Happy Pumking Day!!

I found this interesting online Halloween activity. It consists of a short video taken from the National Geographic channel based on the history of Halloween. Below it, there are listening comprehension and vocabulary activities of different kinds (blank filling, matching, crosswords, multiple choice). This activity is great for teen students as well as adults. The video is a plus for visual and auditory students.

Follow this link and have fun!
http://www.eslonlinegames.com/viewgame.asp?id=572

What's in a word?

Language learners – and ordinary people as well – usually face a new text with the hope to be able to understand it entirely. These hopes fade away the moment they realize that they don't really know what it means. The following are some strategies stated by learners. I've selected some that I found useful when dealing with unfamiliar words or phrases:

'I think whether the word is important for understanding the whole text'
'I look to see if the word has some part I know'
'I study the words around it'

They may not sound like much, but the fact is that these three strategies foster self-reliance for times when students are reading alone. Reasoning out the meaning using the unknown term itself and then the surrounding words work as a learning strategy that can be transferred to other areas of knowledge, not only second language. There is always the dictionary, but we all know that not all answers are there. If all fails, the teacher would gladly help in the process of discovering the meanings.



Topic taken from Teaching and Learning in the Language Classroom by Tricia Hedge (Discussion topics and projects, ch.6, p.222, question 2)

Lesson phases and transitions

This is an observation on the phases and transitions of a lesson. It is sometimes difficult to take students from one activity to the next without getting them lost along the way. I hope you can take a look and comment on it.

Observation 3 (Phases and Transitions) - Upload a Document to Scribd

Get ready to listen!

Here is an interesting question for those getting ready to give their students a listening task:

Are there any listening tasks with which you would not use a pre-listening stage?

This is my answer:
Capital NO! For any listening there should be a moment where the learner gets ready to deal with the topic and the vocabulary. It is very important to activate the student's schematic knowledge to make the listening easier to handle. Some activities are necessary to draw their attention to their previous knowledge so as to make them feel confident enough to carry out the task. If they have no previous preparation, they will feel at a loss at the moment of the listening since they may not know what they are about to listen. We all need some refreshing when it comes to dealing with new topics that prove to be a bit challenging or merely new.

What is your answer?

Topic taken from Teaching and Learning in the Language Classroom by Tricia Hedge (Discussion topics and projects, ch.7, p.256, question 5)

Content with the content of Grammar

John and Liz Soars, authors of Headway, state these reasons for prominence of grammar in their materials:

- It is the mechanism that generates the infinite number of sentences that we produce and receive.
- It is a tangible system, and can provide one element of a systematic approach to teaching a language.
- It develops students' cognitive awareness of the language. Language is rule-based, and conscious or sub-conscious knowledge of the rules is the key to 'generalizability' and creativity.
- It conforms to students' expectations of language learning, and meets an often-heard request for 'more grammar'.
- It will be of assistance to teachers in the planning of their lessons.

(Soars and Soars: Headway Upper Intermediate TB, page iv)

Of these items, I have to say I agree with the third. Whether we like it or not, knowing a simple rule sometimes allow for creative attempt with the language when they find themselves in a situation that requires a little of improvisation. Besides, as we get older (I include myself since I'm still a student) we feel more secure when we have some sort of safety net, in this case a rule. This safety, in turn, will provide a sense of confidence that will foster self-motivation and self-reliance.
I don't agree with the fourth item. I'm not sure that there are many cries for 'more grammar' coming from any student, but probably a suggestion to maintain a certain style with regards to the way in which grammar is taught.

Topic taken from Teaching and Learning in the Language Classroom by Tricia Hedge (Discussion topics and projects, ch.5, p.180, question 5)

A textbook approach to learning vocabulary

There are several ways in which course books teach or focus on vocabulary. The book you chose – or was chosen for you – should be an aid to learning by providing different way of getting the students attention and systematizing vocabulary. Some examples I have seen include the following:

- matching the items to a labeled picture (similar to a picture dictionary)
- word association (for example an object and the material it can be made of)
- categorizing (for example separating wild animals from pets)
- providing some definitions, the students search for the items to which they apply. This is one of my favorite because it makes the students read carefully and helps them develop a learning strategy.
- making mind maps.
- filling in blanks and matching based on collocation.
- highlighted words for later analysis.
- charts for word building to show change of word class.

These are only a few of the techniques used by textbooks to focus on vocabulary. But whether these techniques are present or not, we should try to develop some of our own to complement some book deficiencies on this area, and we should make the most of what the book offers to turn it to the advantage of the students.

Consulted Books:
- New Snapshot Elementary, Longman.
- Freeform 1, Richmond Publishing.
- New English File Intermediate, Oxford.

Topic taken from Teaching and Learning in the Language Classroom by Tricia Hedge (Discussion topics and projects, ch.4, p.139, question 2)

Make up for Breakdowns

This is the first of a set of observations carried out in secondary schools. The following observation deals with Lesson Breakdowns. It is not as serious as it sounds. Breakdowns can come in many shapes and sizes, and have a slight or deep impact on the flow of a lesson. You are welcome to read and share your thoughts.

Observation 1 (Lesson Breakdowns) - Upload a Document to Scribd

Read this document on Scribd: Observation 1 (Lesson Breakdowns)

Fishing solo

If you give a man a fish, you feed him for a day,

if you teach a man to fish you feed him for a lifetime.

