English Teaching Professional Magazine 63

ENGLISH Issue 63
July
2009
Tprofessional
EACHING
The Leading Practical Magazine For English Language Teachers Worldwide
Schools of thought
Chris Payne
One classroom, many worlds

Alicia Artusi and Gregory J Manin
So many jobs, so little time

Amy Lightfoot
Wouldn’t it be lovely?
Sandee Thompson
• practical methodology
• fresh ideas & innovations
• classroom resources
• new technology
• teacher development
• tips & techniques
• photocopiable materials
• competitions & reviews
w w w . e t p r o f e s s i o n a l . c o m
Contents MAIN FEATURE BUSINESS ENGLISH PROFESSIONAL
SCHOOLS OF THOUGHT 4 WET WEDNESDAYS 29

Chris Payne contrasts what we think students need Charles Mercer focuses on unfocused students
with what they actually need
TEACHER DEVELOPMENT
FEATURES
SO MANY JOBS, SO LITTLE TIME 50
A PIECE OF CAKE 6 Amy Lightfoot ponders freelance possibilities
Paul Bress cooks up a way of teaching idioms
WOULDN’T IT BE LOVELY? 52
ONE CLASSROOM, MANY WORLDS 1 8 Sandee Thompson champions the creation of
Alicia Artusi and Gregory J Manin increase relevance a special staffroom
with real-world references
RABBITS, BIRDS AND COUNTRY DANCING 12 TECHNOLOGY

Vahid Parvaresh and Saeed Ketabi gauge the gap
between theory and practice GAME ON! 56
Hayo Reinders uses computer games to get
S IS FOR SPELLING – AND SUCCESS 14 students writing
Youssef Mezrigui spells out why we should
teach how to spell FIVE THINGS YOU ALWAYS WANTED 60
TO KNOW ABOUT: BLOGS
A STORYTELLING EXPERIENCE 17 Nicky Hockly examines the online urge to reveal all
David Heathfield gets us all sitting comfortably
WEBWATCHER 61
PHRASAL VERBS? THEY’RE EASY 2 21 Russell Stannard spots a site for creating animated films
John Ryan makes contact with verbs that take on
OVER THE WALL 27 REGULAR FEATURES

Alan Maley reviews reading that tackles the
teenage years ACTIVITY CORNER: PLAYING WITH 37
COMPARATIVES AND SUPERLATIVES
AWOL! 34 Jon Marks
Tisa Rétfalvi-Schär deals with diminishing attendance
PREPARING TO TEACH ... 40
THE FUTURE’S BRIGHT, 46 Binomials
THE FUTURE’S PERIPHRASTIC John Potts
Edward de Chazal looks ahead
QUESTIONING 1 63
Rose Senior
TEACHING YOUNG LEARNERS
IT WORKS IN PRACTICE 42
DON’T FORGET TO WRITE! 23
Betka Pislar finds that a school magazine encourages REVIEWS 44
better writing
SCRAPBOOK 54
TREASURE TROVE 24
COMPETITIONS 41, 64
Emilce Vela uses literature to promote reading
and writing
INTERNATIONAL SUBSCRIPTION FORM 32
Includes materials designed to photocopy
• www.etprofessional.com • ENGLISH TEACHING professional • Issue 63 July 2009 • 1

Editorial
I
n our main feature, Chris Payne sees a dichotomy making idioms and phrasal verbs more comprehensible
between what many language school teachers, to their students and more memorable. As competence
following modern methodological orthodoxy, feel in these two language areas, rightly or wrongly,
they should be teaching their students and what those represents the holy grail of language learning for many
students actually want to be taught. He argues that if students, it would seem that they are both giving
students, and sometimes their parents, measure students what they want and, at the same time, fulfilling
progress in terms of the passing of exams, then their own perceptions of how language should be
perhaps we are letting them down by insisting on taught.
communicative competence and viewing ‘teaching for
Charles Mercer, on the other hand, finds productive
the exam’ as necessarily a bad thing.
things to do with business students who don’t know
Another dichotomy is identified by Vahid Parvaresh and what they want or why they are there, while Tisa
Saeed Ketabi, who point out that theories of teaching Rétfalvi-Schär finds ways of dealing with students who
practice, even those put forward by as eminent a aren’t there at all!
linguist as Noam Chomsky, don’t really seem to lead to
a clear practical method for language teaching. They
suggest drawing on the insights provided by linguists
but not trying to base what we do in the classroom too
closely on their theories, finding instead what actually
works for us. Helena Gomm
Editor
Good advocates of this approach are Paul Bress and
helena.gomm@keywayspublishing.com
John Ryan, who share ways that they have found for
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2 • Issue 63 July 2009 • ENGLISH TEACHING professional • www.etprofessional.com •

M A I N F E AT U R E
Schools of
thought
Chris Payne examines Please finish the following sentence,
using your own words:
aforementioned approaches, some of
their ideas about content do not take
the extent to which the into account the day-to-day needs of
Language is ... students, especially in the area of
English taught in private sentence grammar.
S
everal words may spring to mind,
language schools caters but some responses that I have Learning
been given are: culture, identity
for students’ needs. and, overwhelmingly, communication and My particular experience is in Spain,
meaning. Yet what if I were to complete predominantly in the private sector, but
the sentence myself as: I have also taught in the Spanish state
Language is passing exams? system.
There’s a good chance that I would Why do students attend private
be asked to justify such a seemingly schools? Many do enrol in order to
outmoded comment. acquire a high level of English so that it
can be used for real communication.
But this is not the whole story. I would
Teaching like to disabuse you of the popular
Private language schools usually have belief that all students in private schools
smaller class sizes than state schools, so are highly-motivated learners who strive
it is more feasible for teachers to use to communicate in English. This may be
tasks and adopt a communicative the case for adult learners, and indeed
approach to teaching if they so wish. In many children are undoubtedly keen to
fact, the private sector tends to be learn. However, a considerable number
associated with umbrella terms such as of the children enrolled by their parents
‘direct method’ and ‘communicative attend against their will. For these
language teaching’ (CLT). Many students, it entails further study after
teachers of English who work in private they have already completed a full day
language schools around the world are at school, and they bring little intrinsic
proponents of a communicative motivation to the classroom. Their main
approach. In my own teaching, I use motivation is extrinsic, that is, driven by
ideas from task-based learning (TBL), external factors such as passing exams
which can be said to be a ‘strong’ version and parental pressure.
of the communicative approach. I also Many parents ostensibly enrol their
regularly implement lexical approach children so that they learn English for
ideas and help students use English for meaningful communication, but if they
a real communicative purpose. A lexical achieve this aim and then fail an exam
approach places communication of at school, something is drastically
meaning at the heart of language and wrong. Regrettably, some parents and
learning, in the tradition of the students equate exam performance with
communicative approach. However, I level of English, and their mindset is
feel that although I help students learn that passing exams is the most
to communicate in English by using the important sign of making progress.

How many teachers know students who We might agree with the acerbic sentence grammar and exams play in the
only really make an effort when an comments of Willis and Lewis, but we lives of our students and their parents,
exam is approaching, either at school or need to realise that it is precisely who are, of course, stakeholders in their
in their language school? grammar like that mentioned above children’s English tuition. If students
which is often tested in exams. If need practice for exam-type questions,
Exams students need to know it, it is patently they should have it, even though we
useful for them to study it. By extension, might think time is better spent doing
If concern about passing exams
if the primary aim of students is to pass other more communicative activities. For
sometimes overrides a desire to learn
a written exam, communicative most students, getting a good mark in
English for communication, shouldn’t
competence can be perceived by some English is more important than our noble
this be reflected in our teaching? We
as being of limited use. and lofty thoughts on methodology.
may dislike the fact that some learners
Generally in Spain, written exams
are only motivated to study in order to
still predominate at school, although in Balance
pass an exam, but we must bear in mind
some schools importance is also
that progress is still measured in terms The most sensible approach is to
attached to testing oral and listening
of exam success by a substantial number balance helping our students practise
skills. The ‘Selectividad’, which is the
of parents and students, and dare I say language that is relevant to the
Spanish university entrance
it, some teachers. It is quite possible that requirements of an exam or syllabus
examination, comprises only a written
this state of affairs is applicable to other with offering them favourable
paper in English. A mandatory oral
countries as well as Spain. conditions for acquiring English for
component will be introduced in 2012.
I suggest that if we genuinely care communication. However unfashionable
The written paper commonly requires
about the overall learning process of all and questionable teaching certain
students to transform sentences from
of our students, we need to strike a grammar may seem to us, we should not
balance between teaching learners what feel guilty, as it is not an abdication of
we believe they need for sound language We need to strike duty to teach something that is both
acquisition and what they actually need useful for and needed by our students.
for passing exams. Before I continue, I a balance between
am at pains to point out that I do not teaching learners what
propose a wholesale return to a
grammar translation method. Nor do I we believe they need I would advocate that teachers in
espouse the idea of always teaching private language schools carry on with
towards an exam.
for sound language their principled eclecticism, but that in
acquisition and what addition to helping students learn to
Grammar they actually need communicate in English, we also
remember to focus on the traditional
It seems that there are certain areas of
teaching, primarily in grammar, that for passing exams grammar that is still necessary for many
to succeed in exams. We could adopt a
retain their currency on state or private
dual approach in which we are proactive
school syllabuses, but are disliked by active voice into passive voice, and from and reactive. Being proactive is well
some distinguished linguists. Let us look direct speech into reported speech. It is suited to communicative tasks and
at some of these evergreen grammar not uncommon for linguists to inveigh teaching lexis selectively. Being reactive
points that might be said to conflict against the teaching of reported speech, and aware of students’ needs can help
with a more communicative approach to yet it is interesting that it is also them with pronunciation difficulties
learning. included in transformation exercises in such as stress and intonation, and
Dave Willis favours task-based the exams set by internationally common grammar points, such as the
learning and a meaning-based syllabus. recognised examination boards. ones already discussed.
In The Lexical Syllabus, he states that
Hopefully, it’s food for thought. ETp
the passive and the second conditional
have been elevated to an undeserved level Tuition
of importance and that reported speech In the absence of an overarching litmus Lewis, M The Lexical Approach LTP 1993
was artificially created in the name of test of quality and appropriateness in Willis, D The Lexical Syllabus Collins 1990
pedagogy. A few years later, in The ELT, we need to remember that there are
Lexical Approach, Michael Lewis goes schools, both state and private, that are
even further by suggesting that first, still firmly entrenched in a structuralist Chris Payne is the
second and third conditionals, the tradition. Until the spell of grammar owner of Paddington
School of English. He
passive voice and reported speech could influence is broken, the perhaps has been teaching in
unquestionably be deleted from grammar uncomfortable reality is that a large Spain since 1993 and
is a Cambridge oral
teaching. The reason he adduces is that number of students will still need to do examiner trainer for
they lend themselves to convoluted meaningless transformation exercises in examiners of young
learners. He is
transformation exercises which have no order to pass exams. Therefore, if we especially interested in
place in the classroom because they really consider ourselves to be learner- a greater focus on lexis
in language learning.
practise language that has simply been centred, we ought to accept the situation
paddington@terra.es
mis-analysed in the first place. without demur and re-examine the role

Phillip Burrows
IN THE CLASSROOM
A piece
of cake
Ask each pair to have a mini-
conversation on the basis of the
instructions on the card. Then tell them
to swap roles. When they have finished,
ask each pair to pass their role cards
clockwise. This process continues until
Paul Bress reveals his recipe for teaching idioms. each pair has practised two
conversations with each role card. By
the time they are practising with their
I
f you tell students that they are means. Then ask the whole class these
about to learn some idioms, they questions: last role card, the target idiom should
usually sit up and take special come quite naturally to them.
1 If something is ‘a piece of cake’, is it
notice. Why is that? I think it’s because extremely difficult or extremely easy? 4 Feed the target idiom back into
they think that they are, at last, learning 2 Is it a formal or informal expression?
‘real English’ – the kind of English that future lessons from time to time.
will mark them out as being proficient Once you’ve elicited the correct answers, Recycling the idiom is important. For
users of the language. However, in my you can then reinforce them by stating example, when the students are settling
experience, students very often use that if something is ‘a piece of cake’, it’s down at the beginning of a lesson, you
idioms badly. They use them in the extremely easy and this is an informal could ask individual students if they did
wrong situation, they often get the expression. their homework the previous night. If
grammar wrong, and they sometimes A combination of the five contexts, they say that they did, you can ask them
even pronounce them poorly. the concept questions and your final if it was easy or difficult. If they say it
Let’s consider ways in which teachers statement should give the students a good was easy, you can then ask them if it
can help students to use idioms in an grasp of the meaning of the target idiom. was very easy. At this point, they may
appropriate way and with correct well respond with ‘Yes, it was a piece of
2 Help the students to say the cake’ and laugh!
grammar and comprehensible phonology.
idiom as well as they can
I’ll look at four ways in which you can
help your students achieve this, using (grammatically and phonologically).
the idiom a piece of cake as an example. Next, you need to model the sentence I think that the technique outlined
It’s a piece of cake. Say it as naturally as above applies also to phrasal verbs.
1 Make sure that the students possible. Point out that of is hardly said Students are often particularly keen to
understand the meaning and at all, and that it’s and a sound like one learn both these language items, but
register of the idiom. unit. some teachers may rush the teaching
This can be done by providing them Then you can get individual process, which means that the learners
with typical contexts and then by using students to say the sentence. Guide don’t have the chance to internalise the
prepared concept questions. Here are them if you think that a native speaker new language. I think that idioms
five possible contexts to show students would struggle to understand what should be taught in much the same way
when the idiom might be used: they’re saying. Finally, give each student as any other target language – except
the chance to say it again and again to that they need even greater diligence.
a) ‘Hi, Pete! How was your exam
themselves for about 30 seconds. Due attention needs to be paid to both
yesterday?’ ‘Oh, it was a piece of
cake!’ meaning and oral production. In my
3 Set up situations in which the
b) Hi, Carol! How’s your new job
view, it’s much better to teach one idiom
students can practise saying the soundly than to confuse your students
going?’ ‘Oh, it’s a piece of cake.’ target idiom freely. with ten under-taught ones. ETp
c) ‘Hiya. How’s university?’ ‘Oh, it’s a Divide your class into pairs, and
piece of cake.’ arrange them in a circle (if possible). Paul Bress works both
in the fields of personal
d) ‘I hope you’re not going to worry Give each pair a role card with a growth and ELT and has
about this. It really is a piece of situation in which the idiom might be published very widely
in both areas. He is
cake.’ used, such as: a life-long, non-stop
learner – he learns
e) ‘How was your driving test?’ ‘Oh, it more from everyday
Student 1: Ask Student 2 if they did
was a piece of cake.’ experience than from
their homework last night. formal research. His life
After the students have heard the idiom Student 2: Say yes, and say it was
coaching website is
www.bemycoach.co.uk.
used in these contexts, you can ask them easy. paulbress@talktalk.net
to discuss, in pairs, what a piece of cake

IN THE CLASSROOM
One classroom,
many worlds 1
Alicia Artusi and Gregory J Manin broaden the language learning experience
by exploiting real-world resources.
L
anguage learning often seems Language is only one of the ways in and an array of reasons for being there
to happen in a closed universe. which we learn about the world around in the first place, from a sincere desire
Goals are limited to us. We also use our senses and a variety to learn the language to a not-so-willing
completing homework of instincts that come into play without need to fulfil the requirements of the
assignments, passing tests and possibly our knowledge or choosing. But as we school syllabus. At the same time,
gaining some kind of certificate or mature, language becomes one of the teachers are also professionals, eager to
diploma down the line. Use of and basic tools for acquiring knowledge of implement new methodologies and
exposure to the target language is the world – and there is no rule that material as a way of challenging
largely limited to the classroom itself or says that only your first language can be themselves, developing their own
the language lab (if there is one). that tool. In fact, English can offer teaching and finding motivation in their
It is true that most modern access to multiple worlds, which can be daily jobs.
coursebooks attempt to offer a degree described as follows:
of real-world engagement by
The world around A multi-purpose process
incorporating newsworthy topics, ‘cross-
This comprises your students’ It is worth reminding ourselves on a
curricular’ texts and references to
immediate environment – the city, regular basis that every single one of
popular youth culture. However,
school and neighbourhood; the places, our students is capable of learning to
because of the way the topics are
trends and attitudes that have an use English in a functional and
handled in the classroom, their
immediate impact on their lives. meaningful way as long as their
relevance to students’ everyday lives is
interests, needs and abilities are called
minimised if not entirely erased. No The world inside
into play. We can engage the students’
matter how interesting or relevant the This is the inner world of emotions,
multiple worlds if we view each lesson
topic is, the sole focus in the classroom past experiences, needs and interests
as multi-purpose process directed to a
becomes the acquisition and that make up the individual.
mixed group of students. Dealing with
consolidation of grammar and
The world outside different topics, sharing feelings and
vocabulary, with the content reduced to
This is the wider world, including other dealing with difficulties through English
a mere backdrop to the mechanics of
countries, knowledge areas such as open a whole new world to the class.
the language. Rather than engaging the
science, mathematics, history and Below are some of the challenges
students’ interests, pre-existing
literature, and the realms of philosophy, classroom teaching presents and ways
knowledge and active learning skills, the
belief and speculation. they can be taken advantage of by
act of language learning becomes
bringing the different worlds into play.
divorced from the real world that exists The classroom world
just outside the classroom walls. By This is the world of the teacher, the
1 The world around
bringing that world into the classroom, person who decides what and how the
teachers can give their students the students will learn. The teacher is The classroom and the school around it
chance to develop real knowledge and responsible for bringing all the worlds are a limited and limiting world by
real skills along with the acquisition of mentioned above together within one definition. To many students, school
the more abstract details of the target classroom, with its variety of means lack of freedom, lack of
language. The more invested students personality types, learning styles, levels movement, lack of autonomy and –
are in the learning process, the more of experience and knowledge. The worst of all – lack of personal
they will learn – and ‘making it real’ is classroom world also encompasses relevance. On the positive side, many of
the best way to do this. varying degrees of motivation to learn their friends are there and they have the

chance to achieve certain definable activity can also help. Select some coursebook world. When students have
goals and receive recognition for their music you like or songs from artists to express themselves in simple daily
achievements. (And – not the least mentioned in the coursebook, or ask situations, they don’t feel confident
important – their latest love interest a couple of musical students to make enough or lack the vocabulary and/or
may be sitting just a few rows away!) a selection of music for some specific structures to communicate, so they
The teacher of any subject needs to units. Play instrumental music while either switch to L1, use gestures or
recognise that the school environment is discussing the unit’s visuals, either for simply wait till the English class
the students’ world for a good part of prediction or to activate the finishes.
the day, and that what happens there imagination and stir emotions. I was once observing a class of
can and should be exploited in the Bringing music into the classroom teenage students who were discussing
classroom. might be distracting at first, especially the outcome of project work when
if it has been present up till now only water started leaking through the ceiling
Challenge 1 in the form of songs, but once the onto one student’s desk. The teacher
According to students, English is an students get used to it, music from was writing on the board so she was
academic subject, so it can’t be different composers and cultures will unaware of the situation. The student
relevant or interesting. add to their cultural background and looked at me and made gestures that
knowledge of the world. clearly expressed that he needed to
Many of your students may be in an
move to another desk. The teacher and
English class because they have to be, ● Change the arrangement of the the other students laughed. No English
not because they choose to be. They are classroom seats to suit the activity: was used at all while the situation was
stuck in classrooms all day long, being rows, circles and semicircles are all played out. When the student in
fed with information that probably seems valid, depending on the activity and question had changed seats, English was
to have little to do with their lives. Why number of students. Change your used again to continue the lesson. The
should an English class be any different? own position in the classroom so that ‘real world’ had stepped into the
The formula ‘obligatory subject + you encourage the students to turn classroom and nobody knew what to do
classroom + teacher = boredom’ is a around, see each other’s faces, and with it.
hard one to overcome. Proving to your look at posters, maps, etc. By
students that English is not ‘just changing small things, we make our Suggestions
another subject’, but is a means of students see the learning experience
communicating things that are important ● Take advantage of any situation that
from a different angle.
to them, is one of the keys to success. arises in the classroom to use English.
● Organise an open lesson to be shared If the CD player breaks down,
Suggestions with another class. In this way, you discuss the problem and ask for the
students’ help in English. If you need
● Leave some ‘blanks’ in your teaching are opening your door to other
students and teachers, who usually to change classrooms for some
plan, and allow your students to add
like to listen and see what their peers reason, explain the situation in
something they are really interested in
have been doing. If you want to avoid English. If the students have not
to the syllabus. You could even
disruption, invite younger students to acquired the necessary vocabulary to
challenge them to bring in material
share your class, since they tend to understand or express themselves, use
that relates to the particular grammar
look up to older students. the situation to teach some key words
point or vocabulary area you are
and expressions. Dealing with the
covering. In this way, they are
● Attend or participate in school events unexpected should not be seen as a
applying their knowledge of the
even if they are not related to waste of time, but rather as an
language and expanding it into their
English. Students like to see that you investment that will pay off in
own world.
are part of the wider community and showing students that English does
● Liven up your environment. If you that you share in their interests have applications in the real world.
are lucky enough to have your own outside the immediate classroom.
● Exploit any situation you can to
classroom, an array of posters, Discuss the events in English in the
consolidate and expand the students’
student artwork and other visuals can next lesson.
knowledge of the language. Any
cheer up the surroundings and make
situation, no matter how trivial, can
them more friendly. Surrounding Challenge 2
be exploited to show English as
students with visuals and other We switch to L1 to talk about things another language for communication.
materials like board games, CD that really matter. After all, we use our own languages
players, maps and other real objects or
We ask our students to interact in to discuss trivial things all the time.
tools can give them the opportunity to
English when discussing material from Why not English?
explore their different abilities in
the coursebook, but we may switch to
class. If you are teaching in borrowed
L1 to talk about school events, ● Institute an ‘English only’ policy for
space, bringing in portable visuals
arrangements, difficulties and rules. As part (or all) of the lesson. If a student
which the students can focus on
a consequence, English is not uses their L1, simply say ‘Pardon me?’
during discussions will help.
considered an option to communicate and wait for them to switch to
● Use music. The use of music as a with the world around and only English. For most students, this
mood-setter, back-drop or focus of an becomes relevant in the very limited becomes a fun challenge.

classical performers and pop singers together, you could approach the
One classroom, each have a different style and
represent a part of society and a
group and discuss the problem in
their native language. After that, get
many worlds 1 lifestyle; therefore by playing their
music, you can bring up images and
the group to write down three things
they could try to do to be more
feelings before the students read a text. tolerant and cooperative, and ask

