicative Here is a list of what I consider to be the that creates no ambiguity for the listener.
ing
communicative performance (ie how we If you don’t look at the people you are Some very fluent speakers speak either
actually communicate in real life) that talking to, they will sense that you do inaudibly or at a very loud volume,
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counts. For instance, the amount of not even want to communicate clearly resulting in the message being very difficult
stress we are experiencing can have an with them. Looking at people implies a to understand. Speaking at an appropriate
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impact on the success of our willingness, a commitment, to volume (ie loud enough to be completely
communicative outcomes. An example communicate clearly. understood, but not so loud as to be
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of this would be ‘false starts’ as in: unpleasant to listen to) is, therefore, an
2 Trying to understand what it’s
I wonder if I could have ... can you pass important aspect of communicative clarity.
me that book? The sentence starts off in like to be the other person
ion
one direction but then changes, perhaps We can’t communicate in a void. 6 Speaking at an appropriate
as a result of the speaker’s anxiety. Communication implies at least two speed
The term fluent tends to be used people, the sharing of two people’s The teenage schoolgirl in the UK TV
rather liberally both inside and outside different worlds. This means that, before comedy ‘Little Britain’ is an example of
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the ELT profession. Certainly, most you say too much, you have to predict someone who speaks too quickly to be
would agree that fluent speakers have how your words will come across to understood. Perhaps it is nervousness
the ability to keep talking, to articulate your co-communicator.
Pa
L td
Saturday 20 June 2015
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Holiday Inn, Brighton
ed
is back
A one-day conference packed full
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an In conjunction with
teaching practice
Delegates at ETp Live! in 2014 said…
h
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: seminars
Book now for just £49.00*
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For more details and to see the programme, visit the
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But how can teachers guide their students possible communicative impact. I think,
to be clearer communicators? Let’s discuss with you – have you got a
too, that encouraging students to
assume that you are teaching a class of moment?
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improve their communicative clarity
students who have attained a high level should be part of teacher education and
4 Encouragepractising
of communicative competence, but who teacher training programmes – and
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sometimes struggle to achieve successful speaking with greater clarity
should be taken very seriously by ELT
communicative outcomes because of a Of course, all students need to recognise
coursebook writers.
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lack of clarity in their communication. the clarity problem, but they also need
Such a class, I imagine, would be very to practise overcoming it. Clear
Chomsky, N Syntactic Structures Mouton
communication has to become part of
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amenable to the kind of ‘clarity training’ 1957
I’m proposing here. So let’s consider what their nervous system, part of their
Hymes, D On Communicative Competence
practical steps you can take. I will include behaviour, part of their very being. University of Pennsylvania Press 1971
some actual classroom language, which I Therefore, you need to encourage your
McNamara, T Measuring Second
recommend that you use. students to practise relevant aspects of
an Language Performance Longman 1996
communicative clarity. In the following
1 Give
plenty of feedback on example, the skill is one of recognising Paul Bress lives in Herne
how clearly the students are when a turn is available. Bay, UK, where he teaches
communicating English to overseas
ing
thought they were. Therefore, if you are (grammatically), the intonation is going by Fast-Print and available
struggling to understand the semantic, on Kindle. His paintings
down and I’m facing you, in order to can be viewed at www.
or pragmatic, meaning of what they are
b
blogspot.co.uk.
Sample teacher language paulbress@talktalk.net
Actually, I hadn’t finished talking.
Sorry, I can’t hear you.
ion
n
six times a year
n Tips, tested lessons and techniques from other
teachers in our It Works in Practice series • Digital version
Full online access to the English
ion
3 WAYS TO SUBSCRIBE
1. PHONE Call our 2. ONLINE Contact our secure 3. BY EMAIL Email our
subscriptions hotline on website and order online at subscriptions team on
+44 (0)1273 434 943 www.etprofessional.com info@etprofessional.com
www.etprofessional.com
Goal!
SPEAKING
td
S 2
Tamzin Berridge tudents often say that they want Discuss some of the requirements
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to improve their speaking, but of the task and what the students
gives her students a they generally don’t find it easy need to do to make an effective
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to articulate exactly what they presentation at the relevant level, and
technique for setting want to improve or what they need to do write these on the board. These
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to achieve it. It can, therefore, be requirements could include using an
and meeting their difficult to prepare lessons and speaking appropriate structure with a clear
activities that will meet their needs. As a introduction and conclusion, employing
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personal targets. result, speaking activities often lack linking words to signpost ideas and
focus and the specific feedback which including a range of appropriate
will help the students to improve. This vocabulary. This exercise will give the
can also make it difficult for both you
an students a frame of reference for when
and your students to assess whether or they move on to the next stage.
not they are making progress.
It can be hard, especially in large
3 Ask the students to think about
their prior experience of making
ing
to give the students sufficient one-to-one experience, you could ask them to
identify what they think they will find
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Personal goals
One solution is to get the students to set My personal goals for this lesson
their own personal goals for a speaking
Name: _____________________________
ion
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focus on, you can also give them a form may struggle to be critical about their
that you have completed in advance, own performance and their partner’s.
I have used this technique successfully
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such as the one below, which I gave to However, if you monitor and encourage
with students on a number of occasions
one of my learners after he had filled in them, they will soon get used to it. You
to encourage them to take responsibility
his own form. I explained that they were can model this through the feedback
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for setting their own goals and assessing
the areas that I felt he needed to focus that you give, asking the students if they
their own performance and improvement.
on as well as his own goals. It was agree with what you have said and
ed
It is a useful way to ensure that speaking
interesting to note that, in a number of whether they can give you examples.
activities meet the needs of your students,
areas, our goals were similar and that For example:
and allows you and them to concentrate
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the student agreed with what I had I thought Alejandro used quite a good on what they actually need and want to
written. range of linkers, especially when he achieve. It also means that feedback from
moved on to a different section of the peers and from you is clearly focused on
Your personal goals for this session presentation. Maryam, can you remember
an their individual needs and the areas
Alejandro
Name: _____________________________ anything he said? which require development.
I felt that the presentation was a bit I have also adapted this technique to
This lesson, you are going to prepare too informal in parts – what do you think? use with writing, especially exam
and give a presentation on the Can you think of any examples of where it preparation, where the students set goals
ing
environment. could have been more formal? that are related to the exam assessment
You are going to make a presentation criteria and assess themselves and each
Level 1 Assessment other against these criteria.
at ______________ (write level).
h
_____________________________________
the UK. She currently
enough time thinking about it. What are your reactions to your works as a materials
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appropriate register and that you do you think you achieved them?
_____________________________________
Why/Why not?
don’t use language that is too
_____________________________________ tamzin.berridge@slcollege.ac.uk
Peer-assessment:
idiomatic.
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_____________________________________
What are your reactions to your
partner’s presentation? What were
5
the strengths and weaknesses?
Pa
6
Pavilion Publishing and Media Ltd,
Ask one of the students in each pair Rayford House, School Road,
to give their presentation. Their Teacher-assessment: Hove BN3 5HX, UK
partner has to listen, paying particular Now ask your teacher for some
Fax: +44 (0)1273 227308
attention to the performance in the feedback. Email: admin@pavpub.com
areas identified in stage 4. Therefore,
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A menu for fast finishers
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In any class, there will be some students who finish activities The following ‘menu’ of activities can be used with fast finishers
before others, and this is particularly true in primary and in a variety of situations: after a reading comprehension, at the
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secondary schools, where the students are grouped together end of a lesson or to revise a series of lessons. These activities
ed
according to age, rather than level. can be done individually or in pairs, to be shared with the class
Some classic options in this situation include: later. Sometimes in a revision lesson, I let my students choose
from the menu; this allows for different learning styles and
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Getting the fast finishers to start the next exercise
preferences.