Truer words have rarely been spoken. Yet it is easier said than done. Confucius forgot to add that the man has to be willing to learn; or at least aware of his own capabilities for learning. Many students believe that they need a teacher for every step in their learning process. But, running the risk of offending someone, there is a point where they can—and should—take over and take charge. Parents believe this as well, but it is mainly residual notions from the times they were at school, which in turn affects the teaching practices. As teachers we have to take every advantage to help our students realize that they need to be more independent; develop an awareness of how they learn, using it to their advantage. This implies some more elaborate activities, projects and organization of the lesson, but in the end it is rewarding for both teacher and student. There will be a point when some of them will be more self-reliant and the teacher can devote the saved energy to helping those who still have difficulties.

Like with most people, the realization that you are in charge and you can do things on your own boosts your confidence (hopefully) to the point of feeling learning as its own reward.

Let's teach our students to fish!

Topic taken from Teaching and Learning in the Language Classroom by Tricia Hedge (Discussion topics and projects, ch.3, p.102, question 2)

In pairs or groups ... communication rules!

The following are some of the reasons given for using pairwork and groupwork in the communicative classroom:

- It motivates students to work in face to face encounters in the classroom.
- It increases opportunities for practicing the language.
- It enables students to take risks with the language and to see if they can negotiate meaning.
- It gives students the opportunity to monitor how well they understand and are understood.

I can say that I agree 100%.

Sometimes it is useful to have a helping hand –or ear- when you try to get your message across; someone with whom to bounce off ideas and see if you get something back. I usually had a very uncomfortable time dealing with oral work, especially when the teacher kept shooting questions at me expecting an accurate, unhesitant answer. Although still a bit uncomfortable, dealing with my mates gave me some more freedom to play a bit with my idea and manage to express something—or at least they seemed to understand.

But not all that glitters is gold. Working in small groups can lead to other issues that the teacher must tackle. For example, whether all the members participate or if it is only one or two actually doing some work and the rest having a nap; or if they start talking about anything else other than what the teacher intended. I suppose that this will depend on each group and the kind of task, but most likely, the teacher will have to bear this in mind at the time of planning.

With pairwork the issues are different. What if the pair is chosen at random and they do not get along? There will be no negotiation then! Not a single word exchanged and maybe even hostile attitudes... Yet another thing to consider!

All things considered, communicative activities are a great way to encourage students to deal with situations that we go through in everyday life: agreeing, disagreeing, asking, interpreting meanings, choosing the best way to say what you mean.



Topic taken from Teaching and Learning in the Language Classroom by Tricia Hedge (Discussion topics and projects, ch.2, p.72, question 6)

Flip a card! Game

This activity is a fun filler. The students can engage in some creative writing while carrying it out. It can be adapted to different situations (# of students, level). All you need is a deck of cards. For each card -from ace to king- two letters of the alphabet are assigned as follows:





The teacher -or the students- flip as many cards as the sentence will have words (for advanced groups 7 cards or more). The students have to come up with a grammatically correct sentence using words beginning with the letters corresponding to the flipped cards in the order they came up. The quickest to do it wins the contest.

For example:
Cards: A 2 3 4 5 7
Sentence: A big cat drank English tea.

I hope you like it and can be useful for your teaching situation.

Activity taken from The Internet TESL Journal at http://iteslj.org/

Maria.-

To explicit ... or not too explicit?

I will admit that I cannot speak much from experience as a teacher, but I will do my best to give my opinion on the matter of explicit teaching of grammar, pronunciation or vocabulary.

We all enjoy a good presentation of a topic, especially if it is followed by a fun activity. But sometimes this is not enough. Depending on the type of student, there will be need for explicit teaching of certain aspects of the language. Adults as well as teens tend to be more analytical and structured than children and seem to find comfort in knowing the rule.

Some topics will bring about difficulties and do not allow much room for play when it comes to the explanation. Letting the students come up with their own rule might be a bit dangerous since, if not checked, you run the risk of them coming to an erroneous conclusion.

I think we should try to strike a balance in our lesson. Try to have your students reason out a basic rule from a well-thought and clear presentation, followed by a little guidance to see if they are on the right track. Whatever they discover for themselves is more memorable and they will feel more comfortable with what they have learned. They will find it easier each time around to experiment as well as ask any question they feel they need.



Topic taken from Teaching and Learning in the Language Classroom by Tricia Hedge (Discussion topics and projects, ch.1, p.40, item 4)

Observing = Learning

Observation is a tool, and a very powerful one. This seems as a simple enough precept, but when you are just a rookie on the job, it is more difficult than it sounds. I have recently learned in depth the different aspects surrounding an observation, and my head started spinning. There are so many things to consider! I think they are equally important and each deserve a moment on our development as teachers… and learners.

I used to see observations as a “Find Waldo” game. Pinpoint certain things and that was it. I now know that this search is not even half the job. There is a lot of work involved before and specially after the task is finished.

After everything that has been said and discussed in class, I still feel a little uneasy about being observed. It is only natural. We tend to become self-conscious and this may get in the way of our natural behavior. To those who can erase their observer from their visual field (particularly if it is a superior), I congratulate and envy you.

I hope that by closely studying the things I see, I will be able to improve myself as a future professional and even as a person. There is much to learn about oneself by observing others, either by seeing ourselves in them, or by noticing that which we would not like to imitate.

Maria.-

PS: I apologize for the length of this entry.

Inaugural message

Hello everyone! This is my first personal blog. I hope I don't make a mess in the process of adding information and the like. Also that it becomes an interesting and enjoyable site to read.

I'm a student at the Liceo Cultural Británico (LCB for short). I attend the teacher training college to become a secondary school teacher. This blog will be initially devoted to my work for the subject of Methods and my progress as I try to reach my goal. Hopefully, this will serve as a starting point from which to enrich myself and those who care to take a look.

Keep in touch!

Maria.-