2 The world inside them to present their solutions in
We all know that our classes are made Challenge 2 English. Then discuss their ideas and
up of different individuals, with Students feel they don’t have the try to find ways to apply them.
different histories and widely different language level to discuss emotions.
● If time allows, take the opportunity
circumstances. The world inside the Many situations come up in the to give your students some useful
class is not always visible, but it is classroom that can disrupt the flow of a vocabulary to help deal with an
crucial for its success. The students’ lesson. These often remain unexpressed, emotional situation. If you write the
inner world will soon become clear in but can be felt as an undercurrent or date on the board in every lesson, you
their attitudes, relations with others and heard as a constant L1 grumble. Some can add a ‘mood report’ next to it.
behaviour. Paying attention to or other situations are very obvious and For example: What’s the general
ignoring those feelings can make a disruptive and just cannot be ignored: mood today? Frustration (because
world of difference. Group-, pair- and they must be dealt with on the spot. For most people didn’t pass the maths
individual work will help us make a example, if you see two students test), Happiness (because they’re
sociogram of the group. English can be quarrelling or a student crying in class, going on an excursion soon), and so
a perfect tool to unmask social you cannot go on with the lesson. You on. What is the reason for the feeling?
situations and emotions. Why not use need to stop and address the problem They think their needs are being
English as a ‘therapeutic tool’ and immediately. ignored. And so on. The new
discuss something with the students English can be an excellent tool to vocabulary will stick with them
they probably wouldn’t share with us in discuss the inner world. As a second because it is attached to a real feeling.
their L1? language it may offer the possibility of
Challenge 1
dealing with a problem in a more
detached way, as if the situation were
Students usually discuss feelings happening to somebody else. If students In the next part of this article, in Issue
outside the English class. feel they have the tools to express what 64 of ETp, we will be looking at the
It seems the English class is not is going on in English, it may be much world outside and the teaching world,
considered the appropriate place to easier to clear the air and, at the same and considering the issues and
share emotions and worries. We do time, give them the sense that English is possibilities that these, too, raise for
share interests and hobbies, but rarely a valid problem-solving tool for dealing broadening and deepening the language
deal with attitudinal issues in English. with real-world issues. learning experience. ETp
Once again, the language is restricted to While we suggest that bringing
more artificial, ‘staged’ situations. personal topics into the language
classroom is a good idea, there are
topics that will always be considered too
Suggestions
much to handle without the help of a
● Read short stories dealing with professional. You might want to discuss
universal issues and characters. Stories what is going on in English and then
present a gallery of personalities and inform a specialist of the problem so
social situations that the students they can help the students. Personal or
might identify with. They also open family traumas, unfair criticism of a
the classroom doors to other cultures, Alicia Artusi has worked in the ELT profession
student’s appearance or behaviour – in as a teacher, teacher trainer, presenter and
ways of thinking, dressing and fact any subject that can cause real writer. She is now teaching and writing EFL
behaving. materials. Gregory J Manin has taught English
personal hurt or upset to a member of in Italy, Greece and the USA and is currently a
the class, whether present or absent – writer and of English language coursebooks.
● Try using visualisation as a tool to Together they have written Engage, No Problem
should be dealt with outside the class. and ECCE Result, all published by OUP.
break through the walls of the
classroom. Ask your students to shut aliciartusi@infovia.com.ar
their eyes, listen to some music and Suggestions gjmanin@msn.com
answer two or three questions. These ● Start a conversation in L1 and finish
could be predicting what a text will be it in English. If tensions are rising in
about, or visualising the characters’ the classroom, it may be convenient Writing for ETp
appearance or personality. Music can to talk with the students in their own Would you like to write for ETp?
evoke images and emotions that will language and then try to wrap up the We are always interested in new writers
add something new to a text, thus conversation or even outline an and fresh ideas. For guidelines and
enriching the material and bringing ‘action plan’ in English. For example, advice, write to us or email:
the students’ inner world into the if some students are quarrelling editor@etprofessional.com
classroom. Rappers, salsa artists, because they don’t want to work

M E T H O D O L O G Y
Rabbits, birds
and country
dancing
I
Vahid Parvaresh n the history of language teaching, only linguistic but also political
there seems always to have been an mainstream scholarship.
and Saeed Ketabi attempt, conscious or unconscious, Chomsky questioned the then-
to make language teaching dominant theories of behaviourism,
ponder the professional represent the best linguistic, especially those of B F Skinner. In
psychological and pedagogical trends, doing so, he turned the linguists’ focus
preoccupation with tendencies and practices of the time. away from knowledge of language
Scholars in the field have been towards an understanding of the
principles and pedagogy. preoccupied with the question of how mechanisms and processes by which
to teach a foreign language in the best children are able to acquire a language.
way possible, and this has resulted in the Chomsky tried to explain the
emergence and then disappearance of uniformity, rapidity and effortlessness of
many schools of thought, interpretations children’s language development. He
and recommendations – some writers argued that it can be explained by
have even identified a cyclical pattern in postulating that each child is endowed
their rise and fall. The ultimate aim of with an innate language acquisition
all this activity seems to be to get the device, consisting of a set of principles,
practices of language teaching which are consistent across languages,
professionals to represent a kind of unity and a set of parameters, which might
between the three dimensions of second vary from one language to another. He
language teaching, namely linguistics, summarises the importance of this
psychology and pedagogy. innateness in the following way:
In this article, we will discuss how
the works of Noam Chomsky have ‘To see that language is not innate is to
helped improve the practices of those say that there is no difference between
involved in teaching English in a way my granddaughter, a rock and a rabbit.
which might result in this unity. In other words, if you take a rock, a
rabbit and my granddaughter and put
them in a community where people are
Linguistics talking English, they’ll all learn English.
In the mid 1950s a revolution took If people believe that, then they believe
place in the field of linguistics with the that language is not innate. If they
creation of Chomsky’s powerful theory believe that there is a difference between
of ‘generative grammar’. Chomsky’s my granddaughter, a rabbit and a rock,
work not only changed the dominant then they believe that language is innate.’
linguistic theories of the 50s, but also
the psychological trends of that period. From the mid 50s onward, a major
And his work continues to influence not focus for many researchers of language

has not been the sounds that learners Pedagogy with caution and skepticism. This is very
produce, but the underlying processes different from disregarding them
and mechanisms going on in their heads What happens if language teachers stick altogether.’
to the points proposed by Chomsky?
to activate this acquisition device, to set
those parameters appropriately, and The answer is simple: the main purpose
then to retrieve the structures in the of pedagogy would be teaching students
how to think like native speakers of the Linguistics is an extremely diverse field
fastest time possible. of study, and Chomskyan linguistics is
target language in order to reset their
parameters accordingly. But how? Are not the only approach, although it is the
Psychology the processes and mechanisms through one most widely quoted and worked
Chomsky’s nativist view has also been which all children go in order to acquire upon. Other approaches and schools of
taken seriously by scholars in the field of their first language fully known at the thought continue to offer their own
psychology. One distinguished scholar moment? The answer seems to be no. contributions to the fields of language
here is Steven Pinker, who believes that teaching and applied linguistics.
the ability of human beings to acquire a Chomsky has had an enormous
influence, but his position seems not to
language is comparable to the nest- Sampson argues have resulted in a fully-fledged method
making behaviour of birds. In this
regard, he goes to the extreme and that languages are for language teaching. Perhaps it is
advisable that language teachers
argues that language learning ability is institutions like country dispense altogether with the concept of
one of the instincts which human beings
are provided with. He contends that dancing or the game method and should not expect the
language is not a cultural artifact that linguistic views of scholars to result in
human beings learn in the same way
of cricket, cultural complete, unquestionable methods. In
that they learn to tell the time or creations which other words, they should draw insights
understand how the federal government from linguists such as Chomsky, but not
works. Language is, according to him, a individuals may learn fully depend on what they say. ETp
distinct piece of the biological makeup during their lifetime
of the brain. Chomsky, N ‘A review of B F Skinner’s
In fact, it can be deduced that, verbal behavior’ Language 35 1959
although some differences do exist Another important question concerns Chomsky, N The Architecture of Language
between the two scholars, as far as the validity of what Chomsky says. His OUP 2000
Chomsky’s and Pinker’s views regarding position has been severely criticised. Pinker, S The Language Instinct: How
Steinberg, for example, criticises him on The Mind Creates Language William
the status of children’s brains at birth
Morrow 1994
are concerned, they both believe that the grounds that some of the rules he
Sampson, G The Language Instinct
they are not blank but have ‘something proposed seem not to be psychologically
Debate Continuum International
written’ on them. Pinker argues that valid. In a similar vein, Sampson argues Publishing Group 2005
language is an intricate and highly likely that languages are institutions like Steinberg, D D Psycholinguistics:
system with a grand design produced by country dancing or the game of cricket, Language, Mind and World Longman 1991
the only engineer of nature, natural cultural creations which individuals may Widdowson, H G Aspects of Language
selection. For this reason, he sees learn during their lifetime. Teaching OUP 1990
language as an adaptation. His It should also be mentioned in
argument is that genes turn whatever is passing that some attempts have been Vahid Parvaresh received
crucial to survival and reproduction made to apply the theories proposed by his MA in TEFL from the
University of Tehran and
into instincts. Language is absolutely Chomsky into second language is now a PhD candidate
vital for human survival and pedagogy. Approaches like ‘cognitive at the Faculty of Foreign
Languages of the
reproduction, and this is why genes anti-method’, ‘minimal strategy’ and University of Isfahan, Iran,
have turned it into an instinct. ‘immersion programmes’ have been where he also teaches
some courses at BA level.
developed, in response to Chomsky’s He is interested in
ideas, but no one can claim that they discourse analysis and
cross-cultural pragmatics.
Steven Pinker are complete and infallible.
It seems that Chomsky’s theories
believes that the may continue to provide a reference for
vparvaresh@gmail.com
ability of human principles, but not for actual techniques. Saeed Ketabi has a PhD
in Applied Linguistics
This view has been proposed by Henry from the University of
beings to acquire Widdowson: Cambridge, England,
and is currently teaching
a language is ‘I see Chomsky’s position as consistent various ELT courses at
graduate levels at the
with the view I expressed earlier, namely Faculty of Foreign
comparable to the that the theoretical disciplines provide a Languages of the
University of Isfahan,
nest-making reference for establishing principles of Iran.
approach but they cannot determine
behaviour of birds techniques. So suggestions from the
ketabi@fgn.ui.ac.ir
fundamental disciplines must be viewed

IN THE CLASSROOM
S is for spelling
- and success
Youssef Mezrigui suggests spelling is an essential part of an English syllabus.
I
t is believed that before learning to Another reason for not teaching for spending time on spelling, however,
write, students need to become spelling may be that teachers think it is is that many students are very poor at
familiar with the use of such already being practised indirectly during it. It is generally maintained that
things as punctuation and reading and writing activities. They may English spelling is very difficult for both
cohesive devices because of their key believe that students can learn spelling native and non-native students because
role in conveying written messages in a through simple exposure to reading it is phonemically inconsistent: there is
comprehensible fashion. In addition, I texts and also via teacher correction of a mismatch between spelling and
believe it is equally necessary that any spelling errors they make in written pronunciation. For example, the
students acquire a satisfactory mastery work. phoneme /Ü / can be represented by
of English orthography in order to different letters such as sh, as in shirt, ch
achieve a sufficient level of accuracy in Why we should as in champagne, c as in ocean, ss as in
written communication. This language pressure, t as in patience, and so on.
area, however, seems not to be given the
teach spelling Some of the inconsistencies of English
significance it deserves in many English It seems illogical and unfair to test spelling are shown in the table below.
classes. I should like to examine the students on a language area which they Nevertheless, spelling is important
reasons for not teaching spelling, and have not actually been taught, yet because it contributes to the success of
consider why and how it should be international English exams often the process of learning English. Here are
taught. contain an error-correction task which some of the advantages of teaching it:
includes errors in spelling. Moreover,
● Learning correct spelling helps
Why we don’t students are generally penalised for
students to write English accurately.
spelling errors in written tests. So, one
teach spelling simple justification for teaching spelling ● Learning spelling through dictation
Work on spelling often involves the use overtly in class is that the students will also helps students with
of dictation, an activity which seems to be tested on it, and will be penalised in pronunciation. As the teacher
be viewed rather badly. One reason is tests for any spelling errors they make. dictates, the students hear the words
that it is considered to be a testing Perhaps the most important reason being pronounced correctly.
exercise rather than a learning activity,
primarily because it would appear to
examine only one of the students’
Problem Example
learning abilities – and because there is 1 Some letters do not represent any segment in through, sign, give, palm
an obligatory correction stage either at a particular word.
the end or during a later class. This
represents a burden to students, who 2 A group of two or more letters can be used to think, chip, bread, schedule
usually dislike tests, and also to teachers, represent a single segment.
who have to do the correction. Dictation 3 A single letter can represent a cluster of two saxophone /ks/, exile /ks/
is also thought to be boring: the teacher or more segments. (or /gz/ )
dictates a series of separate words or a
short passage, and the students just 4 The same letter can represent different sure / Ü /, preserve /z/,
write it down. A further reason why segments in different words. measure / ú /
students do not like dictation, especially 5 The same segment can be represented by /u* / in rule, loop, soup, chew,
when it is done frequently, is that it is different letters in different words. sue, to, two, shoe, sleuth
often used as a punishment: dictation
can easily quieten a noisy class. (Adapted from Dobrovolsky and O’Grady)

● Knowing the correct spelling and 4 From time to time, check the
pronunciation of words helps The teacher students’ spelling of words borrowed
students increase their reading speed. from other languages, and others whose
should not show the
● Knowledge of correct spelling can written forms look so strange that they
help students with listening students, either directly can be easily forgotten, such as ewe,
comprehension. It can, for instance, yacht, xenophobia, Xhosa, xylophone,
help them to work out the correct
or indirectly, that the onomatopoeia, spinach, etc.
form of words that they may have dictation is a means 5 Deal with spelling errors which are
misheard. It may enable them to due to interference. In an attempt to
guess meanings of unfamiliar words, to keep them quiet overcome errors caused by the influence
or recall words they have forgotten. of French, the teacher could ask the
John Field illustrates this last point which makes them spell words according students to provide the French cognates
through a personal example: to the way they are pronounced. Yet of the following English words:
‘A knowledge of spelling might even another source is language transfer (or independence, responsible, example,
enable the learner to access meaning interference). In other words, certain exercise, measure, etc.
without looking the word up. The word spelling errors may be due to the 6 Get the students to practise reading
may be a cognate of a word in L1, but influence of the students’ mother tongue aloud. Emphasise the correct
simply pronounced very differently. To or another foreign language they are pronunciation of words and ask them to
give an example, in a recent lesson studying. For instance, a French learner pay attention to how they are written.
which I filmed, the word “consul” of English may misspell words such as
7 Recommend that the students use
occurred. Not a single member of the responsibility and pronunciation as
class recognised it or understood its responsability and prononciation, that is, monolingual dictionaries to help them
meaning, even in the (relatively clear) in the same, or roughly the same, way as improve their spelling. They should be
context in which it occurred. However, their French cognates are spelled. taught the phonemic symbols so that
immediately they saw it written on the A remedial programme aimed at the when they look up a new word, they
board, all those who had Latin native improvement of spelling may be can find its meaning, spelling and
languages (and a few more) initiated by dealing with the different pronunciation.
immediately recognised it as a word orthographic rules, together with some 8 Get the students to use a specific
with whose meaning they were already focus on exceptions. Alongside this, the variety of English (British or American
familiar in L1.’ teacher can resort to the following English) as a spelling model so as to
procedures, many of which, avoid confusion.
The reasons why many teachers avoid
supplemented with some clarification of 9 Use dictation exercises as
dictation are mentioned above, yet,
my own, have been taken from the
properly handled, dictation exercises reinforcing activities, concentrating on
English Teaching Forum.
offer an excellent opportunity to common errors and problematic words.
integrate the four language skills. The 1 Prepare a list of the common errors
teacher dictates a passage, while the the students often make so you can deal Diversifying dictation
students listen and write it down. After with mistakes in a more focused way.
What can teachers do to make dictation
the dictation is over, students check 2 Draw the students’ attention to the
interesting, rather than boring, and
their work through reading, and then incompatibility of pronunciation with effective in improving the students’
they can discuss it in pairs. the written form of words to spelling?
Of course, even though another demonstrate the inconsistency of Firstly, the dictation should not
benefit of dictation is that it can help English spelling. Help the students by consist of a series of separate words or
with class management, the teacher asking them to categorise problematic thematically unconnected paragraphs.
should not show the students, either words according to different spelling Instead, it should take the form of
directly or indirectly, that the exercise is criteria. For example, prepare a list of successive topic-related passages telling a
simply a means to keep them quiet, and words containing the sound /Ü / as short story full of suspense or dealing
it should never be presented as a represented by the letters sh, ss, t and c, with an absorbing topic so as to arouse
punishment! then read them out and ask the students the students’ interest. It is a good idea
to write them down in the correct to divide a short story into parts, each
Improving spelling categories. of which is to be dictated during one
Before setting out to teach spelling, the 3 Do some work on problematic lesson. If possible, end each part with an
teacher should find out the reasons for words such as homophones (words like element of suspense so that the students
the students’ spelling errors so that knew and new; right, write and rite; you, can be asked to speculate, either orally
remedial work can be targeted to ewe and yew, which are pronounced or in writing, about what will happen
achieve the desired goal. similarly, but spelled differently) and next, thus engaging them in a language
Two common sources of non-native- homographs (words with similar skills integration activity. (As the main
speaker spelling errors are the spelling, but different meaning and/or objective of the dictation is to improve
discrepancies between spelling and pronunciation, such as record (verb) and spelling and link it with pronunciation,
pronunciation, as outlined above, and record (noun); separate (verb), separate the teacher should, of course, start by
students’ ignorance of spelling rules, (adjective); and so on). doing some work on spelling after the

S is for spelling
praying for her own man’s life. At about much too big for her. The third came
ten that night, they heard a continuous from an officer. Although these shoes
knocking at the door. did not fit or suit her, she wore them for
- and success Here the focus can be on the following:
her wedding. The mayor who married
the couple spoke of ‘love in the ruins’.
1 The spelling of the simple past
dictation is over before moving on to Here the focus can be on the following:
tense forms of regular verbs ending in
the language skills integration exercise.) y, such as carry, hurry, play, etc. (Rule: 1 Words containing the sound /dú /
Below is a four-episode story for When the base form of the verb ends in represented by the letter g, such as
dictation. The original story came from y preceded by a consonant, the y should refuge, huge, etc, by the letter j, such as,
a news magazine, but I made a lot of be replaced by i, and then ed should be just, June, July, etc, and by the letter d,
changes, including an element of added. For example, hurry – hurried, such as soldier, education, and so on.
suspense at the end of each episode to carry – carried, etc. However, when the
make it motivating and interesting. 2 Words containing the final silent
base form of the verb ends in y
Beneath each part are suggestions for letters gh, such as high, sigh, neigh, etc.
preceded by a vowel, we simply add ed.
things that teachers can focus on for
pronunciation and spelling practice and
For example, play – played.)

which highlight certain problematic 2 Words containing silent gh, such as
words. night, fight, light, sight, etc. I used this type of activity for more
than a semester and it proved to be
Part 1 Part 3 interesting and motivating. It was also
June 6th, 1944, was to have been Both women’s hearts were beating effective in improving the students’
Juliette Brault’s wedding day, but the violently. Juliette rushed to the door, spelling. In addition, I noticed an
invasion began, and the sixteen-year-old and before she reached it, her father enhancement in their autonomous and
Frenchwoman was told that her fiancé pushed it open. She cuddled and kissed cooperative learning: a few students
Georges and her father had disappeared, him, and then said shivering, ‘Where’s suggested bringing texts or writing short
and that both of them might have been Georges?’ stories to exploit for dictation exercises
killed. Juliette was with her mother at Her father said he did not know and language skills integration activities
her parents’ house. The following day, anything about him. Some time later, the in class. Others selected what they called
someone knocked at the front door. bombing began. It was a dreadful night. ‘strangely-spelled words’ to dictate to
When her mother opened it, Juliette The family rarely talked. They were their fellow students in the classroom.
saw an American officer and heard her threatened by death at every moment. In brief, I believe that not teaching
mother saying ‘Really, can I believe it?’ In the morning, they took refuge on a spelling in English classes may be
farm. The Americans and the Germans seriously detrimental to developing a
After dictating the first part of the were bombing the place on both sides. non-native learner’s ability to use the
story, focus on the sound /ú/ represented Juliette prayed that Georges had not language in its written form. By
by the letter s as in invasion. Get the been killed. implication, therefore, the teaching of
students to give examples of other spelling as an independent skill may be
similar words (leisure, measure, pleasure, Here the focus can be on the following:
reckoned as a necessity. ETp
etc). Guide them into saying what other 1 The sounds /Ü/ and /tÜ/, represented
letters can represent the sound /ú / and by the letters sh and ch respectively, eg Dobrovolsky, M and O’Grady, W ‘Writing
give examples, eg g as in garage and rushed and reached. Point out some and language’ in O’Grady, W,
massage and j as in déjà-vu. exceptions: in certain words, such as Dobrovolsky M and Katamba, F (Eds)
Draw attention to the word knocked champagne, ch is pronounced /Ü/. In
Contemporary Linguistics Longman 1996
and focus on other words spelled with a others, such as architecture and chemistry, El-Hibir, B I and Altaha, F M ‘Tips for
silent k, such as know, knee, knife, etc. dealing with spelling errors’ English
the letters are pronounced / k/. Teaching Forum 31 (1) 1993
Pointing to the word fiancé, you could
have the students suggest other words 2 Words containing a silent b, such as Field, J ‘Notes on listening: the use of
bomb, climb, comb, lamb, etc. spelling’ Modern English Teacher 6 (4)
taken from French, such as café, déjà-
1997
vu, rendezvous, etc.
Part 4
Youssef Mezrigui has
Part 2 The family moved again near to an been teaching secondary
No sooner had her mother closed the American camp where they took refuge. school students for 15
years. He also taught
front door than Juliette hurried to her, While they were hiding there, an grammar and language
asking ‘What’s the matter, Mum?’ American soldier came along with skills to freshmen English
majors at Jendouba
‘He told me Georges had turned up Georges. Juliette was so happy that she University, Tunisia for
alive,’ she replied. ignored the dreadful atmosphere. The three years. He holds a
Master of Philosophy in
‘Really? Where is he now?’ Juliette couple decided to get married, but the English Studies and
gasped. bride had lost her white shoes. The Educational Methods
from Glasgow University,
‘He didn’t tell me where he is,’ her Americans brought her three pairs of UK, and is currently
mother answered. shoes. One huge pair from a parachutist doing a PhD at Rennes 2
University, France.
There was a sad silence. Both women rose high over her ankles, and the shoes
mezriguiyuceph@yahoo.fr
were whispering prayers. Each was just weren’t pretty. Another pair was

IN THE CLASSROOM
A storytelling
experience
David Heathfield entertains his students.
L
anguage teachers tend to the outset, most of them didn’t expect infancy to listen to stories, and there are
make good storytellers, and to understand much at all, if anything. universal features in the structure of
language learners can benefit Some of the teachers also doubted that traditional tales. If the students were
enormously from being told a their students would be able to follow familiar with the underlying structure,
story, whether their teacher is a native the stories without simultaneous this may have supported their
or a non-native speaker. As John translation from them. In fact, the understanding. Many of us have had a
Morgan and Mario Rinvolucri put it, quality of attention the students paid to positive experience of listening to
‘the communicative gain will at least the storytelling was remarkable. They stories told to us as children, whether at
outweigh the un-Englishness you may instantly followed the first and simplest home, at nursery or at primary school.
hear in your telling’. Like all classroom story and, by the end of the session, It is possible that the students were able
practice, for teachers it’s a question of they were able to demonstrate that they to bring themselves back to that open
learning through experience. Perhaps had at least got the gist of each of the and relaxed story-listening state.
my story will encourage you to build subsequent stories. Evidence of this was
more storytelling into your classes. that they were able to retell a story in
Storytelling is at the heart of how I pairs in their mother tongue. Pairs also Human beings
teach and is a generic skill that crosses successfully re-enacted scenes from a
professional, educational, social and story.
are primed from
cultural boundaries. It is extraordinarily I enjoyed this storytelling experience infancy to listen to
versatile in the context of language because it challenged many of the
teaching. Over the last few years, I have students’ beliefs that they would not be stories, and there
combined my career as a teacher of able to deal with an extended piece of are universal features
English with that of being a foreign language spoken by a native
professional storyteller. The more I tell speaker. in the structure
stories, the more convinced I am of the of traditional
value of oral and unscripted storytelling An illuminating experience
in every kind of language classroom. tales
It all started about ten years ago when
storyteller Mike Dunstan visited the
A recent experience Isca School of English summer school
Earlier this year, I was fortunate to be programme for young learners of A magical experience
invited to spend a week in the south of English in Exeter, UK. I was astounded The art of storytelling is to engage
Italy doing a storytelling project with that he could hold the attention of an listeners with live and unscripted telling.
elementary learners of English in audience of young learners for an hour, It does not matter whether it’s a folk
technical and professional schools in even though he made no obvious tale, a personal anecdote or a story
rural Basilicata. As I look back, I am concession to their limited language from history – if the teller connects with
considering what the value has been for knowledge. The students sat entranced the listener, the message will get across.
the students. and followed the tale that he told. I Perhaps you, too, have had the
Essentially this was, for many of the cannot say with any degree of certainty experience of being told a story in a
students, their first experience of how they interpreted the words they language you hardly know and felt that
meeting a native English speaker, and it didn’t understand, but it was clear that you have understood. If the story is told
was clear in each of the one- and two- they were all involved in the story. from the heart, it’s as if there’s some
hour storytelling sessions I did that, at Human beings are primed from magic going on.