(however, this only delays the problem);
Letting them wait (this can result in classroom discipline The menu can be written on the board, or you can cut it up into
issues); anseparate cards for the students to pick out of a box.
Giving extra/extension work (this often means more work Rachael Harris Duborgel
for the teacher). Messery, France
ing
Write a diary entry for today Make anagrams for five new words Think of five adjectives and
for a person from the you learnt today. Can the class write their opposites. Can the class
text/coursebook. work out the words? find your original words?
ion
so a very young child would taste, feel or hear in the the lesson in exactly 20 words –
be able to understand it. text/lesson? no more, no less.
Pa
td
adult colleagues first. Emphasise to the Ask the students to think about what
Choose some adjectives for feelings that children that they are acting and do not makes them feel happy. Offer ideas, such
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you would like to teach your class to have to say how they are really feeling; as a favourite toy, food, person, game,
name and express. These might include they can choose and name the expression sport or activity, or a special occasion,
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happy, sad, angry, excited, tired, worried, that they would like to make. such as a birthday or a holiday. They
frightened and surprised. could also think about what makes them
Put it into a sentence
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Introduce each in turn, naming it feel sad, such as not being able to have
clearly and making an appropriate facial Introduce some grammar alongside the or do something, or a special treat
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expression. (You could also use other new vocabulary. Ask the students to coming to an end; what makes them feel
parts of the body to make the meanings work in pairs again. Demonstrate with a tired, such as taking part in a sport or
clearer, such as stamping your foot to colleague how to say I am happy. Are you activity or doing some work; or what
show that you are angry or wrapping your happy? Your colleague should reply I am
an makes them feel frightened, such as a
arms around your body when you are happy too. You can then hold hands and scary story or a loud noise.
frightened.) Then ask the students to say together We are happy. Support the Encourage the students to take turns
repeat each word and copy your facial students as they create this dialogue for to speak to the rest of the class or to a
ing
expression. Repeat the words and facial themselves and try it with each of the small group, saying, for example, I feel
expressions several times, changing the other words and expressions, taking turns happy when I eat chocolate or I feel
order each time until the students are to ask the question and make the frightened when I hear thunder. Join in
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feelings and they must make the secretly choose a feeling for themselves. sad when the holidays end, because I’ve
appropriate facial expressions. Gradually When you give them the signal to begin, had fun with my family. But then I feel
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increase the speed of the game, so that they should walk around the classroom happy when I come back to school to see
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they have to think and change their saying to the others at random I am sad/ all of you again.
expressions more quickly. excited/surprised. Are you sad/excited/
Divide the class into small groups and surprised? When they find a person who Make a visual representation
ion
ask each group to choose an expression answers Yes, I am sad/excited/surprised, Provide opportunities for the students to
that they will make for the other groups they should hold hands and continue to draw pictures of all the different
to guess and copy. Allow them to play walk around together, asking their expressions that they can think of, and
question with we, eg We are sad. Are you write the English words to describe them
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Greetings group in turn can then show their facial descriptions, or the sentences they
Work with an adult colleague to expression to the other groups and created while playing the games.
demonstrate talking about feelings to everybody can guess how they are feeling. They could make their pictures and
the class. Make a happy face and say writing into books to keep in the
I am happy. Are you happy? Your Add a song classroom, or posters to display on the
colleague could say Yes, I am happy or Sing the well-known song If You’re Happy walls. This will help them to remember
No, I am sad/angry/worried and mime the And You Know It with the class. Include the vocabulary and the concepts they
appropriate expression. Ask the students each feeling in turn and add suitable have learnt.
to work on this activity in pairs, taking actions for each verse. For example: clap Debbie Chalmers
turns to make an expression, name it and your hands to be happy, stamp your feet Cambridge, UK
I
am at JFK Airport at last, which is busy, It is now weeks later. We are here, living in languages spoken here – but in different
td
just as always. We are all exhausted Manhattan. I enjoy going out, since I want accents, probably Afghan, Tajik or Uzbek.
after the gruelling 18-hour flight from to explore more about America, yet I do There are at least four Iranian
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Tehran to New York City. My feet are not feel like a stranger. After studying shopkeepers on this street. A few people
painful and swollen, yet I have to pull my English for more than 20 years and speak English, of course, some with
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worn-out children along; they are sleepy, teaching it over the past decade, I think I strange accents, strange pronunciations
still on Tehran time. I am somewhat know the culture very well. Every day, which I cannot understand easily. I would
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perplexed in these first minutes of being in after my husband leaves for work, I take understand them better if they used sign
a new country. People are walking around, my children to a neighbouring park, one language, I think. My students back home
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some of them typical heavy Americans, with noisy parents on their cell phones, would speak English with a better accent.
with sunglasses and huge suitcases. I chattering chattering all the time about Oh! My goodness! Am I going to improve
wonder how they fit those things in the something, I don’t know what. I am going my English here, or forget what I already
overhead compartment. I sharpen my ears to ‘aim at two different targets with one
an know? I have heard somewhere, I don’t
to catch the voices, beautiful American arrow’, as Iranians put it: my children can know where, that the worst place to learn
accents. No need any more to tune my play there, and I will go language hunting. English is New York City. Probably it is
radio to VOA (Voice of America), or play a I listen carefully to everybody. I find not true, but it specifically fits my case.
ing
try to tune into VOA with that ancient would discuss serious topics, like me with his never-ending nagging about
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radio I had borrowed from the English government and binding theory, missing Iran. He feels so nostalgic – as if
department library. It was much easier to Chomsky’s universal grammar, the recent he had lived there for 70 years. He is in
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tune to the BBC, but I was not interested theories in TESOL … but these children second grade. I know he has a lot to deal
in the British accent, neither were my are living the language. with: a new environment, a new culture
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roommates. Now, in the airport, I can hear and, of course, a new language. He only
these American accents all around me. As knows a few words that he has picked up
I ride on the escalator, I hear a woman We move to Forest Hills, a more affluent from watching cartoons in the short time
ion
mshch / iStock / Thinkstock
say, ‘… if weather permits’. Nice! I would neighbourhood in Queens, in the summer he has spent here: from April to
never form a sentence like this. I tell of 2010. I take a lot of walks. As I walk on September. I wait for his ESL classes to
myself I should listen carefully from now 108th Street, I hear different voices, start. They never do. Probably, his school
vil
on to be able to speak like them. different languages, even Farsi; it is does not offer this service, I suppose. I go
actually one of the most common to the school to ask. What I hear fills me
Pa
td
devices and the computer. I should have wife spoke Farsi. I never tried to do that, come I learnt so many grammar rules, but
known that while he was watching TV with though. I knew that my English was not I’m still stuck on this one. I feel that I am
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the closed captioning switched on, he was perfect and that what children learn at an moving as slowly as a turtle; I do not feel
trying to learn English. I have studied a lot early age becomes so imprinted that it may frustrated, though; at an advanced level,
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of books on psycholinguistics and I know be impossible to change in the future, so I you progress very slowly. My errors are
that children learn a second language in a never took the risk. Years later, when I the points which make me different from
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completely different way from adults, yet was reading a book by Steven Pinker on a native speaker.
what I am observing is rather beyond linguistics, I thought that I might have
surprise. Learning a second language in achieved my goal in having bilingual children
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childhood is such an asset! if I had tried – even with my imperfect Spring 2014. Time to leave America. I am
English. Of course, this is simply what I packing; I am leaving in a few months. I
inferred; I am not sure if my understanding have not mastered English yet. But, that’s
My daughter has just turned four. I should of Pinker’s ideas was correct. OK. It consoles me when I think of a
send her to pre-K, but I am worried: what
an Ukrainian friend who has married an Iranian
if she needs to go to the bathroom, or she man. She has lived in Iran for almost ten
is thirsty? I teach her the two necessary It is January, 2012. A friend of mine who years, but she still speaks Farsi with a
ing
words: water and bathroom. When I leave lives downstairs is going to Hunter strong accent, and she sometimes pauses
her at the school, she hides behind me, College. She is a frequent visitor to my to find a suitable word when she speaks.
clinging to my hand. In the first four months house, a sweet 21-year-old girl who talks So, why should I feel bad? I knew from the
h
at pre-K, she does not use English at all. to me a lot as I enjoy her beautiful first that I could never be a native speaker;
lis
But after that, she starts making sentences, American accent. I sometimes drive her nobody can. Probably, I had overestimated
almost without any grammatical mistakes. nuts when she talks enthusiastically about the importance of living in America in
She uses conditionals without hesitation, something and I interrupt her to ask about approaching a native-like proficiency. It is
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whereas I cannot make a conditional the meaning of an expression she has just essential, but it never produces a miracle.
