Access 2011 Teacher summer workshops ideas and resources

Alianza Cultural Uruguay Estados Unidos

This document contains different ideas and resources provided by professors at English Programs for Internationals, University of South Carolina, and INTO, Oregon State University. We hope you find them useful!

Mariel Doyenart & Carolina Ziga

Ten Principles in Teaching Grammar

Dick Holmes, English Programs for Internationals, University of South Carolina

1. Use commonsense language as much as possible to explain grammar, focusing on

important points and reviewing these points from a variety of angles as the course progresses. 2

2. Steer attention to general form-function-meaning relationships and

interrelationships.

3. Use a data analysis approach to help students identify and relate key grammatical
structure/expression types.

4. Present data inductively as well as deductively. 5. Provide data requiring grammatical error analysis as well as fill-in-the-blank
exercises.

6. Provide creative grammar activities as well as conventional grammar exercises. 7. Provide activities and explanation concerning the effective use of grammar in
writing, at the discourse level as well as he sentence level.

8. Follow up study of target structures with appropriate discourse-level writing

assignments designed to elicit those structures.

9. Have students orient to a structure type checklist as a basis for editing their written
work.

10.
errors.

Alert students to grammatical error in their writing, particularly recurring

Scrambled sentences
Dick Holmes, English Programs for Internationals, University of South Carolina

Directions
Make eight grammatical sentences with the following elements. You must use all and only these five elements in each sentence. You may not change the form of any of the elements; for example, you may not change love to loves. 1. 2. 3. 4. 5. 6. 7. 8. everyone love I knows the man ____________________________________________________________________________ ____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3

Answer key
1. 2. 3. 4. 5. 6. 7. 8. I love the man everyone knows I love everyone the man knows The man knows I love everyone The man knows everyone I love The man I love knows everyone Everyone knows I love the man Everyone knows the man I love Everyone I love knows the man

An adjective association activity

Dick Holmes, English Programs for Internationals, University of South Carolina

Directions
Think of a COLOR and then of something having that color. Write down three adjectives that describe the thing that youre thinking of. 4

Think of a body of WATER. Write down three adjectives that describe the body of water youre thinking of.

Think of a DARK place. Write down three adjectives that describe the dark place youre thinking of.

The meaning of your associations.

The adjectives you wrote down describing something having a certain COLOR represent the way you would describe yourself. The adjectives you wrote down describing a body of WATER represent the way you would describe your energy. The adjectives you wrote describing a DARK place represent the way you would describe death. 5

Writing assignment
Write a response to the results of this association activity. Do you think the results are accurate? Accurate with some qualifications? Inaccurate? Explain. Begin your response with the following sentence. Then continue by adding your own ideas.

According to some psychologists, I would have to describe myself/my energy/death as _____________________________, __________________________, and _________________________________.

Building nouns with follow-up adjective structures

Dick Holmes, English Programs for Internationals, University of South Carolina

Directions
Follow the noun phrases listen below with descriptive (adjective) phrases and clauses that specify the noun. Use a variety of adjective phrase forms, including regular adjective form plus attachments (eg. happy with her new toy), verb-ing/verb-ed adjective form plus attachments (eg. forever flowing into the ocean), and prepostitional adjective form (eg. in my mind, in my heart). Use adjective clauses that begin with the word that (eg. that arises from silence). A tree Blood A river A child Music A story Fire A TV A tornado A horse A guitar A star An airplane A bomb A road A word A mountain

Turning (Noun + Adjective) structures into a metaphorical poem

Substitute the phrase a dream for each of the nouns that you have followed with an adjective structure. Insert this list of (a dream + adjective) structures into the framework of the poem below. You can work in groups and create a poem together by combining everyones list of adjective structures. 7

A Dream
In this dream within a dream, a dream comes to wake me up a dream ... a dream ... a dream ... a dream ... a dream ... a dream ... a dream ... in this dream within a dream, a dream is waking me up.