A storytelling I avoid using
A singing experience
I often find that song is a key element in
experience visual aids and I give

minimal visual
stories I tell to students. Indeed, many
traditional British and Irish folk songs
are narrative stories. There is just a small
description in order step from the heightened speech we use
A believable experience when telling a story to chanting or
I was already performing as an actor in to give full creative singing. Students are easily engaged by
community theatre when I became just a few lines of song at the beginning,
interested in oral storytelling. Since then freedom to the middle or end of a story. Often I’ll sing
I have found my own set of techniques listeners’ mental or chant a chorus and invite students to
for getting a story across. Movement and repeat each line after me. In many
gesture, voice modulation, singing and imagery instances, the chorus is repeated at
choral chanting, percussion, props and intervals during the story, which increases
interaction with the listeners all play the level of involvement and consolidates
important roles, but the key is getting the story, I often refer to different senses in
vocabulary, pronunciation and rhythm.
essence of the story across as effectively the oral text as well as provide stimuli for
As the story progresses, students pick
as I can. When asked by young listeners these senses through movement, gesture,
up the song or chant and often join in
if the fairy story they have just heard is voice modulation, song, music and
together with me. It’s a natural and fun
true, some storytellers say ‘It was true percussion. However, I avoid using visual
part of storytelling and an enjoyable
while I was telling it to you’. For me this aids and I give minimal visual description
alternative to traditional choral drilling.
holds the key to effective storytelling – in order to give full creative freedom to
For an example of singing and choral
it has to do with belief in the process on the listeners’ mental imagery. There is a
chanting within a story, you can see and
the part of the teller and the listener, strong link between language, emotion
hear me telling the traditional and
when both are giving their full attention and mental imagery. According to Jane
ancient British tale The Child Rowland
to the story as it unfolds. The same Arnold, Herbert Puchta and Mario
(it is recorded in two parts) at the
might be said of teaching in general. Rinvolucri, ‘Mental imagery can improve
international storytelling festival ‘IX
comprehension and recall … language
Jornadas do Conto da Universidade do
material is processed more deeply through
Minho’ in northern Portugal by following
Individual listeners the use of imagery and is stored in a more
the links from www.memoriamedia.net/
permanent manner. In fact we could say
experience stories canal/canal_memoriamedia.html. ETp
that images are essential for us to get
meaning out of language.’
in a rich variety of I rarely write down the text of a
There are many stories and examples
of useful classroom activities which
different ways story I tell, but in order to demonstrate involve storytelling in the following
this multi-sensory approach, on page 19 excellent publications:
is a very slightly amended transcript of Arnold, J, Puchta, H and Rinvolucri, M
a recording of me telling the old Imagine That! Helbling Languages 2007
A sensory experience Scottish fairy tale The Stars in the Sky Jacobs, J English Fairy Tales Everyman’s
One feature that I have consciously to a class of Japanese learners. Library Children’s Classics 1993
incorporated into my storytelling is a I use gesture to invite the listeners to Morgan, J and Rinvolucri, M Once Upon
multi-sensory approach. I have become join in with the repeated verbs (eg she A Time CUP 1983
increasingly aware of the fact that paddled ) and to guess which creatures Paran, A and Watts, E (Eds) Storytelling
individual listeners experience stories in the girl met. This often affects the course in ELT IATEFL Publications 2003
a rich variety of different ways. The of the story and may take it in a new Wright, A Storytelling with Children OUP
significance of mental imagery – in other direction for a while. At the end, I ask 1995
words, perceptions inside listeners’ minds the listeners to share their imagined Wright, A ‘Stories and their importance in
– has been brought home to me most endings in pairs before they are invited to language teaching’ Humanising Language
Teaching 2(5) www.hltmag.co.uk/sep00/
strikingly in workshops led by Mario listen to and compare endings as a whole
mart2.htm 2000
Rinvolucri. Most listeners describe seeing group. Here, it is essential to value each
Wajnryb, R Stories CUP 2003
mental pictures of scenes from the story, ending, as they are all personal and
either still or moving, either in brightly- revealing. Some say she reached the top
David Heathfield tells
coloured or colourless tones, either in or and became the star. Some say that she stories and runs
out of focus. Others will feel close to the slipped back down and found her way storytelling workshops
for teachers in the UK,
action of the story and identify home with the help of the fish, the throughout Europe and
themselves in a deeply kinaesthetic way horse and the fairies. There are as many beyond. He writes about
student creativity and
with the main character. More auditory different endings as there are listeners. bridging cultures. He
people will tune into the rhythms and (You can watch me tell The Stars in the works for himself, for
Pilgrims UK, for Horizon
sounds of the story. Like many people, I Sky at www.youtube.com/watch?v=ca Language Training and
experience different moments from QKGmSO00A. Feel free to email me for INTO University of
Exeter, UK.
different stories through different sensory your ending. I would love to hear from
david@davidheathfield.co.uk
channels. To enhance the experience of a you.)

The Stars In The Sky

adapted by David Heathfield

here was a girl and all that she wanted was to play ‘Will you take me to the stars?’
T with the stars. Nothing else, she just wanted to play

with the stars. Whatever her mother and father
brought her she turned away, for all that she wanted
was to play with the stars. One night, she left her home and
she walked and she walked and she walked until she heard
‘Nay,’ said the horse, ‘I know nothing of the stars. I only do
what the fairy folk tell me to do.’
‘The fairies say that four legs will take me to no legs at all.’
‘Well,’ said the horse, ‘climb on my back.’

the sound of the babbling brook:
They rode and they rode and they rode. The girl could feel the
‘Every night the stars
wind blowing in her hair. And then she could smell the salt of
shine so brightly in my
the sea as they rode down to the shore. And the horse
waters. Take off your
stopped at the edge and they looked and there was a silver
shoes, take off your socks,
path running across the surface of the sea and at the end of
step into my waters and
that silver path was a great arch reaching into the sky, and it
paddle and perhaps you’ll
was all the colours of the world.
find a star.’
‘Climb down,’ said the horse, ‘I can take you no further.’
So the girl took off her
shoes and took off her She climbed down and the horse galloped away along the
socks, and she stepped shore and out of sight, and she stood there and she cried.
into the cool clear water. And then between her tears, she saw a creature swimming
And she paddled and she towards her across the surface of the sea along the silver
paddled and she paddled. path. And you can imagine what kind of creature it was …
But not one star did she (more suggestions: let’s say it was a fish).
find. She climbed out of
‘Take me to the stars.’
the babbling brook and
she walked along feeling ‘No,’ said the fish, ‘I know nothing of the stars. I only do what
the cool wet grass the fairies tell me to do.’
between her toes. And
‘The fairies say that no legs will take me to the staircase with
finally, she came to a
no steps.’
deep blue pool:
‘Well,’ said the fish, ‘climb on my back.’
‘Every night the stars shine so brightly that I can hardly see.
Jump in and swim and perhaps you’ll find a star.’
So the girl jumped in and she swam and she swam and she
swam. But not one star did she find. She climbed out of the
pool and went along and came to the place where the fairies
play:
‘Dance with us for every night the stars sparkle so brightly in

the long wet grass.’
So she danced and she danced and she danced. But not one
star did she find. She was sad.
‘Will you go back to your mother and father or will you go on

searching?’ said the fairies.
She climbed onto the great silver fish, and it splashed away
What did she do? (Without exception, audiences want her to
from the shore. They swam and they swam and they swam
go on searching.)
along the silver path until they came to the bottom of the great
‘Go on until you find four legs, and four legs will take you to no staircase with no steps.
legs at all, and no legs at all will take you to the staircase with
‘I can take you no further. Climb off.’
no steps, and if you climb the staircase with no steps, you’ll
find the stars … or you’ll find another place.’ So she did and the fish dived under the sea and disappeared.
The girl started to climb the staircase with no steps, and she
The girl walked away from the fairies. Before long, she found,
climbed and she climbed and she climbed.
tied to a tree, an animal with four legs. Perhaps you can guess
Phillip Burrows
what it was … (I usually get a variety of suggestions from the We are nearly at the end of this tale and your ending is in your
listeners: let’s say it was a horse). head. Perhaps you can say what it is …

G R A M M A R Hang on a minute!
Another idea of contact is asking
someone to wait. When you say ‘Hang
Phrasal verbs? on’ or ‘Hold on’, you’re saying ‘Keep

contact with that. Don’t move!’
You’re putting it on!
Imagine a little boy who doesn’t want to
They’re easy! 2
go to school on Monday morning. What
does he do? He probably groans at his
mother and holds his stomach (the
stomach is always a good bet because it’s
difficult to prove you’re lying). So what
John Ryan takes on verbs that take on. the boy is effectively doing is wearing a
mask: coming into contact with his ‘sick
mask’. He’s putting it on. Or if a boy says
A
s I said in Issue 62 of ETp, we the bill arrives, it’s ‘Me–bill–contact’, so ‘I love you’ to a girl, but he’s really only
need a keyword to understand you can say, It’s on me! after her money, he’s putting it on.
verbs that take the preposition So on means contact, whatever the
on, whether they are phrasal verbs or structure and whatever the context. It Is it switched on?
not. By this, I mean a common thread, doesn’t have to be a phrasal verb. We turn on the TV or the microwave.
a meaning which will apply to all verbs Why on? Again, it’s contact. Think
with on. Look at the following sentences: Do you get on? about the switch and the wiring. If it’s
● The bottle is on the table. I get on with Tom. There is (good) not on, there’s no contact. If it’s on,
● Peter and Tom get on. contact between us. If we don’t get on, there is contact.
● The film went on and on. there is no contact.
What did he touch on?
What do these sentences have in Does it go on and on? During his speech he touched on a few
common? The answer is contact. And Look at these sentences. interesting things.
contact is our keyword for all verbs with The film went on a long time. In this example, there is short, brief
on. So when learners see the word on, The meeting went on and on. contact. He only mentioned these things;
they ask ‘Where is the contact? Between Here, there is too much contact. The he didn’t talk about them at length.
what and what?’ film and the meeting were both too Another example of brief contact is
Look at the first sentence. Here, the long. If we want to make the idea even to hit on something. Imagine millions of
contact is simply physical: between the stronger, we could say: potential ideas are floating around the
bottle and the table. In the second The meeting dragged on and on. universe like balloons and you blindly
sentence, the contact is between Peter Likewise, if someone talks too much reach out and burst one. Aha! You’ve
and Tom; it is social contact. If you about his car, it is boring; we have too just hit on a great idea.
don’t get on with someone, do you have much contact and we can say: ‘Yesterday I hit on a great idea for
contact with them? No. In the third He went on and on about his car. making money!’
example, there is too much contact: the Keeping the same idea, sometimes in But if the idea occurs to you slowly,
film is too long. conversation we say ‘Go on!’ Why is this? then it dawns on you. Just as the sun
Let’s go back and start again from It’s like saying, ‘I like the subject, slowly comes over the horizon, you
the beginning. keep contact with it. please.’ slowly see the light in your mind:
However, if we say ‘Come on!’ the ‘It dawned on me that I could get a
Are you on for it? meaning is just the opposite. I now want
Before we look at any phrasal verb better job.’
you to stop your conversational journey
group, we should look at what the and make contact with me instead. And that’s it! On means contact. Try
preposition means when it is used with Basically, I don’t agree with or believe you! now to take any random group of verbs
the verb to be. and find the idea of contact within
The bottle is on the table. Will you take it on? them. When you see it, you’ll feel you
As we have already said, here the To take on is another interesting verb. It are onto something!
contact is simply physical contact can quite simply mean to hire, which is I’ll carry on in the next issue with
between the bottle and the table. But just ‘employer–contact–new employee’. But phrasal verbs with up. ETp
what if I were offering you a coffee? a more interesting side of the verb is that John Ryan is the Director
Offering you a coffee is like saying it represents contact with responsibility. of Studies at Delfin
School of English, Dublin,
‘You–coffee–contact?’ or in idiomatic If I ask you to babysit my well- Ireland, and believes that
English, ‘Are you on for a coffee?’ behaved child, you might say yes, but if the English language is
accessible to all learners
Similarly, I might ask, ‘What are you I asked you to babysit ten premature as there is an underlying
on for doing this weekend?’ (ie with what babies, you might say: ‘It’s too much to logic, which exists even
in the most idiomatic of
would you like contact?) take on.’ phrases. Bringing this
We can use the same idea for other When we take something on, we logic to the learner is his
goal in training.
idiomatic expressions. If you are intending accept contact with it. We allow it into
lifethroughenglish@gmail.com
to treat someone in a restaurant, when our lives.

Don’t forget to write!

Betka Pislar uses a school magazine to enhance her students’ writing skills.
I
n my work with primary school exchanges of ideas resulted in a lot of Issue 4
children in Slovenia, I have noticed fun and enjoyment. The students were In the fourth issue, the students
that their speaking, reading and practising grammar without realising published articles on nature,
listening skills tend to be far more they were doing so. endangered species, seasons, clothes
developed than their writing skills. and the impact of weather conditions
As a result, I set myself the Issue 2 on the life of people and animals. They
following objectives: The topic of our second issue was gathered information from the internet
to find ways to help my students sports and free time. Sport, leisure and and the school library and also from
improve their writing; the pursuit of a healthy lifestyle is their parents and family members. They
to inspire them to engage in already part of the school curriculum, then wrote interviews, reports, word
creative writing; and the students were able to expand puzzles and riddles.
to motivate them to use dictionaries; their vocabulary and express prior
to encourage them to use their knowledge using some new expressions.
prior knowledge; In addition to learning English
to incorporate new activities in my expressions to describe familiar sports The students involved in writing the
teaching. and sports equipment, they also had the English school magazine all made
To meet these objectives, I decided to opportunity to discuss sports which progress in accuracy and creativity.
encourage the students to produce a are not very popular in our country. During the project, they revised the
school magazine in English. I got them Among these were cricket, polo and past simple and past continuous, regular
to write some articles during their baseball. They also became aware of and irregular verbs, gerunds, plurals and
regular English lessons, I set others for some of the major language differencies the will future. Of course, they still
homework and also organised after- between English and Slovenian. I tried made some grammar and spelling
school writing sessions. The students to focus their attention on the large mistakes, but they became more self-
had all been learning English as a number of exceptions to any rule in confident and were very proud of their
second language for four years. English grammar. We also revised work. Their participation in the
irregular plurals and the use of the magazine project also helped them to
gerund. All this helped them write their
Making a magazine assignments in their free time. Articles
acquire computer skills. Cooperation
was an important factor, and it was
Our first magazine meeting took place were written at home, while word clear that the more active and creative
at the beginning of the school year. The puzzles, sport descriptions and pupils were helping those with less
students were divided into groups of interviews were written at school. experience and knowledge. Not only
three and each group was asked to was this sharing of ideas very
discuss a name for the magazine and Issue 3
The third issue was published just educational, but my students also found
possible topics that it could cover. They that learning and writing in English can
decided upon the name Stars and, with before Christmas. It was entirely
dedicated to various celebrations. The be a lot of fun. ETp
memories of their summer holidays still
fresh in their minds, chose holidays as students liked discussing the festivals in
Betka Pislar has taught
the topic of the first issue. the English-speaking world and they English to young
particularly enjoyed comparing cultural learners, secondary
school students and
Issue 1 differences between British people and adults for over 18 years.
Groupwork proved to be a good way Slovenians. They were eager to write At present she teaches
English and French at
to begin, as the students were prepared about how they celebrated Christmas the Ziri Primary School,
to listen to each other and to work in their families. They also wrote letters Ziri, Slovenia. Her main
educational interest is
together. They then began writing word to Father Christmas, produced motivating primary
puzzles, riddles, quizzes and essays Christmas cards and lists of New Year’s school children to learn.
about holidays. Writing in groups resolutions, and decribed their
betka_pislar@t-2.net
generated plenty of discussion and the memories of the previous Christmas.

Treasure
shape of a book. It was attractive and
colourful, with a big label on the front
cover showing the title: My Literary
Treasure. I then filled the box with a set
of graded readers appropriate for the
level of my students. I carried it into
the classroom one lesson, having
previously raised my students’ interest
in the previous class by mentioning a
trove
hidden treasure which we were going
to discover together during the
literature class the following week.
I tried to create a cosy and inviting
atmosphere in the classroom by
arranging the tables and chairs so as to
make it possible for the students to sit
in a semi-circle around me and my
‘book’. I showed it to them so that
they could read the title and I invited
them to guess what the hidden
Emilce Vela helps her
N
owadays, children and young treasure was inside. After one of them
people have come to expect guessed correctly that the big book was
students progress from their needs for communication full of smaller books, I opened it and
and learning to be satisfied handed out one reader to each
reading stories to by images, sound and the virtual world. student. I asked them each to spend a
As a result, the demands on teachers few minutes looking at the book they
writing them. have increased, as students want them had been given, touching it, browsing
to use these means in class and this through it and smelling it, before
requires a considerable investment in passing it on to the student on their
both time and effort. left. I then collected the books, wrote a
So, encouraging students to spend list of the titles on the board and asked
time at school reading a real (not the students each, in turn, to say which
virtual) book and helping them to ones they would most like to read. I
develop a taste for reading may be quite put a tick next to each title as it was
a challenge at the present time. It may mentioned and at the end calculated
be even more challenging to create a the three most popular choices. Then I
peaceful environment in the classroom told the class to form three groups so
in which students can open themselves that in the next class they could begin
to the world of creative ideas and to explore these readers in more detail
fantasies and to get excited about both and decide in which order they wanted
reading and writing for pleasure. to read them.
Being an enthusiastic reader and
writer myself, I decided to face up to
this challenge in my classroom, and I Engaging the students
prepared a project to engage my Before the next literature lesson, I
students in the reading and writing of prepared a worksheet for the students
literature through a range of different to use to guide them in their
activities. I used this with elementary- exploration of the three readers they
level students whom I saw for three had chosen. The worksheet had
classes a week, devoting one of those instructions for a number of activities.
classes to the project. Once the students had got into their
three groups, I distributed the three
readers and gave each group a
Motivating the students worksheet. I told them they needed to
At the beginning of the school term, I start with the warm-up activity (which
took a large box and made it into the involved identifying the various features,

such as title, author, publisher, etc,
which you find on the covers of books)
and make notes on all three books
Princess Eva can’t laugh
(passing them around the groups) Yesterday Princess Eva was happy. She went to a carnival party. It was snowy.
before continuing the other activities And the food was delicious. There were clowns and a band. But there was a
with the book they had originally been bad magician at the carnival party.
given. By photocopying and cutting and Princess Eva saw the magician and she laughed. The magician did not laugh.
pasting the covers and parts of the He touched her mouth with a wand. He said, ‘From now on you can’t talk
covers of the three books along with and you can’t laugh.’ And Princess Eva could not make a sound.
some extracts from the texts onto the
worksheet, I formed a series of Princess Eva could feel, hear, see, smell and taste, but she could not talk.
matching exercises: She could not laugh. A doctor came and looked at her fingers, her ears, her
eyes, her nose and her tongue. She was not sick. But something was wrong.
1 Match the titles to the front covers. Even a clown could not make her laugh.
2 Label the features you see on the But then one day, a nice man came to town. He had a band of animals.
front covers. His dog, his cat and his horse sang for the princess. They made loud noises.
They sounded very bad. The princess started to laugh and laugh. ‘Look, I can
3 Match the front and the back covers talk!’ she cried. ‘I can laugh.’ It was again a happy day for her.
of each reader.
4 Match the titles to these extracts
from the books. wishes. I also varied the location where mind the features of covers we had
5 Put these sentences from the first the reading took place, sometimes discussed at the very beginning of the
paragraph of each book in order. taking the students to the school project. I was deeply touched when I
Which book is each paragraph library or to the playground. At the read the stories: they really were a
taken from? beginning or end of the reading class, I dream come true, so I added a note of
helped the students to retell the story thanks to the students at the top of the
6 Match the first paragraph and the or part of the story by making front cover.
last paragraph of each book. comments, summarising it or answering
questions about it. I always encouraged
As a final task, the students had to them to continue reading at home,
decide in their groups their preference especially the chapter or part of the The students proudly showed their
for the order in which the books story to be read in the following class. storybook to the school authorities,
should be read. This was always set in advance. who in turn showed it to the whole
After they had completed the school during assembly. I suggested
worksheets, the students handed them leaving the book in the school library
in and I announced the results and the Writing so they could continue working on it
order in which we would read the During the reading period, I encouraged the following year by doing a version
books. Each student was then given a the students to start thinking about translated into their native language.
copy of the chosen books. ideas for a plot and characters for a Looking back, I believe that doing
story of their own. When it was time this project has been one of the most
for them to start writing, I devoted rewarding experiences of my teaching
Reading several writing classes to helping them career and one that I will always
We used different methods during the organise their ideas, working either in treasure. ETp
actual reading of the books. Sometimes groups or individually. I also allowed
I, or a student who enjoyed reading, them to work on drafts at home if Emilce Vela teaches
read aloud to the whole class. good ideas came to them out of school English at primary level
in state schools and at
Sometimes the students read aloud in time. When their stories were ready, I tertiary level at Del
groups or read in silence. At other asked them to write out clean copies Carmen Teacher Training
College and Instituto
times, I read to one student or a group to hand in. You can read one of the Educativo Santa Trinidad
of students, or we listened to a stories, the story of Princess Eva, in the in San Rafael, Mendoza,
Argentina. In addition,
recording of the book, where an box above. I then invited the art she is a National Public
accompanying CD was available. So long teacher to come to class and help us Translator of English
and does freelance
as there was no disturbance, I allowed make a book with all the stories they translation work.
different reading options for different had produced. Some students designed
students or groups according to their the front and back covers, bearing in emivela@yahoo.com.ar