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sentence without a short pause to think. used. She asks me if I want to accompany It may do, of course, in the long run, in a
She makes some mistakes, of course: for her to college. I do. I am bored at home. I matter of ten years, for instance, if you
instance she says ‘buyed’ instead of take the placement test. Then I make an constantly use the language in special
ion
bought. I don’t correct her; I know that I appointment with the academic counsellor, environments. I should always continue to
shouldn’t. Soon, she wants to involve me in one of the friendliest people I have ever practise in order to improve more; there is
her games, which she calls ‘English Game’, met. When I tell her that I have two little never an end to it. I am leaving America, but
by which she means that we should speak children, she understands and goes I can always refer to authentic materials,
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English when we play. I am reluctant to through the different schedules in levels like novels, articles and essays. I can
play; I feel I cannot keep pace. I have eight and nine to find a suitable class for watch films, news and videos in English. I
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problems forming those casual sentences, me. I take the level nine writing class, not will always be a learner of English.
not grammatically (I am good at grammar), because I am crazy about writing, but
Rogheyeh Kazemi
but problems in using the language because it is the only class that fits my Pargou was born in Iran
colloquially. In the matter of four months, messy schedule. I do not really think that in 1974. She did her BA
and MA in TESOL in her
she sounds exactly like an American. it can help me. own country. She has
over ten years of
experience in teaching
English as a second
It is 2011. I help my son with his lessons. Then, I write, write and write and get language to Iranian
students.
I try different things to make him study. corrected in return. I go through my
I normally start by ordering him corrected papers many times. I arrange
authoritatively, continue by promising to them carefully, the first drafts followed by
rkazemi6@gmail.com
reward him if he studies well, and almost the second, and keep them safe – they
Embracing
ambiguity
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ed
T
Simon Dunton hroughout my CELTA course,
Complete the questions using
I remember being told
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what, when or how.
warns us to beware of constantly that questions given
to students should be as free 1 ______ is your birthday?
the ‘right’ answers. of ambiguity as possible. Like any good
CELTA student, I followed this rule
an 2 ______ are you doing?
rigidly throughout the course, and 3 ______ many children have you got?
continued the practice as a fledgling
teacher. As time went on, however, I
completed in one of two ways (with either
ing
we often ask our students to predict the student who has this as an answer. I
answers to questions before listening or
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such tasks by checking or giving the sheet. Though sure that they have come
‘correct’ answers, often those dictated by across the phrase marked as wrong
a Teacher’s Book. Whilst this is to be before, the students may be too shy to
expected when it comes to international
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td
the ambiguity of certain words to make encourage language exploration and
jokes. Patsy Lightbown and Nina Spada What followed was both interesting experimentation and increase language
discussion and experimentation with
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mention children becoming aware of the production. It can be used to introduce
ambiguity of their L1 as part of their language (with teacher support). Given humour and English culture, produce
metalinguistic development from a that they had to justify their answers, the natural, flowing language and, most
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young age, but teachers seem unwilling students found themselves going slightly importantly of all, reflect life outside the
to touch upon this. Though, at times, off-topic and referring to their own life classroom. Give it a try and see where
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painfully corny, Christmas cracker jokes experiences. The first extract, for example, breaking this golden rule of CELTA
(eg Q: What do you call Santa’s little brought up discussions on where the leads you and your students.
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helpers? A: Subordinate clauses) are a students kept their washing machines,
wonderful piece of realia to bring into who did their washing and if they ever
talked to themselves. The second Lightbown, P M and Spada, N How
the classroom. They do take explaining, Languages are Learned OUP 2006
and this can kill what little humour you produced stories about babies, fathers of
newborns and puppies. The third had Meddings, L and Thornbury, S Teaching
may find in them, but they can be a great
an
several pairs debating whether or not Unplugged: Dogme in English Language
way to explore language through culture. Teaching DELTA Publishing 2009
Gerald would come to a grisly end.
Topics Naturally, the students made the
Simon Dunton has
ing
Ambiguity can also be used to produce same mistakes in this exercise as you recently returned to the
would expect with any free speaking UK after eight years in
language, where controversy often fails Russia, where he taught
to do so. In my experience, too many activity, and errors were corrected both and was Director of
during and after the task, but there is no Studies at three of the
h
order to practise the language of productive – precisely because of the He has just finished the
DELTA qualification and
agreement or disagreement. Students, deliberate ambiguity of each extract. is attempting to settle
This type of exercise can easily be into the London ELT
b
TALKBACK!
ion
Write to us or email:
table within reach of them. They were We want to hear from you! helena.gomm@pavpub.com
told to take one at a time and discuss
these questions:
It really worked
Who is speaking, and to whom?
for me!
Where are they? Did you get inspired by something
What’s going on? you read in ETp? Did you do
something similiar with your students?
What will happen next?
Did it really work in practice?
I made clear to the students that no Do share it with us ...
answer was wrong, and that the idea was helena.gomm@pavpub.com
not to persuade their partner they were
td
Walk on the Wild Side by Jennie Wright the SWOT analyses used in business
and Christina Rebuffet-Broadus depicts a planning – revealing the authors’
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bird cage with an open door, hinting at extensive experience in teaching
how we teachers may find ourselves business English. In addition, each
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imprisoned by strict adherence to the chapter comes complete with a list of
same pedagogical practice for years on useful references, resources and
ed
end. This practice may be specified by a blogs that readers can follow to find
curriculum or dictated by the policy of the out more about each of the selected
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institution we work for, but very often we experimental areas.
stick to it just because it has worked for After a brief introduction outlining the
us once. rationale behind the choices, the book pleased to know that translation is ‘back
The chances of getting stuck in a rut opens with a chapter on Dogme. Despite in’ and that they are now encouraged to
are, of course, higher for more experienced
an
being a ‘new kid on the block’, Dogme try out translation techniques in the
teachers, but teachers at the beginning of has gained a lot of supporters in recent classroom. Indeed, for many of our
their careers may also find themselves years. The authors warn us that a Dogme learners, effectively functioning in, and
following a certain methodology or lesson is not just a conversation class switching between, two languages is a
ing
instructional model because that’s what where you have a little chat with the much more realistic goal than aspiring to
they were exposed to during their initial students, and they stress the importance be native-like speakers of English. This
teacher training. Therefore, no matter how of being constantly attentive in order to view is supported by Vivian Cook’s
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long you have been in the field, it is maintain pace and look out for learning ‘Multi-competence model’, which
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important to keep trying out new opportunities. suggests that speakers of two or more
techniques and methods. This is what The next chapter is entitled ‘Lexical languages are fundamentally different
experimental practice is all about. Chunking’ and is devoted to the Lexical from monolingual speakers.