Guessing vocabulary form context

Renata Bobakova, English Programs for Internationals, University of South Carolina Adapted from: Mikulecky, Beatrice and Jeffnes, Linda. More reading power. Pearson Education. New York, 2004. In the paragraphs below, one word has been replaced with a nonsense word. Working with another student, first read the paragraph. Then use the context to guess what that nonsense word means. If you do not know the exact meaning in English, try to describe it. 1. What is a zip? ___________________________________________________________________________________ Everyone who visits Russia should first get a zip. If you come by train, you must already have a zip. You will not be allowed to enter without one. Travelers without zips will be sent back where they came from. Zips are given on the spot if you arrive by plane or by car. However, you may have to wait a long time for one. This can be avoided by getting a zip before you leave home.

2. What is a zap?___________________________________________________________________________________ Various kinds of zaps are available in Oslo. Some are for only one hour, some for a day, some for three days. The three-day zap is useful for tourists who want to visit different parts of the city. It allows you unlimited travel for three days on the local trains and buses. Zaps and information about the buses and trains are available at all tourist offices.

3. What is a zep?___________________________________________________________________________________ In Paris it is wise to get yourself a zep as soon as possible. It is very easy to get lost if you leave the main streets. You can buy zeps in the train station, but they are not complete. Better zeps can be found in the bookstores. These have more details, and they show all the named streets.

Metronome Drills - intonation

Anne Janosik, English Programs for Internationals, University of South Carolina

Have one group of students be the metronome by marking the pace of the sentences. They must clap always at the same pace. Another group of students reads the sentences in such a way that the stressed words coincide with the pace marked by the metronome.

COWS The The The The COWS COWS COWS COWS

EAT EAT will EAT have EATen will have EATen

GRASS the GRASS the GRASS the GRASS the GRASS

CARS My CARS My CARS My CARS My CARS

NEED NEED will NEED will NEED will be NEEDin

GAS GAS GAS some GAS some GAS

One second to see

Magui Powers, Oregon State University

Speed reading
This activity will help improve your reading speed by getting your eye used to recognizing words quickly. It is not necessary to know the meanings of the words to do this activity. The teacher will show the students sentences with different length. The sentence will flash on the card. The students will look at the phrase and they will try to copy as many words as they can see. 10

Sentences:
1. Paris in the spring. 2. The yellow cat climbed of the tree. 3. When the parents left, he opened the box. 4. Do you think you will get to the airport on time? 5. John has a new car that he bought in a another town. 6. Flowers and trees need water to perform photosynthesis. 7. After Mary and Peter were married, they moved to another country.

Trainer Type Inventory (TTI)

Mardy Wheeler and Jeanie Marshall

Instructions: There are twelve sets of four words or phrases listed below. Rank order the words or phrases in each set by assigning 4 to the word that most closely applies to your training style, 3 to the word or phrase that next best applies to your training style, a 2 to the one that next applies to your training style, and a 1 to the word or phrase that is least descriptive of your training style. Be sure to assign a different ranking number to each of the four choices in each set. 11

Be assured that there are no right or wrong answers; the purpose of the inventory is to describe the style in which you train most often, not how effectively you train.

1. In class, I most often use : a. _____ Subgroups / b. _____ Lectures c. _____ Readings d. _____ Lecture-discussions

2. I see myself a. _____ Showing b. _____ Perceiving c. _____ Helping d. _____ Hearing

3. Mostly, I involve learners in: a. _____ terms, symbols, concepts b. _____ self-direction c. _____ self-expression d. _____ careful observation 12

4. The process I use emphasizes: a. _____ Small-group discussion b. _____ Free expression c. _____ Little participation d. _____ Time to think

5. I generally evaluate learners with: a. _____ Immediate personal feedback b. _____ Objective tests c. _____ Subjective tests d. _____ Personal evaluation

6. I prefer to bee seen as: a. _____ Expert / b. _____ Scholar / c. _____ Advisor / d. _____ Friend /

7. I like to emphasize: a. _____ Theory b. _____ Practice Skills c. _____ Application to real life d. _____ New ways of seeing things 13

8. I prefer to take the role of: a. _____ Coach b. _____ Listener c. _____ Director d. _____ Interpreter

9. I focus the class on: a. _____ Seeing who b. _____ Telling how c. _____ Finding why d. _____ Asking what

10. I tend to engage in: a. _____ Processing b. _____ Generalizing c. _____ Doing d. _____ Sharing

11. I aspire to. a. _____ Lead them to understand it b. _____ Leave them to do it c. _____ Leave them to enjoy it d. _____ Get them to think about it 14 12. My attitude toward this learning venture is: a. _____ It's yours b. _____ It's ours c. _____ It's mine d. _____ It's theirs

Reproduced from The 1986 Annual: Developing Human Resources. J. William Pfeiffer and Leonard D. Goldstein, Editors, San Diego, CA, University Associates, 1986. Copyright 1986 by International authors, B.V. Reprinted with permission of John Wiley and Sons, Inc, July 2001.