Over
the
wall ... Alan Maley
recommends reading
for teachers who
teach teens.
he aim of this series is, as I The novels very funny, yet profoundly and disturbingly
T explained in the opening article

in Issue 62 of ETp, to review a
number of books relating to a
given theme. My theme in this issue is
adolescence and the ‘teen thing’. This is
One of the earliest fictional treatments of
adolescence, now a classic, is The
Catcher in the Rye by J D Salinger. Set in
the New York area, it takes us through an
sad. Holden makes damningly perceptive
observations about the adult world, yet he
is aware of his own faults while incapable
of changing them. It is incredible that a
book first published in 1945–6 should still
relevant for many, if not most, teachers action-packed period of about 24 hours offer such an accurate picture of the
since it is a phenomenon they have to in the company of the arch ‘anti-phony’, adolescent mind and such a strong
deal with on a daily basis. But I must Holden Caulfield. Holden is about to be individual narrative voice.
emphasise that my intention is not to offer expelled from his latest boarding school. My second novel is an even more
pedagogical advice as such, but rather to He hates school, and the whole adult picaresque treatment of adolescence,
open up the topic, raise awareness and world of ‘phonies’. Holden is a confusion telling the story of a rather strange Thai
suggest some interesting reading. of self-doubt, unkept resolutions, internal boy growing up in the household of his
extended family of rich, upper-class Thais
Being an adolescent is indeed an in Bangkok without the company of his
parents. S P Somtow’s Jasmine Nights is
awkward age, both for teenagers and a truly original treatment of the passage
for those they come in contact with from childhood to adolescence. It is set
in 1963 at the outset of the Vietnam war
conversations about what he would have and coincides with Kennedy’s
said or done, fantasies, mood swings assassination. Justin, aka Little Frog,
Being an adolescent is indeed an between exhilaration and despair, erratic aka Somsonthorn, is an extremely
awkward age, both for teenagers and for behaviour, an obsession with – and fear precocious, anglicised 12 year old,
those they come in contact with. As of – sex, loneliness, intolerance steeped in Shakespeare, Euripides and
Quentin Crisp remarked, ‘The young combined with moments of extreme the classics, but fundamentally innocent
always have the same problem – how to generosity, haphazard trains of thought, of the ways of the world. He is in denial
rebel and conform at the same time. They wild exaggeration, bravado and, above of his own ethnicity, refusing to speak
have now solved this problem by defying all, a contempt for the world of adult Thai or eat Thai food. He lives partly in a
their parents and copying one another.’ ‘phonies’, of whom his own parents are spirit world evoked by his dead pet
I will be looking principally at four the archetypes. He hates the idea of chameleon, Homer, partly in the
novels about growing up in the awkward belonging to the adult world, yet has no confusing world of the adults who
age, and one practical handbook of idea of an alternative future for himself, surround him: his three maiden aunts, his
advice to parents on the issue. except through his fantasies. The novel is grandfather and uncle, his ancient,

Over
circle: the eccentric old Belgian woman The authors point out that teenagers are
who encourages him to express himself growing up in a world that is both more
through his poetry, the American antique permissive and more uncertain than ever
the seller who shows him that his

nightmarish fears of parental punishment
before. ‘They will confront a future where
you no longer simply grow up, get a job,
wall ... are unreal, and a group of gypsies who

show him a completely different lifestyle.
Jason does eventually learn to stand up
bring up a family and grow old. Now you
leave school and see what happens …’
‘Teenagers battle to dismantle their
to the bullies, discovers that he is parents’ authority but can find themselves
attractive to girls and can even cope with adrift if too successful.’
his stutter and the break-up of his They examine the common
parents’ marriage. But his problems are adolescent syndromes: self-deception
not over. Life will go on hurting. (and deceiving others), allergy to parents,
In Submarine, by Joe Dunthorne, we living in a bubble of the here and now,
enter the world of 15-year-old Oliver Tate, seeing adults as flawed, viewing parents
beloved great grandmother, the randy living near Swansea and preparing for his as an embarrassment, the need to be
English Dr Richardson and his family, and GCSE exams. There are two main strands popular with peers, being in love with the
the family of black Americans renting the to the story. The first concerns Oliver’s world and finding their love unrequited:
house next door. The story proceeds in a first sexual relationship with a girl, the ‘they have great longing but are never
series of extravagantly outrageous and manipulative Jordana. He loses her partly quite fulfilled’. The authors’ advice can be
funny incidents as Little Frog resolves his through neglect and partly through his summarised as: set rules and stick to
need for intercultural friendship, his own preoccupation with the problems of them (even if teenagers will certainly
growing interest in girls and his his parents’ marriage. It is true that they break them); don’t get drawn into
awareness of himself as a Thai. His have a strained relationship and there is wrangles; love them unconditionally but
parents, who turn out to be CIA agents, reason to think that his mother may be unsentimentally; learn to let go; have
are briefly returned to him at the end. And having an affair with a former lover. But confidence that this is a stage of
on the night of his 13th birthday, he is Oliver’s hilarious attempts to thwart them development which will, thank God, pass!
‘The unabated nastiness does run its
course and fade away.’
A recurrent theme in all these titles is the
important role adults who are not their parents
can play in the development of teenagers A parting thought: a recurrent theme in all
these titles is the important role adults
fully initiated into sexual intercourse with who are not their parents can play in the
not one, but all three of his ‘women’. This development of teenagers. As teachers,
is a rewarding read, not only for its stylish we will often find ourselves playing this
language and comic incidents but for the role. Let’s do it well! ETp
insights it gives into the boy’s mind.
are both misjudged and pointless. There
Black Swan Green by David Mitchell Salinger, J D The Catcher in the Rye
was no affair. In the last part of the book, Penguin Books 1994
is the story of 13-year-old Jason trying to
his attempts to come to terms with
cope simultaneously with the pressures Somtow, S P Jasmine Nights Penguin
breaking up with Jordana and to Books 1995
of school, bullying, sex, finding his place
reconcile himself to the fact of his Mitchell, D Black Swan Green Sceptre
in a confusing and frightening world,
parents’ imperfect yet stable relationship Books: Hodder and Stoughton 2002
coping with his older sister and coming
is both sad and very moving. Dunthorne, J Submarine Penguin Books
to terms with his parents’ fracturing
2008
marriage. To cap it all, he is a stutterer. It
is 1982 and the Falklands war is raging. The manual Wolf, T and Franks, S Get Out of My Life
– But First Take Me and Alex Into Town
Jason lives in a new middle-class area of Get Out of My Life – But First Take Me Profile Books 2002
a semi-rural part of Worcestershire, and Alex Into Town is a first-rate manual
whereas all his classmates are from for parents of teenagers, and anyone else Alan Maley has worked in
working-class homes. He is an outsider dealing with them. It combines the area of ELT for over
40 years in Yugoslavia,
from the beginning and is mercilessly perceptive analysis with hard-nosed and Ghana, Italy, France,
victimised, mocked and bullied. Mitchell practical advice. Part 1 describes China, India, the UK,
iStockphoto.com / © Steven Robertson
Singapore and Thailand.

is expert at conveying the underworld of adolescence, and explains why Since 2003 he has been
school with its rituals and tortures. Jason adolescents behave as they do, offering a freelance writer and
consultant. He has
lives in perpetual fear and uncertainty as advice on being a parent with this age published over 30 books
he tries to conceal his stuttering and to group. Part 2 is a more detailed and numerous articles,
and was, until recently,
find his way in this labyrinth of tribal treatment of relationships between Series Editor of the
behaviour. Interestingly, he draws comfort parents and teenagers. Part 3 deals with Oxford Resource Books
for Teachers.
and learns from encounters with a serious life issues such as divorce,
number of adults from outside his family yelamoo@yahoo.co.uk
school, sex, drugs and drink and suicide.

B USINESS E NGLISH professional
Wet
Wednesdays
A
Charles Mercer s a business English teacher, through the speaking, listening, reading
you may be asked to visit a and writing exercises to achieve a
knows what to do with client’s premises and set up a quantifiable level of competence.
course tailored to the exact I use the BEC Vantage level as a
students who don’t really needs of a particular company. In this benchmark because students can be
commercial environment, the students below this minimum standard when
know what they are there for. are usually well motivated and are they join the class. I have always felt
familiar with many business terms that students should be at upper-
because they already use them every intermediate level in general English
day. The primary need for such students before studying business English
is to sort out tenses and basic grammar because of the more complex language
items like prepositions, the placement of
adverbs and the correct use of passive
structures. However, in a language In a commercial
school, where I teach business English, environment, students
the situation can be very different.
Students have often never heard of are usually well
business terms like bill of lading or
irrevocable letter of credit, and a
motivated and familiar
considerable shift of focus is required. with many business
Why are they here? terms because they
One question I always ask the students use them every day
in a new class is Why are you studying
business English? The usual reply, issues required. However, commercial
surprisingly, is I don’t know. This is both constraints don’t always allow such a
good and bad news. It could mean that luxurious selection process, and the
you have a number of students who are material available for the BEC courses
just in your class to keep out of the rain does provide adequate ammunition for
on a wet Wednesday afternoon. On the me to survive in a mixed-ability
other hand, it gives you a clean canvas to environment. In this context, I have
take the class exactly where you want to found the Market Leader series (Cotton,
go. I try to base my courses on a cycle of Falvey and Kent) and New Business
eight weeks, with four afternoon lessons Matters (Powell) most helpful.
of one and a half hours each. This
iStockphoto.com / © Ugurhan Betin
allows me to cover the syllabus for the

Cambridge Business English Certificate Where do they start?
(BEC) at the Intermediate, or Vantage, For a new class, I find a good place to
level. Not all my students want to take start is with the preparation of a CV.
the exam or are able to stay for the whole This is motivating for the ‘don’t knows’
course, but within this framework there because the document is something they
is the well-defined goal of working will soon need when they apply for their

a problem involving three different
Wet From: Managing Director
To: Human Resources Director
companies. A group of three or four
students then represents each company
Wednesdays Subject: Car parking

Date: 6/7/09
and they jointly construct letters (if you
require practice in formality) or emails
to deal with the problem. This creates a
first job, if they aren’t already in nice three-way correspondence, and it
employment. It gives a real focus to the I have had some difficulty parking
can get quite animated if a deadline is
class because it drives home the point my Rolls Royce recently, because
involved. Here is an example of a
that business English is not just a vague, people are parking in the wrong
potential situation in which a video
abstract subject. As the chosen areas. To avoid this happening in
production company is let down by its
international language of business, it is the future, would you please write
supplier and the business is stolen by a
something students really must have if a memo to all staff asking them to
competitor. The teacher acts as both
they are to succeed in a globally use the numbered bays?
advisor and postman. I would allow at
competitive environment. least 45 minutes for this activity, and it
A good exercise to follow the CV request, after explaining the need for could be developed further if you wish
writing is to put the students into slightly less formal language than that to extend it by providing more cards
groups and to ask them to imagine that required for a letter. I guarantee the with your own ideas. This is a fun
they are an employer looking for a new results will surprise you if you teach exercise and introduces a lively element
sales manager. They have to list the mixed-nationality classes: you will get of business communication into the
characteristics and qualifications they very different cultural responses from, classroom. It is also a good opportunity
think the job requires, then have a class say, students from Germany and those to point out the difference between
discussion to produce the ideal from Japan. apologise (verb) and apologies (noun).
candidate. This is an excellent way to
show a different perspective on the job
Crazy complaints Circular
application process.
After you have explained the basics of correspondence
letter writing – the greetings Dear Sir,
What do they need? Dear Madam, Dear Mr Smith, Dear Phase 1
It is apparent that the need for formal John and the salutations Yours faithfully, The following information is written
letter writing is rapidly declining with Yours sincerely, Yours truly, etc – you out on cards and given to each
the change in the way we now can ask your students to write a group by the teacher. As they all get
communicate through the internet and response to a letter which you have their cards at the same time, the
email. However, I think we cannot avoid prepared. Students like responding to students are not aware of the exact
looking at letters and memos, which are letters of complaint so you can really use situation until they receive the
still in daily use. With my more your imagination here. If you can make incoming mail.
advanced students, I like to point out your letter funny, with some absurd Card 1
some of the sweeter subtleties of reason for the complaint, so much the Video Productions Ltd
business English language. For example, better. For example, your letter could be Write to your supplier, Cameras
‘Would you kindly send a cheque to cover from a customer writing to complain Unlimited, asking for a delivery date
your last delivery’ actually means ‘What about some solar-powered lighting he for your new camera, which you have
are you doing, why haven’t you paid us?’ has bought for his garden which will not paid for in advance and require within
Here are some suggestions for work because there has been no sunshine the next three days for an important
amusing writing exercises which will for the last month. The subject is plainly assignment.
help to hold the students’ interest. crazy, but the reply has to be set out in
a formal letter style, with the correct Card 2
Mad memos address format, date, heading, greetings, Cameras Unlimited
body text and salutations. The BEC Write to Video Productions Ltd,
The box at the top of the page is an
standard of around 120 words would be apologising to them because, due to
example of a task you could set as a
fine for this response. a strike in the docks, you have no
memo in the BEC style, requiring a
idea when you will be able to deliver
response in 40–50 words. (Note that the
Circular correspondence the new camera.
date of a memo is a good area for
discussion as different nationalities One of the dangers in a business Card 3
present and read dates in different ways. English class is of becoming too Super Productions Ltd
For example, in British English, 6/7/09 teacher-centred. This can easily happen Write to Video Productions,
means July 6th, whereas in American because you sometimes have to explain introducing yourselves as a new
English it means June 7th.) new concepts (advertising, marketing, supplier with a special offer on the
Ask the students to write the memo finance) as well as related vocabulary camera they require, which you can
that the Human Resources Director and grammar. To get the students more deliver immediately from stock.
sends to the staff in response to this involved, a good activity is to construct

of moving away from purely grammar- beginning of each new course. I use the
Circular
based work. Of course, there is a wealth FTSE list of the top 200 shares
correspondence
of material available on the internet, but (published in the Sunday Times business
I have found an excellent source of section) as my source of share prices
Phase 2
vocabulary to be television business and company names. Other lists are
Again, the students are given cards,
guiding their response to the letters
news programmes. I usually video a available on the internet, and you may
they have now received. programme excerpt of about ten or 12 like to find a listing for your nearest
minutes and then write a dozen international stock exchange. Students
Card 1a questions based on points raised in the are allowed to buy shares in a maximum
Video Productions Ltd broadcast. My particular favourite is the of three companies (they are easier to
Write to Super Productions Ltd, BBC Business World news programme follow that way) with their money and
telling them you will give them the which is transmitted at 5.30 UK time they track them and report on the
order if they can deliver immediately. each morning. You may be able to values in our first lesson of the week. I
If they agree to this request, write to receive this if you are not in the UK but quite often have trainee accountants in
Cameras Unlimited cancelling your have a satellite dish. Initially, students my classes, and they are very good at
order and asking for a refund. find the broadcasts much too fast, (the preparing spreadsheets on Excel, if you
news readers are trying to cram in as want to introduce this level of
Card 2a much as possible) especially in mixed- sophistication. An example is shown in
Cameras Unlimited ability classes. However, I usually find the box below. ETp
Follow up your first message to Video
some of the more advanced students can
Productions explaining that you now
explain things to the others quite well. I Cotton, D, Falvey, D and Kent, S Market
unexpectedly have the camera,
put the students into pairs to answer the Leader Longman 2000
apologise again for the delay and ask
questions and I find after two or three Powell, M New Business Matters LTP
them when they would like delivery.
sessions the whole class begin to tune 2003
Card 3a their ears into the repeated words. They
can pick up on quoted figures and Charles Mercer first
Super Productions Ltd worked for a timber
When you get a response from Video things like percentages and market importer and later moved
Productions, thank them for their trends very quickly. A certain amount into sales and marketing
in the DIY industry. He
order and agree to arrange immediate of graph language is required and can then retrained as an
delivery by motorcycle courier. be pre-taught. English teacher with
Trinity College, London,
UK and joined Studio
Investing wisely School Cambridge.
After 14 years with
Researching reports Finally, to really liven things up and Studio, he is now semi-
Reports are something which most introduce a competitive element into the retired. He is the author
of New Business Matters
business people will be required to write class (it is a business English class after Workbook, published by
at some time in their careers. The all!), I give students a fictitious £100,000 Thomson Heinle.
grammar can become a little intense, to invest in the stock market at the charles@pearldrop.com
and I have found that students respond
more enthusiastically if you can make a
Company Buy Sell Quantity Value Week 1 Week 2 Total
visit to a local business or, say, the local Week 2
shops, for a survey, and then come back
to the classroom to write about it. Insist Emiko HSBC 879 885 34.12969 30000 30000 30205 101509
that the report has to be set out in a Vodaphone 141 138 212.766 30000 30000 29362
formal style, with the appropriate Prudential 453 475 88.30022 40000 30000 41943
headings, eg Subject, Procedure and
Recommendations. You could explain
the differences between writing in the Byoung Land Securities 1400 1401 57.14286 80000 80000 80057 100835
first person and making the report BP 508 538 19.68594 10000 10000 10591
impersonal by using the passive:
Barclays 586 597 17.06485 10000 10000 10188
Active: I made a study of local retail
outlets ...
Passive: A study of local retail outlets Yoko Alliance Trust 2728 2774 10.99707 30000 30000 30506 101510
was made ... Rio Tinto 1533 1648 19.56947 30000 40000 32250
Tesco 321 311 124.6106 40000 40000 38754
Video viewing
I also like to run background activities
Vlad British Land 896 869 55.l80357 50000 30000 48493 100174
in my business English classes to make a
closer link between the topic and the Cable & Wireless 119 123 420.1681 50000 30000 51681
real world. This also has the advantage

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ENGLISH FOR ACADEMIC PURPOSES that since language learning groups tend
to display a particularly high level of
group development due to factors such
AWOL!
as a (typically) limited size, a generally
communicative focus, as well as an
interpersonal nature, ‘rounding up the
group experiences appropriately’ is of
the utmost importance. Dörnyei and
Murphey put forward three compelling
reasons for this:
● An appropriate closure offers
opportunities for a great deal of
A
Tisa Rétfalvi-Schär t the university where I teach teaching/learning and motivating to
English for Academic take place that would be missed out
considers how best to Purposes (EAP), language on if we did not include some
courses are timed to run affirmation of what has been achieved.
manage absenteeism at the parallel to the academic calendar. This
means that the final lessons coincide ● Leaving the group without proper
end of university language with either the end of a semester or the closure on personal, emotional issues
end of an academic year. These are can cause considerable unprocessed
courses. periods fraught with stress for most distress in the group members.
students as they juggle with studying for ● An inappropriate closure might leave
exams, finishing papers, writing up students without any specific action
research and applying for holiday jobs plans as to how to carry on outside
or internships. During this time, many the group in the future.
students choose not to attend ‘soft
skills’ subjects, such as language
courses, in order to give priority to their Dwindling attendance
higher-stakes core subjects. While this
may be an understandable trade off, it at any time presents
also presents EAP teachers in such a
situation – as well those EAP learners
the teacher with
who do manage to attend the final the logistical dilemma
lessons – with several challenges.
On the one hand, dwindling of planning for an
attendance at any time presents the unknown number
teacher with the logistical dilemma of
planning for an unknown number of of participants
participants. Jonathan Sweeney’s article
in Issue 57 of ETp outlined this
problem in relation to business English
teachers, offering a number of practical
Closing strategies
solutions to deal with it. However, when Concerned that waning attendance at
absenteeism in language classes the end of a course – the dissolution
increases towards the final stages of a phase – has a detrimental effect on the
course, a number of other factors need dynamics of my EAP groups, I have
to be considered. devised a number of strategies to
manage the situation more adequately. I
The challenges of closure hope that teachers in similar situations
will find these strategies useful for
In their review of the literature on group coping with absenteeism at the end of
dynamics, Ehrman and Dörnyei their English courses.
demonstrate that group development is
characterised by general phases, each one Empathising with the students
exhibiting ‘common patterns and themes’ First of all, I do my best to put myself
which have ‘great practical implications in the students’ shoes. Like them, I was
for choosing appropriate interventions’. once faced with the stresses of the end
For language learning settings, they of a semester or an academic year. I can
classify four interconnected but also appreciate that no matter how keen
discernible phases: group formation, a learner is on bettering their English,
transition, performing and dissolution. there comes a time when they have to
Indeed, Dörnyei and Murphey claim set priorities, and this might mean they

relegate the last couple of EAP classes back, evaluating what they have done and
to a lower position on their list. As the semester trying to draw lessons about how they
should do things next time’.
Engaging the students in the nears its end, I believe
process
it is vital to plan for
Having students reflect on and debate
the possible causes and remedies for the the final few classes A university language class arguably
above-mentioned situation provides constitutes a unique aspect of a
plenty of stimulating and highly with the impending student’s course load. On the one hand,
relevant material for an EAP syllabus. group dispersal such classes typically remain soft-skills
Integrating topics related to academic options and relate tangentially – albeit
life not only helps students build their in mind importantly – to their major field of
oral fluency and enlarge their study. Unfortunately, when faced with
vocabulary around the topic, it also increased pressure to deliver in their
encourages them to think more deeply 2 an ‘official’ last day where students higher-stakes core subjects, students
about their time at university, even once choose a suitable day/time to meet me may choose not to attend their language
they’ve left the classroom. Discussions for an individualised feedback session. classes. This tends to happen more often
about the stresses of academic life, for at the end of a semester or an academic
example, have led a student in one of This strategy appears to work best when
year. On the other hand, an EAP
my EAP classes to go home and think students are made aware of the purpose
classroom, similar to other types of
more deeply about the university system behind these classes and given time to
language classrooms, but not usually
and how, as she put it, ‘time spent on prepare for them.
like the lecture-style classes common to
thinking is not rewarded enough’. 1 Addressing the personal and the the university environment, is also likely
emotional to be very communicative and
Adjusting teaching and learning
Each teacher will no doubt have a interactive in nature. Group dynamics
accordingly
favourite last class farewell-type activity tend to be fairly complex and even
The trend in higher education to set
that could be used for the first of the emotionally charged. Ending on a high
deadlines and to schedule exams at the
final classes. My personal choice is an note is thus crucial. By empathising
end of a semester leaves students having
adaptation of an activity by Chris Sion with their students, engaging them in
to contend with multiple assignments
called ‘Quotable quotes’. It involves the the dilemma, and adjusting teaching
and exam revision simultaneously. While
students’ and my bringing in several and learning accordingly, EAP teachers
I emphasise the need to work hard to
quotes, sayings, proverbs, and/or can take steps towards managing end-
make progress in my EAP classes, I also
aphorisms, etc that are inspiring. During of-course absenteeism and bringing
assure my students that I will do my best
class, we share our choices with each their courses to a personally and
to counteract the imbalance of work
other, explaining when we first heard or professionally satisfying close for all
demanded of them at the end of the
read them, what they mean to us, and in members of a group. ETp
semester or the year. I do this by
assigning more work from the beginning what sorts of situations they have
to the middle of the semester and proved inspirational. The activity fosters Dörnyei, Z and Murphey, T Group
reducing the amount of new input as the a positive attitude and a warm and Dynamics in the Language Classroom
semester progresses. I find this approach sharing classroom atmosphere, and this CUP 2003
to course planning leaves plenty of time seems to bode well during a particularly Ehrman, M E and Dörnyei, Z
hectic and potentially emotional time in Interpersonal Dynamics in Second
for important learning opportunities
the group members’ lives. Language Education: The Visible and
such as recycling and extended student Invisible Classroom Sage 1998
contributions like presentations. From 2 Individualising feedback sessions Sion, C Talking Business in Class:
the perspective of teaching and learning, Speaking activities for professional
The second and official last class is an
therefore, course closure becomes a students Delta Publishing 2004
opportunity to give each student a bit
fairly drawn out process, starting as Sweeney, J ‘Tales of the unexpected’
of personalised attention, to assess their
early as the mid-point of the course. English Teaching Professional 57 2008
performance, to obtain some feedback
As the semester nears its end, I
on the course, and to look at what lies
become even more attuned to the Tisa Rétfalvi-Schär
ahead. Each student signs up for a is a lecturer in EFL
dissolution phase of the group. At this
5–10-minute meeting sometime during at the University of
stage, I believe it is vital to plan for the Fribourg/Freiburg
the regular lesson slot. Those who can’t Language Centre in
final few classes with the impending
find the time then arrange meetings at Switzerland, where she
group dispersal in mind. What I do is to teaches EAP courses to
other times and on other days. Such a undergraduate and
use the final two classes to create two
flexible setup allows even the most time- graduate students. She
types of endings: has an MSc in TESOL
strapped student to find a way to attend from Aston University,
1 a final instructed class to fulfil some the last class. In addition, it provides an Birmingham, UK, and is
opportune means to part ways by doing particularly interested in
of the personal and emotional needs of group processes in the
the group members (myself included, what Dörnyei and Murphey assert is a university language
since I usually form a strong bond with peculiar feature of humans, namely classroom.
spending ‘a great deal of time looking tisa_retfalvi@hotmail.com
my groups);