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Experimental Practice in ELT takes a Approach. The authors recommend The final chapter, as the authors
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practical approach to the topic and experimentation in this area to anyone themselves admit, is the ‘most
provides hands-on guidance to anyone who is too dependent on a grammar experimental practice’ and is devoted to
willing, as the subheading suggests, to syllabus or those who teach a lot of CLIL (Content and Language Integrated
ion
take a walk on the wild side. single words. This is followed by some Learning). Driven by globalisation of
After carrying out a survey of helpful practical tips. learning English, CLIL has emerged as a
Cambridge DELTA candidates’ most Somewhat related to the previous popular (mainly in European countries) way
common choices for their Experimental topic, the next chapter deals with corpora. of teaching curricular subjects (science,
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Practice assignment, the authors came After discussing the history and use of geography, maths, etc) through the
up with a list of five topics, which are corpora in language teaching, the authors medium of English. This fusion of English
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represented in the five chapters of the outline a procedure for a data-driven and content helps create ‘an authentic
book. Each starts with a brief but learning (DDL) lesson, where the learners setting of meaningful learning where the
satisfyingly comprehensive review of a step into the shoes of language students can engage in exploring and
different approach or method, followed by researchers. They become familiar with finding out about the world’ and, possibly,
a sample lesson plan. The lesson plans – a corpus software and explore linguistic free up those precious school hours for
somewhat telling hint at the authors’ own data themselves, searching for common another foreign language.
credo (Dogme) – are presented not as a patterns associated with different words. The authors point out that the five
conventional, linear series of activities, The recent revival of interest in topics presented in the book reflect
but as lesson skeletons with balloons translation is what prompted the choice renewed interest in more holistic and
representing various stages of a lesson of the topic for Chapter 4. Many teachers humanistic approaches to teaching
and arrows indicating possible sequences. who have faced reprimands for, and bans English. Such ‘alternative’ humanistic
These are not immediately easy to follow on, the use of L1 in the classroom will be approaches as Suggestopaedia, Total
td
making an informed decision about a make research topics which are relevant
chosen experimental area. to second language teachers more
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Another great strength of the book is accessible. It is designed primarily for
its accessibility and versatility. Although teachers of English in primary and
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written with DELTA candidates in mind, secondary level contexts.
the book will be of use to any teacher – Focus on Oral Interaction explores
ed
whether novice or more experienced – the benefits and drawbacks of various
who is willing to break the mould and different interaction patterns that occur in
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experiment with new techniques. It will also the classroom, and the impact these
be of use to teacher trainers. I have used patterns have on the child and adolescent
parts of it on an in-service professional second language learner. It aims to use
development course to introduce a group the findings of research carried out in both
classrooms and ‘laboratory’ environments
of very experienced teachers to some of
an
the teaching approaches and methods I to guide primary and secondary level Spotlight Studies, which provide real
felt they might be not so familiar with. The teachers in the pedagogical implications exchanges to demonstrate and discuss
aim was to shake them up a little and of oral interaction. the different issues being raised. These
ing
enthuse them with new, interesting ideas. The book is divided into five chapters. also include the findings of important
When it came to practical implementation Chapter 1 outlines what oral interaction is research, and allow the reader to reflect
of ‘less-known’ ELT approaches, this and what it is not. It compares speaking and analyse the exchanges and their own
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book was of great help. Indeed, as far as and writing, and describes the relationship teaching.
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books on experimental practice go, this is between speaking and listening. What I most liked about this book was
probably the best and the only practical In Chapter 2, the writers go into more that although it is based on academic
title on the market. depth regarding the role of interaction for research, the Activities and Classroom
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Experimental practice is on the way to the second language learner, and Snapshots include and involve the readers,
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becoming – if it hasn’t already become examine the different types of interaction so that they are not reading passively.
– the buzzword of ELT, although the and strategies that are used. The Glossary at the back of the book
concept itself is not new. A well-known Chapter 3 focuses on the interaction is most helpful as it keeps a record of all
ion
quotation, attributed to Penny Ur, goes: in the primary school classroom between the new terminology that arises, and can
‘[there are] teachers with 20 years’ teacher and learner and between peers. be referred to while reading. There are
experience and those with one year’s This chapter also discusses how these also Suggestions for Further Reading if
experience repeated 20 times’. If you interactions contribute not only to second you wish to continue your research in this
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don’t want to go on repeating what language acquisition, but to the learners’ area, or if you would like to focus on a
you’ve always done and stay imprisoned academic, social and cultural development. specific area mentioned in the book.
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in the same cage for 20 years, start Chapter 4 explores similar areas, but This is not a book of practical activities
carrying out and reflecting on your in the secondary level context. The for oral interaction in the classroom, but a
experimental lessons in order to grow obstacles facing second language book which presents the findings of
professionally and liberate yourself – like learners during adolescence, in both academic research in an active way. It is
the bird which you can’t see on the cover social and academic circumstances, are suitable for self-study or for discussion
of this book. discussed. with colleagues.
Leo Selivan The final chapter provides a summary Louise Guyett
Tel Aviv, Israel of the key issues and concepts dealt with Dublin, Ireland
throughout the book.
This book is available from Like the other books in the series, Subscribers can get a 12.5% discount
the-round.com and is sold Focus on Oral Interaction contains on this book. Go to the ETp website and
through Amazon. Classroom Snapshots, Activities and quote ETPQR0314 at the checkout.
than others! archives. Can you work out what they are?
td
In the simplest comparison, 1 2
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there are those who see a
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half-filled glass as half
empty, while others see it
ed
as half full. Over the years,
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several famous people have
commented on this duality
of viewpoints:
3
an 4
‘We can complain because
rose bushes have thorns, or
ing
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several of his patients who
ever put together, if you did so, you would quickly see and his book relates the stories of
lt of illness or a stroke. He
suffered brain damage as a resu
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that something that looks good from the bird’s point of
e who have a disconnection
view has the potential to ruin the worm’s entire day! concentrates, in particular, on thos
and what they are actually for.
between ordinary everyday objects
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Blind man’s buff k refers to a patient who, at the
The rather dramatic title of the boo
up his hat, and instead put his
end of his session, went to pick
ed
There is a classic illustration of the different perspectives
rest hat-shaped thing he saw).
that people can have of the same thing: it takes the form hand on his wife’s head (the nea
of a story about six blind men examining an elephant. description of a familiar item
There is one particularly splendid
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They are asked to describe what the animal is like. e at all – he describes it very
which the patient doesn’t recognis
ng several subsidiary pouches
The blind man who feels a leg says that an elephant eloquently in terms of a pouch havi
e that you realise that he is
is like a pillar; attached to it. It is only after a whil
man has lost this normal
actually talking about a glove! The
the one who feels the tail says that an elephant
an
simply not knowing what a
is like a rope; perspective, and has ended up by
the one who feels the trunk says the elephant glove is or what it is for.
tions and see if you can work
ing
shaped to be exposed
is like a wall; with an inner dark coloured centre,
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and the one who feels the tusk says the elephant at one end of the cylinder.
is like a solid pipe. a crumbling rampart
2 A miniature slender white tower with
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attributes together and, as with many things in life, we need centre with a darkened tip.
to see (or feel) the whole thing before we pass judgement. a flat disc with a hole
3 A small shiny bar; at one end there is
out landscape sitting on
Once again, some quotations from famous people in it, and at the other is a flat cut-
ion
encapsulate the idea that viewpoint is everything: top of the bar. Answers 1 A pencil 2 A candle
3 A key
‘Every day one should at least hear one little song,
read one good poem, see one fine painting and –
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A different angle
if at all possible – speak a few sensible words.’
Johann Wolfgang von Goethe
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‘Everywhere is walking distance if you have the time.’ I am sure that most people have
come across those trick
Steven Wright (American comedian and actor) photographs which are of ordinary
everyday objects taken from
an extraordinary angle, sometim
‘Distance lends enchantment to the view.’ es cutting out a vital identifying
part of the item. The worksheet on
Mark Twain page 46 has a selection of
such photographs, which you mig
ht like to use with your
‘A portrait is not a likeness. The moment an emotion students to practise the languag
e of speculation and deduction.
or fact is transformed into a photograph, it is no longer
a fact but an opinion. There is no such thing as
inaccuracy in a photograph. All photographs are
og clip
8 The zip on a handbag 9 A bulld
6 An iron 7 A coffee filter holder r 5 An electric plug
accurate. None of them is the truth.’ A piano 3 A hairbrush 4 A grate
1 A toothbrush 2
Richard Avedeon (American photographer)
Answers
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identify them?