Trainer Type Inventory Scoring Sheet (TTI)

Transfer your rankings to the score table below compute your scores.

L 1 2 3 4 5 6 7 8 9 10 11 12 a ______ d ______ c ______ b ______ a ______ d ______ c ______ b ______ a ______ d ______ c ______ b ______

I b ______ a ______ d ______ c ______ b ______ a ______ d ______ c ______ b ______ a ______ d ______ c ______

C c ______ b ______ a ______ d ______ c ______ b ______ a ______ d ______ c ______ b ______ a ______ d ______ d ______ c ______ b ______ a ______ d ______ c ______ b ______ a ______ d ______ c ______ b ______ a ______ 15

Total: (toplam)

______

______

______

______

Reproduced from The 1986 Annual: Developing Human Resources. J. William Pfeiffer and Leonard D. Goldstein, Editors, San Diego, CA, University Associates, 1986. Copyright 1986 by International authors, B.V. Reprinted with permission of John Wiley and Sons, Inc, July 2001.

Trainer Type Inventory Interpretation Sheet Each of the four training styles identified by the TTI is characterised by a certain training approach, way of presenting content, and relationship between the trainer and the trainees. The following are the primary characteristics of the trainer for each of the four training types.

Listener (L) Creates an effective learning environment. Trains the 'Concrete Experiencer' most effectively. Encourages learners to express personal needs freely. Ensures that everyone is heard. Shows awareness of individual group members. Reads non-verbal behaviour. Prefers that trainees talk more than the trainer. Wants learners to be self-directed and autonomous. Exposes own emotions and experiences. Shows empathy. Feels comfortable with all types of expression (words, gestures, hugs, music, art, etc.) Does not seem to worry about the training. Stays in the here and now. Is practical (goes with the flow) Appears relaxed and unhurried. 16

Director (D) Creates a perceptual learning environment. Trains the 'Reflective Observer' most effectively. Takes charge. Gives directions. Prepares notes and outlines.

Appears self-confident. Is well organised. Evaluates with objective criteria. Is the final judge of what is learned. Uses lectures. Is conscientious (he/she sticks to the announced agenda). Concentrates on a single item at a time. Tells participants what to do. Is conscious of time. Develops contingency plans. Provides examples. Limits and controls participation. 17

Interpreter (I) Creates a symbolic learning environment. Trains the 'Abstract Conceptualizer' most effectively. Encourages learners to memorise and master terms and rules. Makes connections (ties past to present, is concerned with the flow of the training design). Integrates theories and events. Separates self from learners, observes. Shares ideas but not feelings. Acknowledges others' interpretations as well as own. Uses theory as a foundation. Encourages generalisations.

Presents well-constructed interpretations. Listens for thoughts; often overlooks emotions. Wants trainees to have a thorough understanding of facts, terminology. Uses case studies, lectures and readings. Encourages learners to think independently. Provides information based on objective data. 18

Coach (C) Creates a behavioural learning environment Trains the 'Active Experimenter' most effectively. Allows learners to evaluate their own progress. Involves trainees in activities, discussions. Encourages experimentation with practical application. Puts trainees in touch with one another. Draws on the strength of the group. Uses trainees as resources. Helps trainees to verbalise what they already know. Acts as a facilitator to make the experience more comfortable and meaningful. Is clearly in charge. Uses activities, projects, and problems based on real life. Encourages active participation.

Links
English Central pronunciation, listening, and reading activities http://englishcentral.com American Culture -Smithsonian lesson plans and resources www.si.edu Exchanges Connect International online community http://connect.state.gov Voice of America http://www.voanews.com/learningenglish/home/ Materials for teaching and learning English Bureau of Educational and Cultural Affairs U.S. Department of State http://exchanges.state.gov/englishteaching/resources-et.html 19