Activity
corner
Jon Marks offers three thematically-
linked communication activities
with an element of innovation.
Playing with comparatives and superlatives

Comparative and superlative forms tend to takes a card, repeats the process, and so
2 Superlative
be introduced at late elementary and pre- on. Continue for as long as required for
intermediate levels. The activities which sentences the purposes of the lesson. It doesn’t
follow are designed to be used as Time: Open ended (minimum 20 minutes) matter if the group works through all the
supplements to coursebook units and offer Format: Whole class or small groups cards, because they can then be reused,
communication practice with these forms. provided that this time a different person
Preparation: To play the game with the
answers each question. Monitor and assist
whole class, copy and cut out the cards
as described above.
1 Comparative on page 38, making sufficient cards for
sentences each student to have one. If there are more
than 12 students in the class, the cards 3 Comparatives
Time: 20–30 minutes
can be duplicated as many times as and superlatives
Format: Teams or pairs required. Remove any cards which you board game
Preparation: To play the game with two think will be unsuitable for your particular
teams, make two copies of the handout at class. To play in small groups, copy and Time: 15–20 minutes
the top of page 38. To play with pairs, cut up one set of cards for each group of Format: Small groups
make one copy for each pair. four to six students, again removing any Preparation: Make one copy of the game
cards you think will be unsuitable. on page 39 for each group of 3 to 5
Method 1 (teams) students. Each group will also need a dice
1 Put the class into two teams, A and B, Method 1 (whole class) and counters.
and give a handout to each team. (If the 1 Give each student a card. Ask the
teams are large, distribute extra copies so students to stand and circulate, moving Method
that everybody can see one.) around the class and finding a partner to 1 Put the class into groups of three to five
2 Ask the first member of Team A to make work with. students and distribute the game boards,
a comparative sentence about the first pair 2 At each pairing, Student A asks the dice and counters.
of items on the handout (for example, questions written on the card. Student B 2 Explain that each player must throw the
Dogs are more intelligent than cats). The replies, ideally giving a fuller answer than dice and move their counter in a clockwise
first member of Team B then does the the minimum information asked for. Then direction according to the number shown.
same, then the second member of Team A B asks their question. They must make a sentence using the
does the same, and so on. comparative or superlative form written on
3 When the dialogue is completed, A and
3 If a team member is unable to come up B exchange cards. They then separate and each square they land on. This sentence
with another sentence, or repeats a find new partners to work with. The can be about the student’s own life or it
sentence, the other team gets a point and process can be repeated for as long as can be a fact, as in the examples shown in
the game continues with the next pair of suits the purposes of the lesson. It doesn’t the middle. The sentence can be true or
items, and so on. matter if the same two students work with false. (If it is a fact, the player has to know
each other again, as long as they have if it is true or false.) The other players have
4 The sentences generated should all be to decide whether or not the statement is
more or less true, or at least a reasonable different questions to ask.
true. If they are wrong, the player who
matter of opinion. Act as referee and 4 Monitor and offer encouragement and made the statement has another turn.
disallow any nonsensical ideas. Keep assistance as necessary. If the class is at
score on the board. late elementary or early pre-intermediate Jon Marks is an ELT writer
level, answering may be quite a challenge. and editor, based in Italy.
Method 2 (pairs) Recent publications include
Look for communication accomplished, the Puzzle Time series and
1 Put the students into pairs, and give rather than grammatically perfect language. IELTS Resource Pack (both
each pair a handout. The pairs then DELTA Publishing) and three
titles in A & C Black’s Check
proceed as described above. Method 2 (small groups) Your English Vocabulary
Put the students into groups of four to six. series. He is currently
2 When one member of the pair cannot developing teenager courses
come up with another suitable sentence, Give each group a pile of face-down cards. for China, and also draws
Student A takes a card, and then chooses the Langwich Scool cartoon
they move on to the next two items. They in ETp.
can keep score if they wish. another student in the group, asking them
j_g_marks@hotmail.com
the questions on the card. Then Student B


Playing computer games
Expensive restaurants
Comparative
Going to the cinema

sentences
Big supermarkets
Going to lessons
Public transport
Five-star hotels
Studying alone
Young people
Youth hostels
Watching TV
Small shops
Doing sport
Old people
Women
Picnics
Dogs
Cars
Cats
Men
10
1
9
Superlative questions
Ask this question: Ask this question: Ask this question:
In your opinion, what is the In your opinion, what is the In your opinion, what is the
best time of year? nicest part of this city? easiest school subject?
Then ask: Then ask: Then ask:

Why is it the best? Why is it the nicest? Why is it the easiest?

Who is the oldest person In your opinion, what is the In your opinion, what is the
you know? most difficult job? most dangerous sport?
Then say: Then ask: Then ask:

Tell me more about him or Why is it the most difficult? Why is it the most
her. dangerous?

In your opinion, where is the Who is the youngest person In your opinion, what is the
best place to live in this you know? most difficult school
country? subject?
Then say:
Then ask: Tell me more about him or Then ask:
Why is it the best? her. Why is it the most difficult?

Who is the most intelligent In your opinion, what is the In your opinion, what is the
person you know? worst time of year? easiest job?
Then say: Then ask: Then ask:

Tell me about more him or Why is it the worst? Why is it the easiest?
her.

START older more the the
expensive biggest youngest
shorter better
The
the most
comparatives
difficult and longer
superlatives
the
smallest
game the
best
True or false?
taller hotter
I am the
youngest of five
children.
the more
cheapest intelligent
Computer
printer ink can be
more expensive
than gold.
faster the
happiest
the most the worse heavier colder

interesting worst

D E S I G N E D T O P H O T O C O P Y
PREPARING TO TEACH ...

Binomials
John Potts considers the ins and outs of collocation
and finds some lifelong partners.
Ai Ann is head and shoulders above the rest Bii Sooner or later, she’s going to be famous!
of the class in maths.
Ci I can’t tell you when I’ll be finished – I have only a
Aii She’s so logical – she always thinks through rough and ready idea.
a problem step by step.
Cii However, I’m making slow but sure progress!
Bi Susan is far and away the best artist at
D We stayed at a very nice B & B in Cornwall last
school.
summer.
FORM
Binomials are pairs of words that form fixed and irreversible Alliteration and/or rhyme
combinations: they are examples of extremely strong Very often there is an element of alliteration (similar sounds at the
collocations. beginning of words) or of rhyme (when two words sound the same
or very similar) – or of both.
Ai noun + conjunction (and) + noun
For example, in Ci there is alliteration of the ‘r’ sound in rough and
Aii noun + preposition + noun ready.
Bi adverb + conjunction (and) + adverb
Synonyms and antonyms
Bii adverb + conjunction (or) + adverb Some binomials combine two words with similar meanings: peace
and quiet, first and foremost. This is also a feature of legal English:
Ci adjective + conjunction (and) + adjective
null and void, cease and desist.
Cii adjective + conjunction (but) + adjective
Others use contrasting words: black and white, hit and miss, to and
D uses the initial letters for bed and breakfast. fro, sweet and sour, pros and cons.
The most common pattern is to combine the two words using Repetition
the conjunction and. The conjunctions but and or are less Some binomials use the same word twice: little by little, more and
common. Sometimes the ‘linking word’ is a preposition: other more, on and on.
examples include face to face, hand in hand and head over
heels. Trinomials
There are also some expressions that use three items:
Word order
She always looks so cool, calm and collected. (three adjectives)
The word order is fixed – you can’t reverse the pattern (except,
of course, where the two words are same, eg little by little, face He sold the business lock, stock and barrel. (three nouns)
to face, etc!). I’ve been looking for this book here, there and everywhere. (three
adverbs)
MEANING USE
Sometimes the meaning is clear, eg in Aii step by step, and Many of the expressions tend to be used in informal contexts,
Bii sooner or later. often in spoken language. However, some are perfectly acceptable
in more formal written and spoken contexts (eg first and foremost,
However, sometimes the meaning is more metaphorical,
all in all, over and above), while some, as mentioned above, are
eg Ai head and shoulders.
found in legal register (eg null and void, cease and desist).
And sometimes the meaning of individual words may be
obscure, eg lock, stock and barrel or spick and span. Native
speakers don’t think about the words individually: they treat
these as fixed idiomatic expressions that mean ‘in its entirety’
and ‘very clean’, respectively.

D E S I G N E D T O P H O T O C O P Y
PREPARING TO TEACH ... Binomials
SITUATIONS
Food and drink Food and eating are topics rich in My best friend is Ann. We love discussing books
binomials. Make separate word cards (eg bread, and films, though I don’t always see eye to eye with
knife, salt, cup, sweet, fish, pepper, bangers, sour, her! We can have heart to heart discussions about
saucer, butter, fork, mash, chips) to produce a almost everything, usually as we’re walking arm in
matching activity: the learners have to match the arm through the streets, window-shopping.
pairs and put them in the correct order. There are Again, you could establish which are translatable
several ways of doing this: using two decks of and which not. John Potts is a teacher
and teacher trainer based
cards, or playing memory, or playing snap, or in Zürich, Switzerland.
playing word bingo, etc. You can also use visuals Point by point Some binomials can be useful in He has written and
co-written several adult
and flashcards to good effect here. discussions. Make cards for each binomial (eg again coursebooks, and is a
When they have matched them, the students and again, first and foremost, over and above), and CELTA assessor. He is also
a presenter for Cambridge
must use some of the binomials in a short give a set to each student. They then form pairs (or ESOL Examinations.
conversation about (English) food, or in a restaurant 3s or 4s) for a discussion activity, during which they johnpotts@swissonline.ch
roleplay. If appropriate, you can ask them to find ‘play’ the cards whenever they use one of the
equivalent expressions in their mother tongue: binomials. The student who plays most cards wins.
some may translate exactly, others not at all. Once again, you could check which are
translatable and which not.
Body and soul Expressions with parts of the body
often use binomials. One way of introducing them is Odds and ends Some binomials are simply very
to write (or record) a short anecdote or story that useful in natural, colloquial English – they are part
contains them. The students read (or listen to) the and parcel of the language. You can pick and choose
text, and then retell it using paraphrases for each which to incorporate into your lessons – they may
binomial. To make this activity more interactive, use occur here and there in a reading or listening text, or
two different reading texts (A and B): the student As you could include them in a vocabulary activity, so
paraphrase their text to the student Bs, and vice that your students’ language improves little by little –
versa. Here is a sample text: or even by leaps and bounds.
Web references
The following web pages provide useful www.bbc.co.uk/worldservice/learningenglish/flatmates/episode81/languagepoint.shtml
examples of binomials and/or potential www.bbc.co.uk/worldservice/learningenglish/flatmates/episode99/languagepoint.shtml
teaching ideas:
http://en.wikipedia.org/wiki/Siamese_twins_(English_language)
COMPETITION RESULTS Congratulations to all Agnes Howard, Palma de Mallorca, Rachel Payne, Cádiz, Spain
5 7 13 20 18 19 23 11 19 19 16 18
those readers who Spain Lukas Schlumpf, Untersiggenthal,
P R A I S E Q U E E N S successfully completed Alison Hyde, Dilla, Ethiopia Switzerland
13 22 11 2 5 15 14
A W U C P X L our Prize Crossword 33. Henry Lara, Lymassol, Cyprus Philippe Tanner, Bremgarten,
18 24 13 6 5 1 1 18 24 13 4 19 The winners, who will Switzerland
S H A M P O O S H A K E
each receive a copy of Iris Lienhard, Gensingen,
26 7 5 11 19 6 3 Switzerland Vera Zimmerman, Rekingen,
T R P U E M D the Macmillan English
Damir Lovretic, Zagreb, Croatia Switzerland
7
R
13
A
3
D
20
I
1
O
16
N
1
O
26
T
24
H
20
I
16
N
8
G
Dictionary for Advanced
9 7 26 16 19 Learners, are: Varada Nikalje, New Delhi, India
Y R T N E
12 11 26 26 19 7 21 14 20 19 18 1 2 3 4 5 6 7 8 9 10 11 12 13
B U T T E R F L I E S O C D K P M R G Y V U B A
19 5 9 13 2 14 15 16 17 18 19 20 21 22 23 24 25 26
E P Y A C L X N Z S E I F W Q H J T
16 19 7 10 1 11 18 17 19 12 7 13
N E R V O U S Z E B R A 13 18 20 16 8 14 19 22 1 7 3 19 10 19
25 20 11 20 20 13 11 A S I N G L E W O R D E V E
J I U I I A U 16 6 13 9 12 19 13 18 5 13 7 4
1 7 8 13 16 3 7 19 18 18 19 18 N M A Y B E A S P A R K
O R G A N D R E S S E S 1 21 20 16 19 15 26 20 16 8 11 20 18 24 13
9 24 2 19 18 20 19 O F I N E X T I N G U I S H A
Y H C E S I E 12 14 19 26 24 1 11 8 24 26
18 19 26 26 19 19 18 26 13 16 3 18 B L E T H O U G H T .
S E T T E E S T A N D S Percy Bysshe Shelley, A Defence of Poetry

IT WORKS IN PRACTICE More tested lessons, suggestions, tips and techniques which have
all worked for ETp readers. Try them out for yourself – and then
send us your own contribution.
All the contributors to It Works in Practice in this issue of ETp will
receive a copy of Uncovering EAP by Sam McCarter and Phil Jakes,
published by Macmillan. Macmillan have kindly agreed to be
sponsors of It Works in Practice for this year.
W O N D E R F U L W O R D S E A R C H E S
The wordsearch or ‘letter soup’ is a perennial favourite in Wordsearch challenge
the language classroom. It is an easily adaptable activity This activity works particularly well if you have an interactive
and an excellent way of introducing or recycling lexis. whiteboard and you can use interactive wordsearch games
However, just giving out photocopied worksheets for which are available on the internet. It is a useful lead-in or
students to work through individually is rather boring. revision exercise. Display an OHT of the wordsearch. Tell the
I have a few variations of my own that you might find students the lexical set or topic and how many words there are
interesting. in the wordsearch. Set a strict time limit, using a timer to
make it formal. Working as a whole class, the students try to
Wordsearch race find all the words within the allocated time. If they can’t find
First, I divide the class into four groups and give each group a all the words, the teacher wins. If they can, they win. The
different coloured OHP or board pen. I then put up an OHT of students then discuss the meanings of the words.
the wordsearch on the board. When I give a definition, the
students have to run to the board and circle the corresponding Wordsearch DIY
word. The first group to do so gets a point. I put the students into pairs and give each pair a grid with 30
rows and 30 columns. I then ask them to choose ten words
Wordsearch war that they would like to revise and to write them randomly in
I divide the class into two teams, A and B. Each team gets an the grid, putting only one letter in a square. They can write
enlarged copy of the wordsearch. Team A locates a word in the the words horizontally, vertically or diagonally, but cannot
wordsearch and defines it. Team B then has to find the word change direction in the middle of a word. Next, they fill the
in their copy within 30 seconds. If they can do this, they win empty squares with random letters. At the bottom of the page
a point; if they can’t, team A wins a point (but only if they they write meanings or clues. When they have finished, they
provided an accurate definition). Then it is team B’s turn to can challenge another pair of students to find the words.
define a word. They carry on taking turns until all the words Students also love to challenge their teacher, so be prepared
have been defined and found. for some tough wordsearches!
Madhawee Fernando
Colombo, Sri Lanka
Noughts and crosses without the noise!

Games such as ‘Noughts and crosses’ are great fun to play, but sometimes children (and
iStockphoto.com / © Spencer Gordon
even adults!) can get overexcited and quite noisy when playing them. Instead of getting
my students to shout out their answer, I get them to whisper the answer to the person
sitting next to them, who then whispers it to the person next to them, and so on.
The last student calls out the answer. It’s still fun and won’t disturb your neighbours!
Elizabeth Michailidis
Patra, Greece

Silent speaking Sounds irregular
This tip may be useful for those teaching for the To help students remember the past tenses of irregular
FCE, CAE and IELTS exams. verbs, ask them to memorise the following sentence:
When it comes to pronunciation, many teachers find One Sat(urday), Doug and Rose left the Red Fort and drove
that trying to reduce heavy interference from the through the wood on the new road to the court.
students’ L1 can be a fruitless task – especially These words sound like the irregular pasts: won, sat, dug,
after they reach upper-intermediate level. You rose, left, read, fought, drove, threw, would, knew, rode and
certainly can’t change this overnight and, in the caught.
context of teaching exam courses, pronunciation is Simon Mumford
often ignored in place of more systematic learner Izmir, Turkey
training related to exam techniques and tactics.

Because of this, I suggest work on the
suprasegmental level of the speech act, rather than Over to you!
trying to change the already formed habits of the Here is an idea which I am sure you will like, as it requires no
students’ speech patterns. One technique that I use teacher preparation time and works well with any size group of
is ‘silent conversation’. students at pre-intermediate level and above.
The students work together in pairs and I give one ● Agree with the students that in each class one person will be
responsible for giving a talk on a subject of their choosing. The
student in each pair a handout with typical FCE Part
student will be chosen each week and will then have until the
One questions, such as How long have you been
same class the following week to prepare their talk. Each talk will
studying English? Tell me about your family, etc. I
last at least two minutes (pre-intermediate) and should last no
tell them that they must ask their partners these
longer than five minutes (advanced).
questions without uttering a sound, ie they must
mouth the words. The partners must also reply in ● Before the talk, the rest of the class are asked to listen for various
silence to each question that they think their aspects of language. What they listen for will depend upon their
partner has asked. They can then swap roles. I level of proficiency, but can include how understandable the
encourage those students who start writing things speech was, the range of vocabulary, pronunciation, grammatical
down to really focus on the mouth of the ‘speaker’. correctness, etc. You can provide a form for the students to
complete and then give to the speaker after the talk. This helps to
We then have a feedback session, and I ask the focus the listeners’ attention. I make a note of any language
students to comment on how successfully they errors and focus on some of these in subsequent classes.
conveyed their questions and answers.
● At the end of the talk, all the students provide verbal feedback,
The feedback generally highlights problem words for ask questions and discuss the subject.
individual students, eg Spanish-speaking students I use this technique with all my classes and have found it provides a
often fail to form the final consonant sounds. This good 15-minute closing activity for a 90-minute class. The students
technique even picks up on whether a student is are motivated to do their best in front of their peers and it has
using a strong form rather than a weak form of certainly built up a sense of pride in their work and encouraged
have. This makes it an extremely expedient and friendly cooperation in class.
personalised way of teaching pronunciation. It also
If you want to take the activity further, you could suggest that any
allows a lot of self-reflection and peer-teaching and
students who would like to write out their talk can give it to you to
introduces the notion of non-verbal communication
be marked as extra feedback.
as exasperated students, unable to speak, rely on
non-verbal aids to get their messages across. These This year, I have learnt about the Spanish education system,
are all useful and transferable skills for the exam mountain biking, traditional food of the region, the state of the
and beyond, and the technique provides a great economy, Formula 1 racing, and so much more.
introduction to aspects of exam teaching that are So relax, have fun and allow your students to take centre stage. It’s
(relatively) easy to address. amazing what you can learn!
Martin Warters Lianne Ross
Hove, UK Barcelona, Spain

Reviews
Macmillan Vocabulary
Practice Series
by Keith Kelly
Macmillan 2009
Geography: 978-0-230-71976-7
Science: 978-0-53503-9
Content and Language Integrated

Learning (CLIL), the practice by
which other areas of the school
curriculum, such as history,
geography, maths, etc, are taught
through the medium of English, was
described in a presentation at this
year’s IATEFL conference as ‘the
way ahead for language teaching’.
With the increased hours of contact
with English that CLIL entails, it is
hard to argue that the students’
language skills will not improve as a
result. For some, however, it is more
difficult to see the advantages for
hard-pressed teachers of other
subjects, struggling to complete
their syllabuses with the added
handicap of having to do it in a provides extra help with
foreign language. The worry is pronunciation, interactive exercises,
that with limited language at their animations and more diagrams.
disposal, students may get a My only reservation would be that the
‘dumbed-down’ version of the two-colour printing gives the books
syllabus. I have yet to hear CLIL rather a monotonous feel and, with red
hailed as ‘the way ahead for the chosen second colour for the
geography teaching’. Be that as Geography title, a number of the
it may, it is good to see a series illustrations of glacial valleys and the like
that makes a serious attempt to have a slightly anatomical look!
bridge the vocabulary gap for Gloria Paynton
students involved in CLIL Middlecombe, UK
programmes and to enable
them to tackle some quite
sophisticated information. The Language Learner Strategies
new Macmillan Vocabulary edited by Andrew D Cohen
Practice Series provides a and Ernesto Macaro
very well-thought-out and OUP 2008
helpful resource for such 978-0-19-442254-3
students and manages to be
both informative and comprehensible. This book offers the reader a summary
Students whose mother tongue is English into a ‘Working with words’ section, and discussion of the last 30 years of
would probably also find the books where the students complete research into Language Learner
extremely useful. At present there are two spidergrams, label illustrations and match Strategies (LLS). Aimed at the researcher
books in the series, Geography and words and pictures, etc. This is followed or MA student, it is essential reading for
Science, both by Keith Kelly, which follow by ‘Working with sentences’, where the all who are involved in research into LLS
a clear and systematic formula. For each students manipulate the target and related areas.
of the topic areas (18 for Geography, 28 vocabulary at sentence level. Then, Language Learner Strategies is
for Science), there is first an extensive finally, ‘Working with texts’ puts the divided into two parts, the first of which
word list with definitions, example words in wider contexts and gives the discusses various issues, theories and
sentences and space for the students to students practice with longer chunks of frameworks relevant to the field. It begins
add a translation if they wish. This leads discourse. An accompanying CD-ROM by presenting the claims and critiques