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1 2
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ed
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an
3 4
h ing
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5 6
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ion
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7 8 9
46 • Issue 96 January 2015 • ENGLISH TEACHING professional • www.etprofessional.com • Scrapbook compiled by Ian Waring Green
Current Vacancies
To advertise in this section,
please contact Carole Blanchett on
+44 (0)1536 601140 or
carole@cb-advertising.co.uk
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blis
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ion
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S U G G E S T I O N S F R O M T H E S TA F F R O O M 6
Sasha Wajnryb offers some classroom-tested tips to invigorate your lessons.
td
This series mimics a friendly when they learn languages themselves,
everything: a few hundred carefully-
staffroom environment where teachers and which they can pass on to their
chosen words will go a long way.
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share and access useful tips on how students.
best to meet the needs of their students. 7 Your mobile phone can become an
Trawling through textbooks or websites Ten tips for teachers who essential tool. Downloading language
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may uncover some fantastic activities, learning apps (audio lessons, flashcards,
want to be learners etc) means you can practise when you
but can also be time-consuming,
ed
whereas the staffroom often provides 1 Decide what your goal is. Do you want have a few moments free, such as when
quick and valuable tips. to be able to ask for directions or haggle you are commuting to work or going to
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The ideas in this issue of ETp have at a market? Do you want to engage in a the gym. Alternatively, a pocket
been proposed by experienced teachers simple conversation with locals? Do you phrasebook can serve the same purpose.
at a busy ESL college in Sydney, Australia. want to read newspapers in the target 8 Try to do something related to your
language? Once you have a goal, you can language learning every day. Even if it’s
design your own language learning
an only a few minutes, make sure you do
strategy. Start with your overall goal, then something! Incorporate it into your
It’s no surprise that ESL/EFL teachers tend
try to break it down into stages so you routine.
to be interested in different languages and
can set yourself regular targets.
ing
cultures. It’s one of the reasons we do 9 As a teacher, you are probably used to
what we do. Teachers often want to learn 2 Face-to-face language exchange with creating your own teaching materials.
new languages or improve their own someone who wants to learn your Now you can create your own learning
language is a common approach.
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existing language skills. materials that you can recycle and revise
ESL/EFL teachers work in many Maintaining a relationship with a boyfriend/ later on. You may wish to synthesise your
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different contexts. Some live in non- girlfriend in the target language is a learning materials into a master list (eg an
English-speaking countries and wish to fantastic way to improve your skills. alphabetised notebook of grammar/
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pick up the local language. Others work Nowadays, there are also free websites functions) so you can prioritise the parts
in English-speaking countries and wish to where you can find a partner and do a
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friend gives you more time to plan your post-it notes, a dictionary on your
who may wish to improve their English or
response than face-to-face conversation, smartphone, a pocket phrasebook, a
pick up another language.
yet allows you to receive messages noticeboard, a list of words on your fridge
As teachers, we know that students
door – whatever method you use, you
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learn in different ways, and what works without waiting by the letterbox for weeks
on end. need to build your vocabulary.
for one student may not work for another.
When our students ask for advice on the 3 The internet offers many opportunities Good luck!
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best ways to learn English, we need to to pick up your target language. A Google
offer a variety of strategies. We need to search will reveal many free and paid Sasha Wajnryb teaches
be familiar with a variety of methods to language learning sites. You can even adult international
students in a large
help our students learn. download a coursebook if you like. college in Australia. He
Our own language learning has worked in ELT for
4 If you’re a Facebook junkie, ‘liking’ 15 years as a teacher,
experiences, our theoretical understanding academic manager and
news/entertainment/general interest consultant.
of how people learn and our teaching
pages in your desired language will
experience have given us exposure to
ensure your newsfeed contains a lot of
many different teaching and learning
the target language.
techniques, all with varying results. Our job
If you want to share an idea in the ETp
requires us to sift through these methods 5 Go to a class! Even if you’re busy, a community staffroom, feel free to email it to
to find the ones that work for our students. once-a-week evening class can keep you sasha.wajnryb1@tafensw.edu.au.
Preaching
Weak checking of understanding of
language
Over-elaborate instructions
Undifferentiated tasks
in practice
We will look at how I address these areas
below but, first, let’s take a look at the
construction of the demonstration lesson.
Lesson staging
My demonstration lesson has the
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following stages:
1 Warmer and lead-in
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Dave Briggs demonstrates CLIL through This is a quiz on Oxford, and my focus here
is to ascertain the content and cultural
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church furnishings and architecture.
knowledge the teachers already have.
O
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ver the last few years, I have authentic reading on misericords, the 2 Vocabulary teaching
been seeking to improve the carved ledges that form part of the hinged
Words introduced include: reredos,
teacher refresher courses that seats found in the choir stalls of many
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cloisters, choir stalls, pulpit, corbel,
my institution runs for CLIL churches and chapels, which are designed
lectern, wall monument, gargoyle, ceiling
teachers. We face a number of to provide some degree of comfort to
bosses and misericord. A student-centred
challenges in these two-week courses: people obliged to stand (or at least
picture-labelling task is used to ensure
the language level of the teachers varies appear to be standing!) for long periods
that all the students are learning some
from B1 to C2 (CEFR); they teach
an
of time during religious services. This
new vocabulary and becoming aware of
different subjects and they have varying also works as a preamble to visits to the
checking techniques.
degrees of experience as CLIL teachers; Oxford colleges, especially New College.
some are from bilingual schools and (I thought about a loop input lesson on
ing
reflect the challenges that the teachers the key components of CLIL and
language. The different parts of the text
themselves will face with the secondary integrate them into their lessons. I have
used for this jigsaw reading explain the
school classes that they teach, ie varying always found Do Coyle’s four Cs
reason why misericords are put in chapels
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are learning both content and language, the demonstration lesson, with the aim For this, I use a matching activity for
while being exposed to a workable of precluding predictable problems. describing objets d’art, which focuses on
model. This lesson comes at the start of In my experience, these frequent collocations such as intricately carved
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the course, which is run in Oxford, UK, areas of difficulty are: seat, exquisitely woven tapestry and
and its components are then referred to Lack of awareness of the language crudely sculpted figures, to demonstrate
in much more detail in later sessions. required for classroom interaction exploitation of a text for language patterns.
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Choice of materials
My first consideration when putting this
lesson together was commonality of
interest, and I decided I would do a
history lesson based on church
architecture and furnishings linked to the
local Oxford colleges. I have an interesting
Preaching
Weak checking of understanding language components is a key skill for
of language them to develop.) The collocation
in practice
When the teachers have matched the exercise has more exponents for the
visuals to the labels in stage 2, I get them C1/C2-level teachers and I expect them
to hold up picture cards in response to to produce more examples in the
oral prompts. For example, if I say corbel, personalisation, eg In my local museum
5 Practice and personalisation they have to hold up the appropriate you can find some finely crafted furniture
This involves activities designed to picture. I then get them to speculate on from the 17th century.
encourage the teachers to take the function of the various features. For
ownership of the new collocations. Finally, at the end of our refresher
example, I might ask What is the function
course, each of the teachers delivers a
6 Feedback
of the gargoyles? or Who might be sculpted
micro-lesson to their peers and is given
in the corbels? I also ask them to recycle
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This takes the form of delayed error feedback. They are invariably grateful
the language by categorising the features
correction, based on my monitoring for the demonstration lesson, which is
into those made of wood, stone or both.
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throughout. referred to throughout the course. When
I discourage the use of concept checking
I take them to New College, the
questions (CCQs) with concrete nouns,
Each stage is followed by a review and experience is enhanced by having greater
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but discuss the value of checking more
discussion of the rationale, during which knowledge of the chapel furnishings and
abstract nouns and non-demonstrable
the teachers reflect on the transferability the historical context. They also have
ed
verbs with exemplification (or possibly
to their own educational context. the language to convey this knowledge
with CCQs, which I consider to be more
to their own students.
appropriate to lower levels). For example,
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Addressing the areas I might ask Can you give me an example
of difficulty of a member of the clergy? In dealing with
the collocation exercise, again I check If you feel that a CLIL demonstration
Lack of awareness of the language with trainee CLIL teachers might benefit
with exemplification, eg What sort of
required for classroom interaction
an
things are embroidered? them, I would suggest the following:
I stress to the teachers that if their
Choose a topic that will interest them
learners are being asked to interact in Over-elaborate instructions
and that you are able to enthuse
English during the lesson, then they Throughout the lesson, the teachers see
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they match the visuals to the labels in instructions (ie holding the reading text
stage 2 above, they will be speculating or exercise at chest height and pointing Find an engaging and challenging
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and deducing, expressing certainty and at what I wish them to do) and using text, listening or YouTube clip, and
uncertainty. Thus the modals, instruction-checking questions (ICQs) design an information-gap activity.
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collocations and possibly idiomatic judiciously. With regard to modelling, Look for language patterns that are
phrases must go up on the board as a typical of that genre and facilitate
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Map your
My experience
I recently worked as a Senior Teacher
and Academic English Coordinator in a
private English language school in
Sydney. While taking on additional
career
responsibilities was stressful at first, I
really enjoyed the closer contact with
both teachers (through staff
professional development sessions and
observations) and students (through
interviews, orientations and counselling)
that you don’t normally get as a teacher.
td
However, moving up to the Director or
Head Teacher level is a major step that
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Emily Edwards offers a guide to navigating you would need to prepare for carefully,
as these positions can be extremely
some possible routes.
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demanding.
I
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t is not uncommon for English Where do you want to be in five or ten What you could do
language teachers to get stuck in a years’ time? Gain experience at your school,
‘teaching rut’: once the challenge teaching as many different courses as
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What motivates you?
of teaching a different level, a possible (eg exam preparation courses
different course or in a different country What do you really enjoy doing? for IELTS, FCE, CAE, TOEIC and
has worn off, one day they may wake up What is possible and realistic in your TOEFL, Business English, Academic
to find themselves having taught in the situation, taking into account your
an English, teaching young learners,
same school for several years, teaching location, finances and flexibility in teaching one-to-one) because this will
the same grammar points over and over terms of time and travel? help you to train and advise your staff
with the same material and with little as a Senior Teacher or Manager.
challenge. There are many reasons why Next, have a look at the four possible route
ing
almost all teachers at some point in their maps below and on pages 52 and 53. These Show enthusiasm and interest in your
careers feel that they are not moving show four clear directions an English school’s professional development
forward. Whereas feeling comfortable language teacher could go in. Decide which programme, for example by
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can sometimes provide a necessary ones you would consider. Once you’ve volunteering to help and mentor other
chosen one (or a combination) of the four teachers in the staffroom.
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In this article, I present a goal- a few suggestions for each one, as well as
Director of Studies or Head Teacher
some details of my own experiences.
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oriented method that I have found in some of their duties: for example,
useful in re-motivating myself, and I will conducting student orientations,
discuss a variety of ‘paths’ that are likely 1 ELT management interviewing new students, allocating
to be open to many English teachers students to classes or training new
ion
The idea of making a ‘career map’ was Extra qualifications are usually
first introduced to me a few years ago required for ELT management,
during a careers seminar at Macquarie
Pa
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International House (IH), among
opportunity to follow their very specific
(Senior Teacher) others, sometimes offer short-term
passions, conduct their own research,
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teacher training opportunities around
contribute to academic knowledge and
the world.
even change educational policies and
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If CELTA courses are taught in your procedures. Research can also be very
school, ask if you could observe or practical and directly applicable to the
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Teacher Trainer (TESOL courses) shadow a CELTA trainer to gain language classroom, and there may be
insight into the course and learn from local programmes you can get involved
more experienced teachers. in. For example, I took part in the
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English Australia Action Research in
Again, qualifications are vital, ELICOS 2012 programme, funded by
CELTA Trainer perhaps even more so than for Cambridge English Language
management jobs, and important ones
an Assessment (www.englishaustralia.com.
include a Certificate in Training, the au/page.php?id=153), which involved
DELTA, and a Master’s degree. These planning, implementing and analysing a
last two are crucial in developing your classroom intervention to improve an
theoretical knowledge and classroom
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training may suit you well. Nevertheless, Action Research Awards Scheme, or a
progressing to the role of CELTA programme funded by the British
Trainer can be difficult, so gaining Assistant Researcher / Council – www.britishcouncil.org).
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blog (http://auselt.com), sign up to What you could do pretty much over. The trend now is
Twitter and follow leading authors, Think about your area(s) of specific for ‘granular’ content and multi-
either there or by reading their blogs. interest, and perhaps start by setting component projects, with different
Here are a few ELT blogs I enjoy up a blog (eg using Wordpress); then parts written by lots of different
reading: add regular updates to keep your people. Publishers are often looking
Jim Scrivener and Adrian Underhill readers following. You could add for people to take on parts of these
(http://demandhighelt.wordpress.com) posts about lesson plans, lesson projects and, especially, for writers of
activities or aspects of teaching theory online practice activities.
Nicky Hockly
that you’ve used in practice.
(www.emoderationskills.com) Qualifications will help in giving you
Scott Thornbury Read some practical English teaching a solid foundation in the theories of
(http://scottthornbury.wordpress.com) magazines and websites to get ideas for language learning, and in allowing
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topics you could write about: eg English you to analyse textbooks and
Simon Borg Teaching Professional, Modern English materials in terms of their approaches
(http://simon-borg.co.uk/blog)
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Teacher and www.teachingenglish.org.uk to a syllabus and lesson format – so
(British Council). again, the DELTA and a Master’s
4 ELT materials would be useful. However, many
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Then try writing articles for these teachers without these qualifications
production magazines, or lesson plans for have become very successful authors
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websites like www.onestopenglish.com. – so why not give it a try?
Getting your work published adds to
English Teacher
your credibility as a writer (depending
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on the publisher or website, of course)
and allows you to receive feedback Of course, life is never linear, and other
from editors and other teachers. things get in the way. So your career, like
Writer for ELT magazines / blogs / mine, is unlikely to be as straightforward
journals (part time)
an
Register with ELT Teacher 2 Writer
as one of the routes shown above. It is
(www.eltteacher2writer.co.uk), which is
highly possible that your route will
a database used by publishers when
branch out in different directions for
looking for writers. This website also
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ELT conferences (like IATEFL in the I’ve certainly re-mapped my route many
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UK) can be the best way to establish times, finally reaching each career goal
My experience relationships and determine what I’ve set for myself has been extremely
I have limited experience of this area so opportunities there are for writers. satisfying. Good luck!
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far – a few articles here in ETp (Issues Presenting at, or running, a workshop
83, 84, 85 and 94), a couple of journal at a conference can also be a good Brown, D Teaching by Principles: An
way of getting noticed by publishers, Interactive Approach to Language
articles and a new Academic Literacy
Pedagogy (3rd ed) Pearson Education
course which I’m developing for my many of whom are likely to attend.
vil
ESL 2007
current workplace – but once again, it is
It is also possible to email publishers Burns, A Doing Action Research in English
a very satisfying area to move into. You Language Teaching Routledge 2010
with a proposal for a book, although
may be surprised at how much you
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Making
part of a film in class, it might be best to
use older films, where there are usually
no copyright issues with public showings
or copying for classroom use.