Reviews
which have been made about LLS and This book is wonderfully self-
describing how different researchers critical, with both optimism for and
understand and use certain terminology. criticism of work in the field as well
This is followed by a chapter comparing as debate between researchers
the viewpoints of psychological and with differing opinions. Written by
sociological researchers, which attempts 26 experts, it is well balanced and
to reconcile these two perspectives. As tries to demonstrate weaknesses
well as chapters on context, research in the field as well as strengths.
methods and intervention, there is a Language Learner Strategies
fascinating chapter on grammar could be used as a model for
strategies, an apparently forgotten and researchers in any area wanting
underrepresented area in research to review their field and offer a
literature. vision for the future.
The second part consists of an in- Vaila Goodridge
depth review of the last 30 years of Barcelona, Spain
research in each strategy area. While
some important papers will clearly have
been left out, in some cases due to the
Just a Phrase I’m
language they were written in, each
Going Through
chapter provides a convincing summary
by David Crystal
of a great deal of important research. A
Routledge 2009
systematic approach to reviewing has
0-415-48574-6
ensured that different positions are
considered, thus keeping bias to a Anyone who has heard
minimum and giving the reader an insight David Crystal giving a
from different perspectives. Limitations presentation will know what a great
and weaknesses of individual papers, storyteller he is, and here it is his own
and the field in general, are discussed story that he is telling: a reflection on his
to do in the course of his career, from
and a future research agenda proposed. life that takes us from his childhood in
selling adjectives to a shoe shop in
Holyhead, Wales, to his current
London to advising on speech therapy
position at the forefront of the field of
courses for children struggling with
linguistics. The account of his multi-
language development, demonstrates
faceted career (he has been at various
that there is nothing boring about
times an academic researcher,
linguistics or the life of a linguist.
lecturer, broadcaster, editor and
Martin Richardson
consultant), told in his
London, UK
characteristically modest but witty
style, is punctuated by entertaining
anecdotes and reflections on
language and life.
The book is inspired by the
Reviewing
question he is most frequently for ETp
asked: How did you become a Would you like to review books
linguist? In the course of his
or other teaching materials for ETp?
answer, we gain insights into
We are always looking for
David Crystal’s life, but also
people who are interested in
learn a lot about linguistics and
the way languages work. Little writing reviews for us.
grey boxes punctuate the text, Please email
describing the different roles
helena.gomm@keywayspublishing.com
played by a linguist: historian,
for advice and a copy of our
lexicographer, doctor,
guidelines for reviewers. You will need
musician, actor, reader,
entrepreneur, quantity to give your postal address and
surveyor, even couturier; and say what areas of teaching you
the list goes on. The variety of are most interested in.
things that David Crystal has been asked

G R A M M A R And there we have it – to talk about
the future, the journalist effortlessly
comes up with two tenses (present and
The future’s
past), four modal verbs (could, would,
should, may, but not will ), and two
longer expressions (be poised to +
infinitive and be to + infinitive). Apart
from the tenses, these are all periphrastic
structures, ie they are made up of at
bright, least two words, including one or more

auxiliary verbs, the main (lexical) verb
and possibly other words, rather than
one-word inflected forms which are
common in other languages. Further
the future’s
examples in a classroom text I have used
recently include are likely to become, can
somehow retain and the magnificent
eight-word sequence are projected to die
out and be replaced. These structures
provide rich pickings that enable the
periphrastic
speaker or writer to express nicely subtle
meanings such as degrees of certainty
and various functions. Indeed, we can
celebrate the fact that English does not
have a future tense as a liberation, an
invitation to use some of the dozens of
Edward de Chazal The future’s bright. The mobile phone

advertisement slogan writer chooses the Once we start
celebrates the future and present tense – is – for immediacy, not
one of the classic future forms: the noticing, we can hear
hopes his students will do future will be bright, the future is going and read all around
to be bright, or, even less effectively, the
the same. future shall be bright. Once we start us not just the familiar
noticing, we can hear and read all
around us not just the familiar forms,
forms, but a great
but a great many other forms being used many other forms used
to express future time. Journalists and
academics are particularly creative, to express future time
employing dozens of different future
forms to express their desired meanings.
forms available. What is striking is the
very limited coverage many such forms
Future, what future? are given in coursebooks and grammar
To give a typical example, a 300-word books for both students and teachers.
front-page article in one of the free In this article I will celebrate the
London newspapers contains no fewer richness of future time expressions in
than eight distinct forms (future forms English, note the shortcomings of most
in bold): published materials in this area, and
suggest ways of involving students in
UK TROOPS POISED TO LEAVE IRAQ; noticing them more. In the process we
thousands of British troops are to leave will see that such expressions can be
Iraq; the death toll could increase; those remarkably similar to another
left behind would become more phenomenon of English currently
vulnerable to attack; the number of attracting attention: tentative language.
British troops should be significantly
lower; when British troops started to
‘draw down’, the insurgent violence
Routes
could intensify; as we move towards English offers several routes to express
handover, perversely, the number of future time. First, the modals are
attacks on us may increase; if troops prominent: not just the familiar will and
were withdrawn immediately, the results shall, but all the modals. Listen to a
would be ‘catastrophic’. weather forecast and you will repeatedly

hear expressions like: later on it should
be fine and sunny; there might just be Periphrastic verb structures
some snow on higher ground, so watch
out; you can expect temperatures of up 1 auxiliary – 2 lexical stative 3 adjective + to; 4 lexical head
to 18 degrees, etc. Second, English modal support formulaic
allows us to view our world through prepositional
aspect. Both the progressive (viewing phrase (on … of)
something as being in progress, or
may be about to end
continuous) and to a lesser extent the
might appear bound to
perfect (completed or ‘perfected’), are
must look likely to
used for future time. Third, we use a
could seem unlikely to
complex set of formulas and structures
comprising adjectives (and even can sure to
adverbs) plus two or more verbs. shall set to
Modal verbs are alternatives to should certain to
tenses. They are outside the tense ought to due to
system. Put simply (if we don’t go for an will poised to
imperative, which by-passes the whole would destined to
tense and aspect system), we can choose expected to
one of the tenses (present or past), or predicted to
else a modal. Then, if we want to, we
on the point of ending
can add one or both the aspects, perfect
on the verge of
and progressive. Many coursebooks talk
about ‘future progressive’ and ‘future on the brink of
perfect’, even ‘future perfect
progressive’, but in reality these are not sure you go to Cappadocia – it’s of meaning. The writers draw on several
tenses but modals plus either or both amazing. And you ought to make time for systems available in English to express
aspects. Misleadingly for students, they the Hittite cities, too. Obviously you their desired nuance.
are invariably exemplified with will. should go to Ephesus, too, of course, oh, What are these systems? Future
Although, as Biber and his colleagues and keep an eye out for carpet sellers – forms can contain half a dozen words,
tell us, this is the most frequent modal you could be persuaded to part with more but normally they end with the lexical
verb (shall is the least), in between come than you intended … When is the Turkey verb which functions as head of the verb
all the others. They work in the same trip? In the future, of course. phrase, either in the infinitive or else the
way: we should have finished by then; you -ed/-ing form. From the beginning, we
must be writing up before the end of the can have some or all of: a modal verb; a
month. It is not the modal forms but the Systems lexical stative support verb such as seem;
context which tells us we are talking We saw with the Iraq article that modal and a longer structure. The chart above
about the future. Conversely, will can verbs, while central, are only part of the represents this.
express present time: she’ll be sitting in future time expression narrative. A This scheme may look daunting, but
the Champs Élysées by now. startling number of other periphrastic as a route through it, following our
Grammatically, in the previous three forms also come into play. Again, grammatical subject we can choose
examples it is not the verb structure noticing is key. Here are a few examples from the following combinations: 1 + 4;
itself but the adverbial which gives us I have come across recently: mankind 2 + 3 + 4; 1 + 2 + 3 + 4. Try it. Some
the information on when the event takes would seem unlikely to last for very long; options are much more frequent than
place, and even this clue can be missed I can’t believe that the business I’ve spent others, and not all are possible. Not
out if the context, time-wise, is clear. my life with could be about to disappear; included in the chart are the familiar
commodity prices are set to increase; going to form or structures involving
such change seems almost certain to aspects following modals or state verbs:
Prisms happen. What they have in common is might be working, looks likely to have
Just as all the modals can refer to structural complexity as well as subtlety succeeded. In newspaper headlines, the
present time, and for that matter past auxiliary be is often omitted. Despite
time, given the right aspect add-on, they similar forms, the time reference may not
can all refer to the future. Adding an Just as all the necessarily be future: She seems to have
aspect to a modal works in much the finished. As a final twist, the speaker or
same way as adding one to a tense, only
modals can refer to writer can indicate distance by opting for
with modals we are viewing the present time, and for the passive voice, particularly with it or
propositions through the prism of there: it is not expected to last long.
modality. We are expressing all the that matter past time, These more detached structures are
usual modal meanings of certainty, they can all refer to common in academic writing.
obligation, etc, and also functions such To complicate matters further, we
as suggesting and warning: You’re going the future can throw in a little adverbial, either
to Turkey this summer? You must make before the adjective or the lexical head:

Just as the coursebooks tell us, the having a more dramatic flavour and the
The future’s most frequent types of future meaning
are to do with plans, intentions, degrees
latter being rich in speculative, tentative
language and hedges.
bright, of certainty, predictions and the like. It
makes sense to focus on meaning rather
Know, want, learn
the future’s than time. The future is unknown. How
we express future time in English is not If we put ourselves in the place of our
periphrastic via a verb inflection or tense but by

means of a rich melting-pot of
language, inseparable from the language
students, we come across three main
sources of input: published materials for
learning English, including coursebooks,
it would appear quite certain to fail; he of speculation, tentativeness, modality exam materials and student-focused
should have completely finished by then. and a host of familiar functions. To language reference books; teachers,
Frequently-used adverbials include express ourselves effectively and with the peers, friends and anyone we interact
those expressing stance and probability, required degree of subtlety, we prefer to with; and the media and texts of the
such as presumably, possibly and by any use sequences of words – periphrasis – wider world – from journalistic texts
chance. While adverbials might not be not just one word. Indeed, the single, through advertisements and broadcasts
strictly speaking part of the verb phrase to specialist texts in areas of personal
grammatically, they are embedded in it interest such as business, culture or
and the whole structure has a distinct How we express future academic studies, whether paper-based
phonological identity. The adverbial is or in electronic form. These sources
grammatically optional, but of course time in English is not constitute our input, but there is a
adds to the overall meaning. via a verb inflection or mismatch. The published materials
oriented towards students do not reflect
tense but by means what is out there in the media.
Tentative language Fortunately, some pedagogical activities
As we have seen, much of the language
of a rich melting-pot can soon put this right.
used in periphrastic structures is drawn of language A good starting point is a KWL
from the modal verbs and semi-modals, task: What do I know? What do I want
lexical supporting verbs like look, a to know? What have I learnt? I ask my
number of adjectives (likely, set), certain one-word option is a tense: the present students to write down as many future
adverbials, plus the option of the passive simple for, say, timetabled events (over forms as they can. Some barely get
voice. This pool of language is essentially which we have no control and therefore beyond will; most trot out the
that of tentative language. Such language no reason to evaluate and offer a stance) coursebook classics. Would they like to
has come to particular prominence since and even the past simple, which follows learn more? The searches suggested in
the prevalence of corpora. Ronald Carter particular structures like it’s about time the following paragraphs work well. The
and Michael McCarthy’s corpus-based we went. When? In five minutes maybe, round-up stage invariably sees students
Cambridge Grammar of English offers a in the future anyway: a past tense armed with a whole lot more possible
very useful description of tentative structure with future time reference. future forms to look out for and start
language and hedging expressions. using, particularly in writing. They are
Although Carter and McCarthy discuss surprised at the number and the richness.
predictions and assertions, this section
Function, meaning, form Try searching through media texts
is not explicitly connected to their The examples so far show that function online with your students or trainees.
material on future time. I would argue and meaning are inseparable from the Have a competition, use a search
that tentative language is used as much choice of form. The connectedness of engine, such as Google, to see which is
to speculate about the future as it is for function, meaning and form needs to be more frequent, seem unlikely to or seem
the present or past. emphasised. Meaning is a logical and likely to (the latter, by far). Keep strings
In some cases, we cannot say with very human starting point and this of words together by using quotation
certainty that the structure in question leads us to the choice of form. As we marks. Be creative and think of novel
is actually referring to the future. The have seen, there is a huge choice of forms: could be about to; seems on the
humble will illustrates this point. When forms available. Equally, though, form verge of. Are they ever used? (Yes.) Find
we say I will do it, the meaning can be can be our starting point: I’m about to 20 examples of might be: are any used
paraphrased as it is my will to do it, or I flake out. Like it? Use it! for the future? (Yes.) Alternatively, get
intend to do it. In other words, the One further important point needs together some journalistic texts which
whole expression is rooted in the emphasising. Future time expressions are speculating on the future: how many
present; it is about how we view the are one of a number of areas of English different forms can your students
future now. That the expected action is where quite a gulf exists between identify? Ask them to find further
to take place in the future is almost receptive and productive use. Many of examples. How many forms are used
secondary. The preferred semantic focus the forms may only ever be encountered altogether? (Amazingly, over 100.) Look
is from the perspective of the present, receptively. Also, different genres exhibit more closely and check that they are all
reflected in many language choices. This different forms. Both journalistic and definitely used with the future in mind.
phenomenon explains why English has academic writing are characterised by Another interesting activity is to trace
evolved without a future tense. periphrastic structures, the former the use of future forms by one writer or

Since this little study, I am gratified
The shortcomings
of the published
to report that the latest addition to my
shelf, Carter and McCarthy’s Cambridge ENGLISH
materials send a
Grammar of English, goes a long way to
redressing the balance. It includes items
rarely found in other books: may, might,
Tprofessional
EACHING
powerful message must, can, could, on the point of, be on
that students can be the verge of, be due to, be certain to, be This is your magazine.
sure to, be likely to, be supposed to, is We want to hear from you!
confident of the obliged to. On the grounds of relative
validity of their own rarity, they leave out ought to. Most of
these are given little prominence in the
instincts, when guided book, but after decades of focus on the
and checked traditional forms, can we expect the next IT WORKS IN PRACTICE
generation of coursebooks and student Do you have ideas you’d like to share
grammars to be more realistic and with colleagues around the world?
particular text over a period of time. I adventurous? Tips, techniques and activities;
have given my students texts by the By involving our students in these simple or sophisticated; well-tried
same journalist in the annual Economist kinds of activities, we encourage heuristic or innovative; something that has
publication ‘The World in [2009]’. We learning and critical evaluation of
worked well for you? All published
have built up a list of 18 distinct forms, reference materials. We assist the students’
contributions receive a prize!
many never described in the grammar reading. Most of all, we can demonstrate
Write to us or email:
books, including: ought to guarantee, is that the choice out there is far richer than
set for, looks to lie, seems unlikely to most people would imagine. With such a iwip@etprofessional.com
emerge, will be poised to resume, would pool of language, we should now be ready
probably be used to pressure, is far from to wean our students off their likely
certain of being, and the imperatives
expect and do not expect. Among these
overuse of will. In this electronic age,
the evidence for alternative, more subtle
TALKBACK!
we encounter variations in aspect, forms is readily available. Do you have something to say about
negative forms, insertion of adverbials an article in the current issue of ETp?
and various adjectives, and imperatives. This is your magazine and we would
Once you have assembled lots of really like to hear from you.
In short, future time expressions in
examples (one of my students found 24 Write to us or email:
English are exceptionally rich and varied.
different forms in half an hour), go
Complex structures are used all the time. talkback@etprofessional.com
through the coursebooks and grammar
New ones can be created, even if a quick
books in your school and see how many
search reveals that lots of other people
are actually referred to. I systematically
went through 16 grammar books. The
got there first! You can demonstrate that Writing for ETp
the number of future forms in English is Would you like to write for ETp? We are
shortcomings of the published materials
in fact over 100. From the student always interested in new writers and
send a powerful message that students can
perspective, and ours as teachers, the
be confident of the validity of their own fresh ideas. For guidelines and advice,
whole language area is inexplicably
instincts, when guided and checked. In all write to us or email:
under-described. We can change this.
activities it is extremely beneficial for
The future’s periphrastic. ETp editor@etprofessional.com
students to discuss nuances of meanings.
Biber, D, Johansson, S, Leech, G,
Battle of wills Conrad, S and Finegan, E Longman Visit the
The 16 books I examined give a total of
Grammar of Spoken and Written English
Longman 1999 ETp website!
21 possible forms for future meaning. Carter, R and McCarthy, M Cambridge The ETp website is packed with practical
However, many forms are not mentioned Grammar of English CUP 2006 tips, advice, resources, information and
in any of the books – for example, selected articles. You can submit tips
should – while, remarkably, only one Edward de Chazal has
taught and examined in or articles, renew your subscription
form appears in every single book: will. many countries since or simply browse the features.
Bizarrely, several books even omit the 1987, including Turkey
and Kuwait. He www.etprofessional.com
present progressive. As for coursebooks, currently teaches EAP
the picture is remarkably consistent, at University College
London Language
with around eight forms typically Centre, UK. A regular ENGLISH TEACHING professional
covered at intermediate level and above. presenter at IATEFL, Keyways Publishing Ltd, PO Box 100,
he co-authored The
A favourite exercise contrasts will, going Business Advanced Chichester, West Sussex, PO18 8HD, UK
to and the present progressive. Look for Student’s Book, recently Fax: +44 (0)1243 576456
published by Macmillan.
should, is set to and may be about to and Email: info@etprofessional.com
e.dechazal@ucl.ac.uk
you will be disappointed.

TEACHER DEVELOPMENT
So many jobs,
so little time
Amy Lightfoot goes freelance.
G
oing it alone can be a very useful. The disadvantage is that While there are plenty of opportunities
daunting prospect – trading you’ll need to be flexible and able to fit for less qualified and less experienced
in a comfortable job for the odd hours here and there around your teachers who are willing to do
uncertainty of not knowing other commitments. extracurricular activities alongside
where your next pay cheque will come teaching, there are also an increasing
In-company training
from is always a bit scary. However, number of challenging jobs available for
Many organisations, including those in
sometimes that comfortable job highly skilled teachers. These include
English-speaking countries, want to
becomes just a bit too comfortable and Assistant Director of Studies and
develop their employees’ English skills.
everyday teaching can start to feel like Director of Studies positions and teachers
If you have a solid business English
being on a treadmill. For well-qualified of English for Academic Purposes on
background and can offer training in
teachers with a range of classroom university pre-sessional courses.
language as well as soft skills, such as
experience, the flexibility and variety
that a freelance career offers can often
chairing meetings or giving Voluntary work
presentations, you have a good chance Some colleges and local councils offer
be a much-needed breath of fresh air.
of finding work. Think carefully about free classes for groups such as refugees
I decided to go freelance because I
what specific training you can offer and or the unemployed. Offering your
liked the idea of being able to work on
approach the training or human services to teach these classes can be a
a variety of projects and it suited my
resources departments of local offices. good idea for people who want to
circumstances as the mother of two
young children. Initially, I planned just to concentrate on other areas but would
Teaching online
look for work writing materials, but the like one or two regular classes each week
Online teaching is a growing sector of
more research I did, the more I realised to stay connected to the classroom (and
English language teaching and one that
that there are many other opportunities perhaps try out new ideas for materials).
is forecast to expand indefinitely. Setting
available to someone with English yourself up as an online teacher is
language teaching skills. In this article, straightforward – there are numerous Teacher training
I would like to share the possibilities I sites where you can register and
have discovered in the hope that it will Teacher training can be one of the most
advertise your services. However, online
help anyone planning a similar journey. rewarding areas to freelance in and is
teaching is quite a different experience
excellent for providing networking
from classroom teaching and it is
opportunities with other teachers.
important to consider the advantages
Teaching and disadvantages. It is a good idea to
However, it can be difficult to get work
Firstly, it is important not to disregard as a freelance teacher trainer without
consider doing a short course first on
teaching, even if your main reason for substantial previous experience. If you
how to teach online. As it is
going freelance is to get out of the are considering going freelance and
unregulated, a major difficulty will be
classroom. Success in all of the other have not previously done any teacher
distinguishing yourself from unqualified
freelance areas depends on your training, it is a good idea to find out if
teachers wanting to make a bit of extra
understanding of the learning process you can offer some sessions for teachers
cash with conversation lessons. There
and student needs – it is extremely in your current institute or school and
also seems to be quite stiff competition
important to stay in touch with what it’s build up your skills.
to get teaching hours with established
like to be on the front line. and reputable online schools, although Certificate and Diploma course
it’s always worth sending in your CV. training
Supply teaching
Language schools and colleges are often Summer schools
There are a wide variety of teacher
interested in people who can do supply Summer courses can last anywhere from training courses, both face-to-face and
or cover teaching at short notice. If you two weeks to four months during the online, some more reputable than
have experience teaching all ages and summer season and the work can be others. Some training institutes will hire
levels, along with exam and business exhausting but lucrative – a good burst of anyone with proven experience in
English classes, you’ll be considered activity and income to offset leaner times. teacher training to deliver their courses

TEACHER DEVELOPMENT
on a freelance basis. Courses such as the Writing materials Copyediting

CELTA, Trinity TESOLCert and Copyeditors or subeditors go through
DELTA, however, have much more Many publishing houses use only the material and check it for errors, as
stringent criteria and training – full established writers, and future well as ensuring that it matches the
details of which can be found on their publishing is planned several years in ‘house style’. If you enjoy working on
respective websites. advance. For this reason, it is rare to the overall look and feel of the
approach a publisher with an idea for a materials you create (as well as the
In-house training coursebook and have your proposal content), this could be an area to look
Within language schools and colleges, accepted with open arms. However, it is into. Again, you will need training.
teacher development sessions often tend often possible to get work writing the
to be delivered by the same people over supplementary materials for ongoing or Indexing
and over again. If there is a training future coursebook projects. This is a relatively unknown part of the
budget, employing a ‘guest trainer’ to publishing process but an extremely
do one or more sessions for the teachers Online and digital important one – how often do you refer
may be a welcome relief. It’s always a This is a growing area, and opportunities to the index of a book when looking for
good idea to suggest some possible range from publishing your own blog an activity or other information? In the
topics you could cover, but ultimately (which, while unpaid, can be useful for UK, becoming an accredited indexer is a
the decision must be based on the your own publicity) to writing long process, but taster courses are a good
teachers’ needs in order for the sessions methodology articles or teaching way of assessing whether it’s for you.
to be successful. materials for websites like
onestopenglish.com or the British Council
Consultancy work and BBC’s teachingenglish.org.uk site.
A few organisations, including the Increasingly, traditional publishers are As you can see, there really is a wide
British Council and VSO (Voluntary creating new content for their websites range of work available to the
Services Overseas) in the UK, maintain and CD-ROMs as a wraparound for entrepreneurial freelancer – and potential
databases of individuals who can offer new and existing coursebooks, and the for some exciting projects. To be
consultancy on short-term ELT projects amount of writing work available has, successful, it is important to maintain
around the world. therefore, increased. links to the classroom and think
carefully about your own development.
Print Attending conferences, workshops and
Examining There are a lot of ELT publishers out short courses, along with becoming an
The exams available vary from country there – there’s no need to focus only on active member of a professional body,
to country, but examiners working for the big names. Many of them are often will help you to make useful contacts
international ones such as IELTS and looking for new writers, usually to write while ensuring that you keep your skills
the Cambridge suite must go through a workbook exercises or perhaps to and knowledge up to date. ETp
rigorous process in order to become update current editions. This kind of
certified. In some places they are crying work can be a great stepping stone to Useful links
out for examiners, while in others they further commissions or larger projects. www.britishcouncil.org/development-
are over-subscribed. register-as-a-consultant.htm (becoming
a British Council consultant)
Marking
Editorial work
www.cambridgeesol.org/exams/exams-
To find out how to become an examiner If you are looking to do something a info/faqs/celta-trainers.html#1
for any particular exam it is best to little bit different, but which is still (becoming a CELTA trainer)
contact the administrators of centres related to English language teaching, www.cambridgeesol.org/what-we-do/
offering the exams in your country. You undertaking training in one of the who/working.html (becoming an
should expect to attend between one following three areas might give you just examiner for Cambridge ESOL exams)
and four days of unpaid training, and the string to add to your bow. They are www.sfep.org.uk (information about
you may also need to commit to all an important part of the production proofreading and copyediting courses)
marking a certain number of exams of published ELT materials, and skills www.indexers.org.uk (information about
within a given time period. in these would complement any writing indexing courses)
work you may do, as well as providing
Item-writing another source of income. Amy Lightfoot has a
For security reasons, exams are DELTA and an MA (ELT).
She has worked as a
constantly being rewritten and it is Proofreading teacher and trainer for
possible to get work writing the Proofreading isn’t something you can International House and
the British Council in the
questions. You will also need to undergo undertake without proper training and, UK, India, Afghanistan
training for this, which is usually unpaid. while there are plenty of courses and Bhutan. She is now
working freelance in
For item-writing work, check the central available, this is probably the area with Somerset, England.
websites of the exams you are familiar the most competition. It is still a useful
with and enquire at their headquarters, skill to have, however, and complements
mail@amylightfoot.co.uk
rather than at centres offering the exams. both of the following editorial skills.