DVDs and BDs often include
multilingual subtitles and closed-
captioning for the hearing-impaired.
the most
These features allow you to play the film
with subtitles in the students’ first
language, or English, or no subtitles at
all. The language features of the disc
can then be used to complement the
texts of the screenplay books.
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If you assign the screenplays as books
of film
to be read and/or the films to be viewed
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for language study, it is best to reinforce
study and evaluate learning with quizzes
and tests of the key vocabulary. These
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might consist of a number of multiple-
choice questions, with key vocabulary
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from the screenplay book serving as both
answers and distractors. The vocabulary
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Charles Jannuzi looks at the resources available of many popular American and British
films correlates very well with word lists
and how we can make the best use of them. of the most frequent vocabulary of
English, the most frequent words in
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urrent technologies for In addition, Sourcenext, a software language tests, etc.
an
recording, storing, copying, publisher, provides inexpensive language-
playing, editing and otherwise study programs that run on computers, Listening cloze
manipulating video make tablets and smartphones, with key features One of the most common types of
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adapting video and film as materials for for language learners, such as content language practice used in conjunction
the ELT classroom more appealing than from popular films, bilingual subtitles with film is the listening cloze. In Japan,
ever before. This article reviews and and practice exercises tied in with the this is quite a popular type of task now,
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expands on some of the possibilities for content and language of the films. but it is being overused with materials
the use of video, and the resources Outside language-learning that are not very well constructed. For
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available with film, to create engaging publishing, it should be noted that many one thing, typically far too many words
language learning activities. foreign films and TV programmes (and are blanked out and the selected passages
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even some Japanese titles, such as the are far too long, making the task too
animations of Studio Ghibli) are difficult. Secondly, repetition of such
Available resources
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available on DVD and BD, often with tasks often becomes boring for students
For an example of some of the resources subtitles in both Japanese and English. (and teachers!).
available, let us look at Japan: a huge One interesting development has been To avoid these traps, choose a one- or
ion
market for books and multimedia, such the appearance of a number of films on two-page section of the screenplay and
as DVDs and Blu-ray discs (BDs). These DVD and BD with multilingual blank out words and phrases for practice.
are typically published in Japanese for features: Asian languages because the These can be deleted at random, every
the 128 million native speakers and discs made in Japan, Hong Kong and nth word (eg every seventh or tenth
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readers of the language in the domestic Taiwan are marketed elsewhere in Asia, word). Do not blank out any items in the
market. However, there is also strong but also European languages because first or last sentences of the text. To make
interest in the books, films and TV Japan is part of Region 2 for coding (the the task easier for absolute beginners,
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programmes of other countries, same as the UK). why not consider every 15th word?
especially the US and the UK. Alternatively, the blanked-out items can
One type of book that caters to the Using the resources be deliberately chosen, according to
desire of many Japanese to watch foreign something you wish to focus on:
films in the original language (usually Extensive reading/viewing important content words, hard-to-hear
English) is the bilingual screenplay, which One basic use of screenplay books is to particles, phrasal verbs, grammar items,
presents the dialogue of the film, written employ them as textbooks. (If screenplay definite and indefinite articles, etc.
in both English and Japanese, together books are not available in your country, Make copies of the text with the
with extensive explanatory annotations many screenplays and scripts can be items deleted. Play the video, or just its
about vocabulary, idioms, cultural items downloaded from the internet.) You can soundtrack, while the students listen
and history, all pertaining to the content assign them for extensive reading and/or and complete the text. I usually play the
of the film. extensive viewing practice in class or for audio track three times: the first time,
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downloaded from the internet. These popcorn
tend to fall into two types: those that are
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typically about some aspect of American
creating a map on the board that shares example, To Kill a Mockingbird is a
culture (eg Bowling for Columbine, Sicko,
information from everyone. classic film that adapts and dramatises
Supersize Me and Bigger, Faster, Stronger,
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3 As a class, you watch all or part of the much of the classic novel of the same
etc); and those about current events and
film and add to the whole-class map on name, but it is very much a conventional
global issues (eg An Inconvenient Truth,
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the board. The students can also copy Hollywood film of the 1960s in terms of
Inside Job, Food, Inc., King Corn or Flow:
the map onto their own worksheets. its construction.
For Love of Water, etc). In Japan, many
Let us look at how such a sequence
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such titles are available in Japanese Repeat this until the whole film has been
watched. The semantic map above is an of smaller tasks might be used to help
(multilingual) editions and they often
example for the film King Corn. more students succeed.
include additional useful material, such as
interviews with the film’s director. Careful, A good follow-up activity is to have the Task 1 requires the students to watch a
guided, structured in-class viewing of students use their graphic organisers to sufficiently long part of the film and
an
such films lends itself well to small- help them write paragraphs or short essays then list the major characters, using the
group discussions on global issues and on some aspect of the topic and theme conventions of the movie review (ie the
on cross-cultural understanding. of the film. For example, if they have character’s name and then the actor’s
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watched a film about the world’s water name in parentheses after it). This can
Graphic organisers crisis, they could write something about be done as individuals, pairs or small
A simple framework for helping students how they might reduce water consumption groups, and then as a whole-class
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to make more of the general learning as at home or on campus. If they have seen exercise to make sure everyone has a
well as the language learning opportunities a film about our food supply, they could complete and correct list.
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that such films provide is to use graphic write responses to questions such as
Task 2 continues with work on the
organisers. You can follow these steps to Would you eat genetically modified (GM)
characters, but in this task the students
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produce a graphic organiser on the topic foods? Should GM foods be labelled? Are
are asked to describe and analyse each
and theme of a film: GM foods safe? etc.
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ones in the box below are for the essays reviewing a film that they have
seen. This is good practice for the short What does the character look and
documentary King Corn.
essays required by some language exams, sound like?
1 What are cereal grains? and it is also a good introduction to What does the character say, think
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Can you name some? writing about literature, since many of and feel?
the same elements (eg character, How does the character change by the
2 What is the most widely-grown end of the film?
character development, plot, theme,
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of film
concentrate on each element of the plot before. This article has only touched
separately. upon the many possibilities for using
film and video in the ELT classroom.
Task 3 (see the worksheet below) is the Task 4 requires the students to use their
However, teachers should consider
last preparation task and gets the notes and their knowledge and
expanding the use of video beyond
students ready to write their film review. experience of the film that they got from
narrow, intensive listening practice and
A typical film review includes a plot viewing it in order to write a short review.
language study: especially if course
synopsis that is sufficient in depth and Typically, the review will be between five
structure and institutional constraints –
length to explain to someone who has and ten paragraphs long, will inform
as well as the needs and interests of
not seen the film what the ‘problem’ of readers about the main characters (and
students – allow for it.
the film is. This ‘Plot summary’ the actors who play them), provide a plot
summary related to the theme or problem Charles Jannuzi has
worksheet asks the students to list the taught English in Japan
of the film, and explain what the author
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following elements: the key events, the since 1989 and at the
thinks of the film (good or bad), usually University of Fukui since
key events that comprise the ‘rising 1994. He is now editing
by answering a question like: Should the
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action’, the key events that comprise the an e-book on ELT in
‘climax’, the key events that are the reader see this film, too? Why or why not? Japan. He spends much
of his free time with
‘falling action’ leading to the conclusion, 20 cats and publishes
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several blogs, including
and finally the key events of the film’s www.eltinjapan.com.
conclusion. If more space is needed for Recent technological developments
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notes, the students can continue on the make the use of film and video content jannuzi@gmail.com
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Plot summary worksheet
2 RISING ACTION 3 CLIMAX
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1 ................................................................ ................................................................................................
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2 ................................................................ ................................................................................................
3 ................................................................ ................................................................................................
4 ................................................................
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1 .......................................................................................... 1 ..........................................................................................