TEACHER DEVELOPMENT
Wouldn’t
it be lovely?
Sandee Thompson shares her secrets for staffroom harmony.
E
nough cannot be said in praise need to give credit to the way in which with teachers munching away, sharing
of a harmonious teachers’ things are organised and the fact that recipes, joking, discussing local or
room. I am sure we have all mutual support is interlaced in international news or some pedagogical
worked with people who were everything we do, from mentoring new article someone has dredged up, and if
acrimonious or who made the staffroom teachers and creating workshops for someone has done some baking or gone
a difficult place to be at one time or each other, to sitting together to eat apple-picking, the remnants or results
another. But supposing that you could lunch and going on school trips together. are usually left on the table with a
work in an environment where everyone I like to think, and say, that this is ‘HELP YOURSELF!’ note attached.
got along, people went out of their way just as it should be – treating colleagues About 15 minutes before classes start up
to assist their colleagues and everyone well should simply come naturally – but again, people pack up their things and
had lives outside of the school – healthy, I am told that that is not always the return to their desks, and the communal
separate lives. Wouldn’t that be lovely? case. So, if your teachers’ room is not as table becomes a group workspace once
I would like to think that we would collegial or as comfortable as you would more. But for those 45 minutes, it is a
all answer yes to this question. In the hope, here are a few suggestions that place to socialise.
perfect world, the world of rose-tinted might help. They have certainly worked
spectacles, we would be happy to help for us. Plan a few activities together
each other out where we could, both for that take place on the premises.
altruistic reasons and because we felt we Doing things together as colleagues on
Inside the teachers’ room the school premises can help make the
were part of a team. But is this really
such an unattainable ideal? Create a spot for socialising. workspace more friendly. For example,
At our school, teachers have individual my fellow teachers love to cook so we
desks but we also have a communal area have periodic ‘Potluck Fridays’ after the
Paradise found with a large, round table that is nestled students have left the building. Everyone
At the school I work in, we have created among our resource materials and brings along a dish to share. Sometimes
just such a haven in our teachers’ room. bookshelves. During coffee breaks, this we use national holidays as a reason to
Achieving this has not always been easy table is generally strewn with books as have one (Easter, Thanksgiving,
for some and is not always possible for people search for that perfect activity to Christmas, etc) and the food is themed
others, depending on the ever-changing round off a lesson. However, at lunch, accordingly, but at other times we simply
life situations of the individuals the books are gone and it is jam-packed put up a notice on the whiteboard and
involved, but the feeling that this place is get the ball rolling. It is a great
special is felt by all who enter the room. opportunity to touch base with each
CELTA trainees mention it in their Mutual support other, laugh and build camaraderie.
journals and end-of-course evaluations,
visitors comment whenever they are is interlaced in Participate in in-house
given a tour, and new teachers relax into workshops.
it by the end of their very first day.
everything we do, Workshops are another terrific way to get
Those of us who have worked there from mentoring new to know each other on a deeper level as
for an extended period of time assume well as to share ideas. By working with
it results from a few simple things: teachers and creating different people from your institution,
respect for others, a desire to create an workshops, to sitting you can learn more about them and may
environment we want to work in, the discover that you have a lot in common.
ability not to take ourselves too seriously together to eat lunch You can also learn new things that help
and a great love of laughter. We also you branch out as an individual and as a

TEACHER DEVELOPMENT
teacher. In my school, we do pedagogical these days, it is really the only time we

workshops on grammar, using different have to catch up on each other’s lives. It is nice to
frameworks and the like, but we also do Whether we are floating down a river in
personal growth workshops, with titles inner tubes, hurling mud at each other get together with
like ‘Discovering your learning style’, after a rafting adventure or travelling by colleagues every
‘Getting organised’, etc. These workshops bus to visit a museum, there always
help us to understand each other better, seems to be more time to enquire about once in a while and
which is even more conducive to a someone’s family than there is during a
harmonious workspace! regular school day when we are all
not discuss our
running in different directions. For me, classes, students,
Celebrate victories and school trips are a time to catch up with
milestones. my colleagues, as well as get to know university coursework
Everyone on our teaching staff gets a the students better. It really is a
birthday cake. We don’t need to know in
or school politics
win–win situation!
what year you were born, but the day is
honoured and if we know your Support your colleagues’ outside
favourite type of cake, you will be sure endeavours. year we provided English lessons for a
to be eating it on that day. It is difficult We are a school full of musicians and Vietnamese orphan who was in our
to celebrate the birthdays of those who singers, which contributes to the noise community for medical care, and for his
are shy or not into the whole birthday level, I suspect, so many of us go out caregiver as well. This exposed our
scene, so those people receive an and support each other in the local ‘open student population to the troubles of
mike’ scene. Others are more politically others and also opened up the eyes of
and community minded and regularly our staff members. One of our teachers
Seeing your keep us up-to-date through email on volunteers at the local Ronald
events going on in the community. Macdonald House, which provides
colleagues doing support for families whose children are in
Do the odd thing together not hospital fighting cancer. Another teacher
something that related to school. volunteers with a local youth group and
is fun, outrageous We are all busy people but it is nice to others do workshops at the library. If
get together with colleagues every once someone’s child wants to be sponsored
or challenging can in a while and not discuss our classes, for some charity event, we pass their
bring you closer students, university coursework or sponsor sheet around and check to see
school politics. A few of the people I how they did once the event is over.
together work with go out for manicures and
pedicures every second Thursday; two
others ballroom dance together and I
individual cupcake on their desk or a have just been invited to join a women’s Again, none of this is complicated or
card in their mailbox rather than having book club! These activities give us difficult to do, and I am not
to live through a big to-do like the rest something to talk about other than encouraging people to be in each other’s
of us! Accomplishments like finishing a teaching, which, as great as it is, should pockets all the time. However, enjoying
Masters degree, getting married, having not be the only topic around the table. the company of those you spend a
something published or buying a house Six women have joined the gym next quarter of your week with is worth it,
are also acknowledged with flowers, a door to the school and we now even if it sometimes requires a bit of
card, a cake or a big message on the encourage each other to go to exercise time and effort. All these simple ideas
communal whiteboard. classes there. It is always so much easier work wonders and can make your
to stick to your goals when you have workspace a joyful environment to be in
Outside the teachers’ others to share them with, and these are on a day-to-day basis. ETp
room very simple things to do.
Sandee Thompson is the
Participate in your school’s Volunteer for a special project Director of Studies,
CELTA tutor and IELTS
social activities for students and together that will help your examiner trainer at a
get to know your colleagues as community in some way, or private language school
in Halifax, Nova Scotia,
a bonus. support your colleagues while Canada. She has taught
Seeing your colleagues doing something they do one. teachers in Canada,
Korea, El Salvador and
that is fun, outrageous or challenging Helping out in your community not only Vietnam. Her interests
can bring you closer together. I have serves an altruistic purpose, but also include task-based
learning, learning styles
participated in school activities as a helps build team spirit. For example, and strategies, teacher
driver and chaperone for 15 years now, every year, we do a food drive, collecting training and classroom-
based research.
and I am still learning things about the and delivering donations of food and/or
sandee_t@yahoo.com
colleagues I do these trips with! In fact, money to our local food bank, and last

SCRAPBOOK Gems, titbits, puzzles, foibles, quirks, bits & pieces,
quotations, snippets, odds & ends,
what you will
I name this ship ... t it differs from country Sounds

shi ps ge t the ir names? It seems tha
Ho w do
to country. The UK Na
vy seems to favour na
the enemy, such as Dre
mes intended to strike
adnought, Invincible
a bit fishy
fear into the hearts of tic names, such as Where do shellfish go to borrow money?
d Fearless . In Jap an , however, more roman
an g foam) have been To the prawn broker.
rs) and Shiranuhi (shinin
Kasumi (mist of flowe her more systematic
ps. The US Navy is rat Where do fish wash?
chosen for fighting shi to fixed criteria. Here
be named according In a river basin.
and decrees that ships
are some examples: Why did the whale cross the road?
people associated To get to the other tide.
rriers – na mes of famous battles,
● Aircraft ca
r US ships Where do little fishes go every morning?
with aviation and forme d names which
names of volcanoes an To plaice school.
● Ammunition ships –
ions
suggest fire and explos What fish goes up the river at 100 mph?
s US states
of
● Battleships – name A motor pike.
US cities
● Cruisers – names of erican chiefs or trees What do you get from a bad-tempered shark?
s of famous Native Am
● Harbour tugs – name dness As far away as possible.
mes which suggest kin
● Hospital ships – na l interest
s of places of historica What did the sardine call the submarine?
● Landing ships – name creatures A can of people.
s of fish or other sea
● Submarines – name
often call them by What’s the difference between a fish and a piano?
o serve on these ships
However, the sailors wh , for example, is You can’t tuna fish.
mes. The USS Missouri
completely different na tish battlecruisers
mm only ref erred to as the Misery. The Bri What do you call a fish with no eyes?
co knamed Spurious,
and Glorious were nic Fsh.
Furious, Courageous
rious by their crews. Where do you find a down-and-out octopus?
Outrageous and Uproa
On squid row.
What kind of fish will help you hear better?
Dead in the wat A herring aid.
The Northwest Pa er
ssage is a sea ro
How do fish go into business?
They start on a small scale.
Atlantic and Pacif ute which connec
ic oceans. Ice pr ts the North
of the year, but ev ents ships from What’s the coldest fish in the sea?
for centuries Eu using it for mos
ropean explorer t A blue whale.
through, believin s looked for a wa More in
g it could be a us y
explorer Roald Am eful trade route Issue 64
to Asia. Norweg
undsen is credite ian
However, it was d wi th navig ating it first in 19
actually first nego 03.
some time arou tiated by the Br
nd August 1775 itish ship Octaviu
. At that time he s
been dead for 13 r crew had prob
years. The ship ably
November 1762 froze in the ice of
with no supplies f Alaska in
the ice melted an to last the winter
d then froze again . Year by year, as
eastwards until , th e gh ost ship gradually
the dead explor sailed
ers finally reache
d their destinatio
n.

Fish fishing for fish es similar to
Singing sand
of fish that use techniqu
There are several types y.
The sandy beac
h of the Bay of La
they go in search of pre Eigg, off the we ig on the tiny isl
human anglers when st coast of Scot
land, resembles
and of
ich catches other other beaches th m os t
ep-sea angler fish, wh roughout the wo
One example is the de t of its head. This quite different. W rld, but actually
it is
ing pole that grows ou hen touched or
fish with a natural fish dorsal fin. At the emits musical so walked upon, th
e sand
t ray of the creature’s unds. It appears
pole is actually the firs bait, attracting a single note; wh
en you draw your
to sing. And it’s
not just
nt blob, which acts like
end is a phosphoresce ce to snap at
the sand, the so
unds range from
hand slowly thro
ugh
fore they have a chan soprano to bass
other fish to its light. Be s a suction Why it sings is a .
opens its mouth, create mystery that ha
the bait, the angler fish repeatedly. Scien s been investigat
swallows them. tists have found ed
that pulls them in and polished quartz that tiny grains
of
ng out of its have the ability
s barbed strands comi create an unbrok to transfer vibra
The Pacific frogfish ha oth er fish go to en sound. Howe tions and
imming worms. When dust or foreign m ver, there must
be no
head that look like sw then eaten by the
atter present. In
the laboratory, ev
ught on the barbs and pinch of flour wi en a
bite them, they are ca ll stop the trans
ference of vibra
tions.
frogfish.
s camouflaged
to four feet long and live
The goose fish grows truding from its
dorsal fin fishing rod pro
on the ocean floor, its
head to attract prey. Th
is fish will eat almost
ing diving birds. One
anything it can
specimen was
Fishy philosophy
close its jaws on, includ
ds in its stomach. Give a man a fish and you feed him for a
found to have seven bir
day. Teach a man to fish and you feed
him for a lifetime.
Be careful what OR
you wish for! Give a man a fish and

you feed him for a day.
Three men were fishing in the sea when they came upon a
Teach a man to fish, and
mermaid. The mermaid offered them one wish each, so the
first fisherman said, ‘Double my IQ.’ The mermaid did it, and you’ve got the whole
to his surprise he started reciting Shakespeare. weekend to yourself.
Seeing this, the second fisherman said, ‘Triple my IQ.’ Sure

enough, the mermaid did it and amazingly he started solving
Be careful what
maths problems he didn’t even know existed.
you buy!
The third fisherman was so impressed he asked the mermaid
to quadruple his IQ and the mermaid said ‘Are you sure
about this? It will change your whole life!’ The fisherman said w ship
had just had a ne
yes, so the mermaid turned him into a fish. Am er ica n sh ipping company m et hing
An fleet, and so
wa s to be the pride of the ,a
built . It captain’s sa onlo
wa s ne ed ed to decorate the sin ess
special vessel’s bu
an d office where the
Sea story large liv in g
and entertaining
ro om
would take plac
e.
ical prints would
A young boy and his
doting grandmother we ne su gg es ted that a set of naut
re walking along Someo London that
the seashore when a
huge wave appeared to uc h. He kn ew of a shop in
lend a ni ce ly
sweeping the child ou ou t of nowhere, e prints were du
ch things, and th
iStockphoto.com / © Eric Isselée, Roberto Adrian
t to sea. The horrified

knees, raised her eye wo man fell to her specialised in su
s to the heavens and in the saloon.
be gg ed God to ordered and hung
return her beloved gra when both the
ndson. Suddenly, anoth
er wave reared un til th e trial run of the vessel,
up and deposited the It was no t were aboard,
stunned child on the san
d. The d th e ow ne r’s representatives
grandmother looked the builder’s an Each was of
boy over carefully. He
was fine. lo ok ed clo se ly at the prints.
that someone ndering to,
But then she stared up
angrily toward the heave ip be in g ca ptured by, or surre
ns. ‘When an American sh 1812.
we came,’ she snapp
ed indignantly, ‘he ha during the War of
d a hat!’ a British warship

T E C H N O L O G Y The representation of a story or the
resolution of a conflict generally results
in some type of response: a form of
Game
feedback. Teachers can use these parallels
to draw on in the teaching of writing.
Practical ideas
Here I will briefly discuss seven ideas
for the teaching of writing using the
on!
computer. Most of these do not require
more than basic computer skills from
you or your students.
1 Investigate characters
and story lines.
One of the easiest options is to ask your
students to investigate the characters in
the games they play and to identify the
Hayo Reinders finds a fun way to teach writing. story lines in them. Many games have
extremely extensive plots and subplots.
Here is a description of the plot of one
M
ost written communication presented) are set up to encourage active
game (taken from Wikipedia):
now takes place and critical, not passive, learning’. In
‘I Have No Mouth, and I Must
electronically, and this is other words, computer games engage
Scream’ is a computer adventure game
having a significant effect learners and get them involved in the
based upon Harlan Ellison’s short story
on the types of writing our students tasks at hand. A second principle is the
of the same name. It is about an evil
produce. Marc Prensky estimates that ‘Regime of Competence Principle’,
computer named AM that has destroyed
by the age of 21, learners will have sent where ‘the learner gets ample opportunity
all of humanity except for five people he
over 250,000 instant messages and to operate within, but at the outer edge
has been keeping alive and torturing for
emails. Clearly, our students love to of, his or her resources, so that at those
the past 109 years. Each survivor has a
communicate through writing! Of course, points things are felt as challenging but
fatal flaw in his or her character, and, in
our job is to improve the quality of that not “undoable”’. You may recognise this
an attempt to crush their spirits, AM has
writing and to expand their written as being similar to Vygotsky’s Zone of
constructed a metaphorical adventure for
communication to include different text Proximal Development. If you have ever
each that preys upon their weaknesses.
types. For me, one obvious starting played a computer game yourself, you
To succeed in the game, the player must
point is to take the writing my students will have noticed that if you fail at a
make ethical choices to prove to the evil
do for fun and to build on that in class. task, the game adapts to your level until
computer that humans are better than
For this reason I have used text you succeed. Similarly, if you succeed
machines because they have the ability to
messaging and Facebook to encourage too quickly or too easily, new challenges
redeem themselves.
social writing. I have also found that appear. Computers are very good at
Asking students to identify how
videogames offer potential to motivate providing this type of adaptive
such a story unfolds, who the characters
students to write a wide range of text environment. Surely these are principles
are and how they relate to other
types. Considering that according to many of us strive to implement
characters is a good way to focus their
Prensky’s estimates, by the age of 21, ourselves in the classroom.
attention on the underlying principles
the average student has also spent about Games in general also have a
both writers and game developers use to
10,000 hours playing videogames, there number of characteristics that make
construct their stories. You will
is ample opportunity for teachers to use them potentially useful for the teaching
probably find that your learners have a
these games to link classroom learning of writing. According to Prensky, games
lot to say about the games they play.
with out-of-class activities. have the following features:
1 rules; 2 Use your learners’ online
Practical games 2 goals and objectives; characters.
Recent years have seen a growing 3 outcome and feedback;
Another option involving little or no
interest in the pedagogical benefits of 4 conflict, competition, challenge and
technical skill on your part is to ask
computer games. James Paul Gee, for opposition;
your students to describe their online
5 interaction;
instance, identified 36 learning characters. Most games let you ‘create’
6 the representation of a story.
principles in many of the games he your own character. This involves
investigated. For example, the ‘Active, These elements are similar to those in the choosing your gender, race and style,
Critical Learning Principle’ stipulates writing process, where the interaction is but also your behaviour (Will you play
that ‘all aspects of the learning usually defined by shared rules and the good or the bad character?). Ask
environment (including the ways in which where successful writers have clear goals your students to read the descriptions of
the semiotic domain is designed and in the communication they engage in. each other’s characters or let them

present their characters to the class 4 class to focus on the language used.
using a projector or on a printout. Then
Get playing! Alternatively, you could participate in
ask them to discuss their choices. A fun Some games are more language-rich the game yourself and join in the chat
activity could be to shuffle the printouts than others. There are some educational communication and perhaps help
of the different characters and hand games which are specifically designed scaffold the conversations. This can also
them out. The students then have to for use in the classroom, but often help you identify any difficulties your
guess which character belongs to whom students don’t find them as interesting students are having. The most popular
(but be careful this doesn’t get out of as non-educational games. Nevertheless, MMORPG is World of Warcraft, which
hand as it can get very personal). some non-educational games are suited has a very extensive plot. A free
In the example in the previous to language learning. alternative, albeit more suitable for
section, you could ask the students to One interesting example is Ace younger learners, is Disney’s Toon Town
explain their ‘ethical choices’. Why did Attorney. This is about a young lawyer (http://play.toontown.com). This has the
they do what they did? How did this who investigates crime and prosecutes advantage that it was designed with
affect the other characters in the game? offenders. Successful players build a children and families in mind and is
With hindsight, would they have done strong case and try to deliver the thus more likely to be free of unwanted
things differently? Similarly, you could strongest arguments. Students could language.
ask students to discuss the rights or play this game and write out their
wrongs of violent computer games and choices, their arguments and eventually 6 Provide language support
the characters’ actions in them. A the whole case. Different teams could
around games.
popular game such as Grand Theft Auto play each other, both on the computer
and offline, in writing. Another, relatively straightforward,
IV would be a good candidate for this. option is to provide help with the games
Another good game to use for this Social games like The Sims also
involve a lot of opportunities for that your students already play. One
purpose is The Sims (www.thesims.com), interesting project was carried out at
though this is not free. communication. There are numerous
smaller games that can be useful, too. King Mongkut University in Thailand.
This activity can also be done with Teachers there discovered that many
online environments like Second Life One example is Mystery of Time and
Space (www.albartus.com/motas/), in students played the game Football
(www.secondlife.com), which has the Championship Manager. They also
advantage that basic membership is free, which players have to play detectives,
solve riddles and puzzles, find and use found that a lot of the students had
Active Worlds (www.activeworlds.com), difficulty understanding the vocabulary
which offers lower prices for educational objects, escape from locked rooms, find
hidden passages and examine everything in the game. They decided, therefore, to
institutions through its ‘Active Worlds create a simple support website where
Educational Universe’, or Moove, which to unlock the doors of the mystery of
time and space. Some other games can the students could look up the words,
is free (www.moove.com). read English descriptions, Thai
be found at www.languagegames.org.
3 descriptions and see pictures. This was
Use screenshots for
5 simple, yet very effective. You could, of
discussion. Encourage communication
course, choose to focus on any aspect of
A screenshot is simply a picture of in online roleplaying games. the language. For example, students may
whatever is showing on your computer The term MMORPG stands for want help with more communicative
screen. Most computer keyboards have ‘massively multiplayer online roleplaying aspects of games, such as addressing
a key labelled ‘Prt Sc’, usually near the game’. These games are played by strangers through chat, or the language
top right-hand side of the keyboard. hundreds and sometimes up to hundreds for planning and strategising (excellent
Press this and then open a word of thousands of people online. They for practising the future tense,
processor. Right-click and choose often involve fantasy worlds and conditionals, etc) in MMORPGs.
‘Paste’. You will now see your elaborate character development.
screenshot. You can use such Success in playing the game depends on 7 Create games with or for
screenshots as a starting point for a participants’ ability to plan ahead and to
your students.
discussion in class. An ambiguous image use strategies – crucially with the help
is best (Is the character trying to help of others. This involves communication This sounds more daunting than it really
the victim or will he abandon him?). If via chat (frequently written but also is. A number of programs have been
you do not have access to games spoken) and thus offers an opportunity written that allow students to create
yourself, ask your students to bring to practise quite extensive forms of computer games themselves. One
their own screenshots. Then ask them to transactional writing, which is highly interesting project is ‘Scratch’
describe the scene and predict what will ‘situated’: where the communication is (http://scratch.mit.edu/), designed for
happen next and why. You could ask related to the participants’ here and now children of eight years and older. This
them to write out a possible dialogue. and is authentic in that context. Many free software lets students create
Another use for screenshots is to ask students play these games in their first environments, characters and animations,
students to summarise a computer game language but are quite happy to play in using a simplified programming language.
with the help of a number of English – and they are often thankful There are templates that they can start
screenshots from key moments in it. I for help as it will allow them to play with and adapt, and they can also create
have found that, especially with with more people. You could ask your things from scratch. The main aims are to
reluctant writers, the use of the visuals students to print out their chat help students develop thinking skills and
makes it easier for them to get started. conversations and then exploit them in the ability to use technology productively,