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2 .......................................................................................... 2 ..........................................................................................
3 .......................................................................................... 3 ..........................................................................................
4 .......................................................................................... 4 ..........................................................................................
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5 .......................................................................................... 5 ..........................................................................................
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6 ..........................................................................................
5 RESOLUTION
7 ..........................................................................................
8 .......................................................................................... .................................................................................................
9 .......................................................................................... .................................................................................................
10 .......................................................................................... .................................................................................................
11 .......................................................................................... .................................................................................................
12 .......................................................................................... .................................................................................................
bookmarking
they don’t really understand.
In this article, she explains
how and why to use social
(but were too afraid to ask) bookmarking.
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1 Social bookmarking? I’ve never device, and with social bookmarking tools
5 Is this just a tool for teachers,
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heard of it! you can share your bookmarked websites or could students use social
You’ve probably heard of bookmarking with others, and even have others leave bookmarking, too?
comments on your bookmarks. You can
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– in other words, saving web pages to the There are a number of ways to use social
‘Favourites’ folder in your browser. This is choose to follow other people’s bookmarking tools with classes – here are
bookmarks, and to make your own
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something you’ve no doubt been doing for just a few ideas:
years. And if so, you know the frustrating bookmarks public for others to see and
feeling of trying to remember in which follow. But you also have the option of
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‘Favourites’ folder you saved a particular making a bookmark private, if you prefer. Save useful resources for a
web page. You may have experienced that In addition, rather than only being able to particular class with a special tag
panicky feeling ten minutes before a lesson save bookmarks individually or in folders (eg ‘FCE2014’, ‘intermediate4’ or
of trying to find the fantastic phrasal verbs in a browser, with a social bookmarking
an ‘teens3’) so that you can easily
online quiz web page that you bookmarked tool you can add several ‘tags’ (keywords retrieve them – or so that your
in your browser last year. Only, now, you or labels) to your bookmarks. students can browse them.
can’t remember if you saved it in your Let’s go back to our phrasal verbs online Ask your students to open their
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‘Great activities’ folder, your ‘Intermediate quiz web page example from earlier. If I own social bookmarking
students’ folder, your ‘Grammar’ folder, or save the page in a social bookmarking accounts, and to save resources
any other of a number of ‘Favourites’ tool, I can add a short paragraph for a class project with a special
folders! And then you remember that you
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than your work computer, and the class and I can also add tags such as ‘quiz’, Ask your students to choose a
now starts in two minutes ... ‘intermediate’, ‘phrasal verbs’, ‘fun topic they are especially
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activity’, etc. So a year later, when I try interested in (eg rap music or
2 I know that feeling well. How to remember how I filed the site, World Cup football), and to
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can social bookmarking help? remembering any one of these tags and explore the resources saved by
Social bookmarking is essentially a typing it into the search box on my social others with that tag.
web-based ‘Favourites’ page. So instead bookmarking page will bring up that
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of storing your favourite websites in the resource. This is rather like being able to
browser of one computer, you save them file a single resource in many different Finally, if you’d like to find out more about
to a web page. And this means you can places at the same time. social bookmarking, you can take a look
at my own Delicious account. You’ll find
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4
any computer or electronic device – your How do I set up my own social plenty of resources to explore:
home computer, your laptop, your work bookmarking account? https://delicious.com/nickyhockly.
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computer, your mobile device ... To be There are a number of social bookmarking Enjoy!
fair, you can also do this these days with tools available. Perhaps the two best
some browsers. For example, with Firefox Nicky Hockly is
known are Diigo (www.diigo.com) and Director of Pedagogy of
and Chrome you can choose to ‘sync’ Delicious (https://delicious.com) – both The Consultants-E, an
(synchronise) your bookmarks across online teacher training and
are free at present. For each of these development consultancy.
your devices. sites, you need to set up a user account. Her most recent books are
Digital Literacies (Routledge),
Both Diigo and Delicious have mobile an e-book: Webinars: A
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1,000 creative tips, techniques, questions, thoughts
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Bringing you
■ Tips to aid and inspire practice
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■ ■
■ Preparation and ■ Reading ■ Pronunciation
planning ■ Writing ■ Teaching contexts
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SnagIt image capture for this as the idea is that these presentations are short, directly to
the point and easily accessible. It would be simple for a teacher
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SnagIt has been around for years. It is essentially a screen-
to screencast a whole series of presentations, share them on
capture device that allows you to capture anything on your
YouTube and then use them in a flipped classroom scenario
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screen as an image. However, it does much more than that. For
where the students can access the learning material at home.
example it can capture everything on a whole page, even the part
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you have to scroll to see. In other words, you can make an image I have done a large number of experiments with screencasting.
of a whole web page, even though part of that web page may not As a teacher, I have used it to provide feedback for my students
be visible on the screen when you capture it. The image-capture by opening their work on my screen and then recording myself
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facility integrates very well with Word and PowerPoint, so screen correcting their work before sending them the video. I have also
captures can be immediately brought into documents with used it to explain the marking scheme of the PET and FCE
literally just a click of a button. You will see the buttons at the top exams, especially for the oral component. I simply open up the
of the screen. This facility allows teachers to make worksheets marking scheme onto my screen, turn on the screen capture tool
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and then talk through the various stages of the oral exam,
and handouts to a really professional standard.
explaining what the examiners are looking for. I can then send
the resulting video to my students. They can play it and refer to it
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The video capture in SnagIt is superb. It allows a teacher to mark Many of you will know Jing. Jing is free and a great way to get
any area of the screen, turn on the video capture (often called into screencasting, but it does not allow you to download the
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screencasting) and then create a video. So, for example, if you videos in a format that most students will be able to view. So you
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wanted to highlight an interesting website that your students are always limited to putting the videos on YouTube. It does not
could use to study on their own, you could open up the site, turn have the simple integration of SnagIt, either, or the ability to edit
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on the screen capture and then record yourself showing the and cut parts from the video. I really think the £20 cost of SnagIt
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students the site, opening up different pages and commenting on (for the ‘educational version’) is something worth considering. Of
them. All of this could then be saved as a video and distributed course, better still, suggest it to your director of studies or the
to the students. owner of your institution. I think it is a superb tool that can
provide teachers with a huge number of options. If you can get
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www.techsmith.com/tutorial-snagit-current.html
then share the link with your students, emailing it or adding it into
Moodle or Edmodo or any central location where the students You can get the educational version free 15-day
can access it. download at:
www.techsmith.com/snagit.html
YouTube videos can also be embedded, so you can take the
YouTube video from your channel (the homepage of your Russell Stannard is the founder of
www.teachertrainingvideos.com,
account) and embed it into a blog, a wiki, Moodle, etc. The big which won a British Council
advantage in using the YouTube integration is that you have ELTons award for technology. He
is a freelance teacher and writer
plenty of space, so you can add lots of videos. If your students and also a NILE Associate Trainer.
have SnagIt on at least some of their computers, they too can
make screencasts and image captures, and these could all be Keep sending your favourite sites to Russell:
russellstannard@btinternet.com
saved on the same YouTube channel.
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newspaper’s ‘Get the picture’ column.)
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Adaptive learning
in practice
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Saturday 7 March 2015
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Coin Street Community Conference Centre, London
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Explaining the challenges, benefits and In conjunction with
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future of adaptive learning, this one-day
event will give you the opportunity to:
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• Understand what adaptive learning is
• Find out how to use adaptive learning in practice
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Chaired by Philip Kerr, this event will give you everything you
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Speakers include:
For more details
• Laurie Harrison • Lucy Williams
and to book your
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www.etprofessional.com/
• Tim Gifford
adaptive-learning
You’ll also have the chance to try out adaptive learning apps Call +44 (0)1273 434 943
for yourself, in our demonstration zone. Email: info@etprofessional.com
www.etprofessional.com/adaptive-learning
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