rules for what games can be played and
Game when. Some games may not be suitable

for use in class. This will also be a ENGLISH

on!
and also to teach them to develop and
concern for parents and administrators.
Talk to them and explain your aims and
the intended learning outcomes. Explain
how you will protect the students from
inappropriate content.
Tprofessional
EACHING
This is your magazine.
follow through a plan. In the language
classroom, you can ask your students to One practical issue is the cost. Many We want to hear from you!
write summaries of their games or schools now have computer facilities
advertisements for them, or they could available to students, so the main
produce a manual with information on expenditure will be on software. I have
how to play. You will probably also find recommended several free programs to
that creating the games in class will give keep the cost down. Many students will IT WORKS IN PRACTICE
ample opportunity for spoken have access to computer games at home Do you have ideas you’d like to share
interaction of quite a complex nature. and you could ask them to use these with colleagues around the world?
A similar option, and one very (and perhaps share them with students Tips, techniques and activities;
popular with teenagers, is a form of who don’t), for example by bringing simple or sophisticated; well-tried
storytelling called Machinima (see screenshots to class as suggested earlier. or innovative; something that has
www.machinima.org). A contraction of Of course, many of the ideas
worked well for you? All published
machine and cinema, Machinima is the outlined here do not necessarily require
contributions receive a prize!
telling of a story based on games the use of a computer. Various forms of
Write to us or email:
graphics. So, for example, if a student roleplay and some traditional games
likes a particular game, they can use the involve opportunities for practice iwip@etprofessional.com
characters and scenes from that game similar to those offered by computer
and ‘mod’ (modify) them in order to tell games. However, with the many free
their own story. Modding involves using
software to change an existing game or
computer games available nowadays
and the advantages they offer, it may be
TALKBACK!
aspect of a game (such as a character) worthwhile to experiment. Do you have something to say about
an article in the current issue of ETp?
in some way. A word of warning: just as
some games can be violent, so the
This is your magazine and we would
graphics students derive from those At times exasperating, at times really like to hear from you.
games can be unsuitable for use in class. exhilarating, computer games are almost Write to us or email:
You will probably have to set some clear never boring, and you are likely to see talkback@etprofessional.com
boundaries here. strong student involvement. Your
A final suggestion is to use Gamics challenge will be to channel that
(see www.gamics.com). A contraction of involvement in ways that actually benefit Writing for ETp
games and comics, Gamics are similar to the development of writing skills. Oh,
Would you like to write for ETp? We are
Machinima, except they involve still and to have as much fun in the process
always interested in new writers and
images. Students use images from their as possible. Game on! ETp
fresh ideas. For guidelines and advice,
favourite cartoons to create their own.
write to us or email:
Gee, J P What Video Games Have to
Practical considerations Teach Us About Learning and Literacy editor@etprofessional.com
Palgrave Macmillan 2003
There are a number of drawbacks to Prensky, M Digital Game-based Learning
using computer games. Not everyone in
class may be used to playing them and
McGraw-Hill 2001 Visit the
some students may not have access to
Prensky, M Keynote presentation
delivered at the Distance Learning
ETp website!
computers or game consoles. Perhaps Conference, Madison, USA. Available The ETp website is packed with practical
you can ask your system administrator from www.marcprensky.com/writing 2003 tips, advice, resources, information and
to make one of the (free) online games selected articles. You can submit tips
mentioned above available on one or Hayo Reinders is
Adjunct Professor at the or articles, renew your subscription
more of the workstations in your school University of Groningen or simply browse the features.
(perhaps at restricted times). in the Netherlands and
Director of Innovation www.etprofessional.com
Another potential pitfall is that in Teaching, an
although playing games can be exciting, educational consultancy.
He is co-author of The
entertainment in itself does not International Student ENGLISH TEACHING professional
necessarily lead to effective learning. Handbook, published by Keyways Publishing Ltd, PO Box 100,
Palgrave Macmillan.
You will have to set clear goals for Chichester, West Sussex, PO18 8HD, UK
yourself and articulate these to your Fax: +44 (0)1243 576456
learners so they know what is expected Email: info@etprofessional.com
info@innovationinteaching.org
of them. Similarly, you will have to set

T E C H N O L O G Y
In this series, Nicky Hockly
explains aspects of technology
which some people may be
Five things you always wanted to know about embarrassed to confess that
blogs (but were afraid to ask)

they don’t really understand. In
this article, she looks at blogs
and how they might be relevant
to language teaching.
1 What exactly
is a blog?
Blogs have been around since the late
nice features of blogs, which helps make
them more interactive, is the ‘comment’
function, by which learners can leave
advantage of using an online RSS reader
is that you can access it from any
computer, whereas a downloaded RSS
1980s – they were one of the earliest and comments on each other’s blog posts. reader sits on the computer you have
easiest ways to get published on the installed it on, and can only be accessed
internet, and they are still an extremely
popular tool for self-publishing. Blog is 3 So a blog is best for
writing practice?
on that computer.
short for web log, and is an online journal

of sorts, usually kept by individuals, and
Blogs certainly lend themselves well to
short pieces of writing, but you can also
add pictures and embed videos into blog
5 I’d love to write my
own blog. How do
I get started?
regularly updated with ‘posts’ which
appear on a webpage in reverse posts, which can make for a much richer The easiest way into blogging is to set up
chronological order (so with the latest visual and multi-media experience. You a personal blog for yourself, for example
post at the top of the page). Blogs have can also integrate all sort of ‘widgets’ (or about a recent interesting holiday or trip,
spawned a wealth of very nice blog- little gadgets) into your blog, such as a or a blog about yourself, your family and
related words, such as blogger (the Twitter feed (see ETp Issue 60), mouse- your interests and hobbies. This gives
person who blogs), the blogosphere (the over translation tools (if you point your purpose to your blog, and you can share
collection of blogs and bloggers mouse at a word, you are supplied with a photos and experiences with family and
worldwide), blogroll (your list of favourite translation) and a calendar, and you friends – and then later with your
blogs, linked to from your own blog) and could also have a class blogroll in a students! Setting up your own blog helps
blog-fade (when one gets tired of one’s sidebar. you to learn to use the software; Blogger
own blog). Blogs can be kept on almost Blogs can also be used for reading (www.blogger.com) is one of the easiest
any topic you care to mention, and you’ll practice. You can easily find already- and most intuitive free blog sites to use.
find blogs on politics, art, people’s published blogs on topics of interest for Once you’ve figured out how to post to
personal lives, travel, and so on. There your learners to subscribe to and read. your own blog, how to add photos, and –
are also many blogs related to teachers if you’re feeling adventurous – how to
and teaching.
4 How can I ‘subscribe’
to a blog?
embed a video, you’ll be ready to set up
a class blog, or to help your students set
2 How can I use blogs

in my teaching?
Although blogs, like the internet itself,
There is a clever little application called
RSS (short for Really Simple Syndication),
which allows you to subscribe to blogs
up their own individual student blogs.
There are many examples of blogs by
English teachers and students around
have been called ‘vanity publishing gone online. Let’s imagine that you want to the world, and you’ll find a list of
mad’, there are several types of blogs read and follow five blogs regularly. selected resources, free blogging tools
you can use in your teaching; blogs used Instead of going along to each of those and EFL-related sample blogs at
in education are known as edublogs. You five blogs every day to see if anything www.theconsultants-e.com/courses/
can set up your own blog for your new has been posted, you can use an blogs/resources.asp.
learners to read, in which you provide RSS reader or ‘feed’, which goes along
Nicky Hockly has been
them with summaries of lessons, extra to the blog page for you, and if there is a involved in EFL teaching and
links and homework, for example – this is new post, it automatically lists the new teacher training since 1987.
She is Director of Pedagogy
a teacher blog. You can also set up one blog post in your RSS reader on your of The Consultants-E, an
blog for an entire class to contribute to – computer screen. This can save you a lot online training and
of time, as there is no need for you to go development consultancy.
a class blog. You can have a class blog in Nicky is co-author of How to
which students report on books that they along to each individual blog page – the Teach English with
are reading out of class, for example, or information comes straight to you. You Technology, published by
Longman, which won the
to which they contribute short written can either download and install an RSS 2007 Ben Warren Prize.
pieces on a certain topic. Another option reader on your computer (for example,
Contact Nicky at nicky.hockly@theconsultants-e.com
is for each of your learners to have their Sharp Reader), or you can use an online and let her know of any other ICT areas you’d like her to
own blog – a student blog. One of the RSS reader (like Google Reader). The explore in this series.

Webwatcher
Web Russell Stannard reinvents
himself as a movie director.
eachers have busy lives and one of the most important you wish, you can load your finished movies onto YouTube.
T aspects of technology is that it is easy, quick and can

solve a problem or help us enhance our teaching. So I
was glad to come across www.xtranormal.com, an excellent
Here are a few examples to watch, which will give you an
idea of the sort of movies and dialogues you can create.
A dancing competition:
text-to-speech dialogue-building site that allows you to make www.youtube.com/watch?v=rmu1OKw324o&feature=channel
short animated movies incorporating different gestures and The news:
expressions. I first came across it on Nik Peachey’s excellent www.youtube.com/watch?v=pnnixup4bKQ&feature=related
blog: http://nikpeachey.blogspot.com and it is great fun and An odd dialogue:
easy to use. www.youtube.com/watch?v=nNCPUXOgGdc&feature=channel
How you can create a movie How you can use this site
Using this site, it is pretty simple to create a movie. You don’t 1 The most obvious procedure would simply be to get your
actually have to sign up unless you are planning to save the students to choose two characters and to write a dialogue
movie you make. To begin, click on ‘Get started’ and you will be between them on a given topic. You could do some preparation
asked to choose the number of characters you want, either one work with vocabulary and have a brainstorming session to
or two. Let’s say here that you choose two. generate ideas.
1 Design the scene 2 You could also tell the students to choose a single character
and have them write news items for that person to read out. This
You will now be taken to another screen. You will see four small
could be news about the school, the class, the country or even
buttons near the bottom of the page under the heading ‘Design
international news. Again, it would need some preparation with
the scene’. Use these to select the scenery, the background
vocabulary and ideas, but then the students could write the
music and your characters (there will be one or two buttons for
monologue, add gestures, camera angles and expressions, etc.
this, depending on how many characters you chose). Click on
3 A similar idea would be to get the students to make their
the buttons and you will be offered choices for each element
character tell a story or talk about a holiday or recent event.
(you can even choose the accents of the characters). Your
4 One of the characters the students choose could be a famous
choices appear in the screen to the right. When you have
person. They could then make the other character a reporter and
finished, click on ‘Apply’. Your choices will disappear from the
write an interview.
screen and you can start writing the script.
5 Your students could make a movie which re-creates a scene
2 Write the script from a film or TV programme.
At the top of the page, under ‘Write the script’, you will see two 6 You could make your own movie to create a context and
character icons (or one if you chose to create a monologue). dialogue for highlighting target language items.
Click on one of them and start writing your dialogue. When you 7 You could create a movie with the message you want to send
want to change the character who is talking, just click on the ‘+’ to your students, and then email the link to them so that they
button: the next character will automatically be selected and you can watch it.
can continue the dialogue. 8 Nik Peachey suggests that you use the ‘Remix’ button. This
Once you have finished, you can play it back by simply allows you to take a movie that has already been created and
clicking the ‘Action’ button on the right below the movie window. edit it. One idea would be to make a monologue or dialogue with
This will render your video (convert it from a graphics file to a mistakes in it and get the students to edit the movie and correct
video display) and then, after a while, you can click on the ‘Play’ the mistakes.
arrow underneath the movie screen to watch it. (Whenever you
have 3D objects, you usually need to render the movies before I have produced some free videos to guide you through
you play them, as creating them requires a lot of processing.) using this site. You can find them at:
3 Direct the action www.harbornecomputers.co.uk/~teachertraining/xtra/
index.html.
Now the fun starts. On the left of the dialogue you have various
There is also a simple set of help videos on YouTube, made
buttons which allow you to add hand gestures, looks, pauses
by Nik Peachey at:
and sound effects. They are under the title ‘Direct the action’.
www.youtube.com/watch?v=RtjQlztrA2A.
Just choose the thing you want, then drag it and drop it next to
the word where you want it to start working. A dialogue box will
Russell Stannard is a principal lecturer at the
open with drop-down menus and you can make your choice University of Westminster, UK, where he teaches
(from a selection of movements, gestures, etc). Once you have using technology on multimedia and TESOL courses.
He also runs www.teachertrainingvideos.com, a
finished, click on ‘Action’. Your movie will then be rendered and website that trains English teachers to use
you can play it. If you are happy with it, click on ‘It’s a wrap!’ technology, which has won a Times Higher Education
Award for Outstanding Initiatives in Information and
and your movie will be saved. To save your movies, you have to Communications Technology (ICT).
sign up to the site (a basic account is free). If you haven’t
Keep sending your favourite sites to Russell:
already signed up, you will be taken to a registration screen
russellstannard@btinternet.com
(your movie will not be lost while you complete the formalities). If

In this column Rose Senior explains why certain teaching techniques and
class management strategies are effective, and identifies specific issues that can assist
all language teachers in improving the quality of their teaching.
Questioning 1
sking questions is something that to provide correct answers – a practice feeling invisible.
A most teachers do on a regular

basis during class – with some
teachers asking more than 100
questions during the course of a single
lesson! However, we don’t always ask
that my husband remembers vividly from
his school days in England.
There are a number of pitfalls that
teachers should avoid when asking
questions in class. Those who lack
In order to encourage students to
answer questions more readily, it is
important to create a non-threatening
classroom atmosphere in which the
students know that their attempts to answer
questions as effectively as we might. This confidence may address a general question questions will be valued and responded to
article will identify some common pitfalls to the class and then, before anyone has in a considerate manner. They need to know
and suggest ways in which we can time to respond, jump in and answer the that their teacher will not put them into a
improve our questioning skills. question themselves. They may even have a difficult situation, for example by singling
Many of us slip into poor questioning student repeat their own answer and then them out to answer a question that is clearly
habits without realising we are doing so. praise them for answering the question beyond their capabilities. Consistency is the
Unfortunately, unless we have access to a correctly! Because they want to maintain a key: the students must know that their
video-recording of ourselves in fast pace in lessons, or because teacher will always treat their answers with
action – or find a colleague Some teachers use they are fearful of silence, respect and will always give feedback in a
willing to sit in on a lesson and tricky questions like many teachers fail to give their sensitive manner.
give us constructive feedback students sufficient ‘wait time’ If they wish their students to answer
– we may continue for many
rockets or missiles to think about their responses questions more readily, teachers must also
years framing questions in such a way that and formulate them in correct English. As a establish and maintain appropriate question
our students become less willing, rather result, they may underestimate their and answer routines. Students need to know
than more willing, to respond to them. students’ knowledge of English. This is often what is expected of them: whether or not
Students often give clear behavioural clues the case in classes containing students from they should raise their hands when ready to
signalling their reluctance to answer conformist educational cultures where self- answer; whether they need to stand when
questions: staring straight ahead with a expression is not routinely expected. speaking; whether they can call out answers
blank expression on their faces, sheltering Some teachers use tricky questions like without being specifically addressed;
behind a propped-up file or the head of the rockets or missiles, firing them at whether it is acceptable to chant answers in
person in front, examining a dictionary with misbehaving students with a view to pulling unison with others; whether it is permitted
head lowered, and so on. As we know from them into line. Although temporarily effective (or indeed actively encouraged) to consult
our own school days, if we don’t want to from a class-management point of view with peers before formulating answers;
be picked on to answer a question, the key (because the student is whether questions are likely to
tactic to remember is: avoid catching the temporarily quietened), such Some students talk be asked randomly or will always
teacher’s eye. strategies are unlikely to promote of feeling invisible be asked in a set order round the
Students can experience high levels of a positive attitude to learning in class. They also need to have
anxiety when singled out by their teachers to the student concerned.
in their classes some idea of the likelihood of
answer questions because of the lingering Sometimes teachers select particular being required to answer questions. If they
fear of responding inappropriately and individuals to answer questions on a know that they are highly unlikely ever to be
appearing foolish in front of their friends. regular basis. These typically include: asked a question, they may relax and not
Reasons for inappropriate responses include: ● those who are seated in the ‘action zone’ attempt to prepare any answers.
● failing to understand the question; (the central seats in the first few rows); In the next article I will discuss how
● not being able to think of the required ● those who are likely to supply the correct teachers can broaden their range of
answer quickly enough or at all; answer (who are probably also seated at questioning techniques and, by so doing,
● getting the answer wrong; the front of the class); increase the level of student participation in
● stumbling over words and/or ● those whose body language indicates their lessons. ETp
pronouncing them incorrectly; keenness to answer the question;
● providing an answer that the teacher fails ● those whose names the teacher knows
to understand or give credit for. (usually students at either end of the
The nerve-wracking nature of the situation is ability spectrum).
Rose Senior is a conference presenter
compounded by the ever-present possibility It follows that many low-profile students and teacher educator. She is the author
that the class will find the response may never be given the opportunity to of The Experience of Language Teaching,
published by CUP.
amusing. Fortunately, few teachers these answer questions in class – even though
rsenior@iinet.net.au
days deliberately ridicule students who fail they would like to do so; some even talk of

Prize crossword 36
ETp presents the thirty-sixth in our series of prize Publishing, PO Box 100, Chichester, West Sussex, PO18 8HD, UK.
crosswords. Try it … and maybe win a prize! Once you Ten correct entries will be drawn from a hat on 10 September
have done it successfully, let your students have a go. 2009 and the senders will each receive a copy of the second
Send your entry (not forgetting to include your full edition of the Macmillan English Dictionary for Advanced
name, postal address and telephone number) to Prize Learners, applauded for its unique red star system showing the
crossword 36, ENGLISH TEACHING professional, Keyways frequency of the 7,500 most common words in English.
15 18 22 17 15 20 4 17 24 13 22 6 4 26 4 8 12 20 22 22 19
3 15 2 25 18 20 12 9 25 14 15 25 9 19 15 12 21 9 22 25 24
15 26 20 9 4 13 4 6 22 8 23
P !
10 18 18 25 5 4 14 24 4 23 William Shakespeare, The Merchant of Venice
E
4 16 22 24 18 14 15 10
A VERY FREQUENT WORDS * Interesting because of being
23 18 18 3 9 8 22 26 4 23
*** Able to influence or control what unfamiliar, or from a distant
1 25 15 22 8 23 people do or think country
*** Done or decided by a * Noises that are repeated
11 21 25 2 15 19 22 6 14 24
government or by people in authority because the sound hits a surface
*** Give your opinion to someone and returns
15 9 4 14 13 22 4 17
about the best thing to do * Put into the body through the
17 14 21 19 9 24 22 8 15 13 *** Least likely to cause damage, skin using a needle and a syringe
injury or harm
7 19 20 8 18 LESS FREQUENT WORDS
*** Made better
*** Seem, arrive or become visible – An artist who shapes things like
4 4 3 21 23 23 18 4 8
stone, metal or wood
15 23 26 18 17 4 19 17 24 FREQUENT WORDS – Areas of land where fruit trees
** Hard round fruit that are white are grown
inside and have green, yellow or red – Attractive, making you want to
1 2 3 4 5 6 7 8 9 10 11 12 13
skin try it
E P – Blew air out through the nose in
14 15 16 17 18 19 20 21 22 23 24 25 26
FAIRLY FREQUENT WORDS a sudden, uncontrolled way
A
* A house that is all on one level – Made a noise like a duck
To solve the puzzle, find which letter each number * A soft top with short sleeves and – Make something appear bigger
represents. You can keep a record in the boxes above. no collar than it really is
The definitions of the words in the puzzle are given, but * Covered with more very soft, wet – Very surprised
not in the right order. When you have finished, you will earth
be able to read the quotation.

English Teaching Professional Magazine 63

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English Teaching Professional Magazine 63

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ENGLISH Issue 63

One classroom, many worlds

So many jobs, so little time

• fresh ideas & innovations

• tips & techniques

• competitions & reviews

SCHOOLS OF THOUGHT 4 WET WEDNESDAYS 29

RABBITS, BIRDS AND COUNTRY DANCING 12 TECHNOLOGY

OVER THE WALL 27 REGULAR FEATURES

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experience visual aids and I give

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T with the stars. Nothing else, she just wanted to play

‘Well,’ said the horse, ‘climb on my back.’

‘Dance with us for every night the stars sparkle so brightly in

‘Will you go back to your mother and father or will you go on

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Phrasal verbs? on’ or ‘Hold on’, you’re saying ‘Keep

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Don’t forget to write!

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T explained in the opening article

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the seller who shows him that his

wall ... are unreal, and a group of gypsies who

Singapore and Thailand.

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allows me to cover the syllabus for the

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Wednesdays Subject: Car parking

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Playing with comparatives and superlatives

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Going to the cinema

Then ask: Then ask: Then ask:

Ask this question: Ask this question: Ask this question:

Then say: Then ask: Then ask:

Ask this question: Ask this question: Ask this question:

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Noughts and crosses without the noise!