813. Working in group adds people's strong points

One day teacher of English A said to teacher of English B, “Tell you something about the relationships among you, the teachers of the same department, you ask me? I’m telling you about one point: learning to listen to your colleagues. Look, this is my and others’ experience.

You yourself have your own points of view about facing this or that thing that could improve the efficiency of the classes and activities of English, ok, great, must be so. I know you enough, guy. So stop, stop, relax, and beside you bring up your view of the matter you’re discussing at the meeting, as well listen, listen to your partners. Learn how to listen, and even try learn from them.

The situation usually is more complex than this, but firstly your mood should be of listening to them. Don’t get me wrong. By no means do I mean you shouldn’t say your point of view, for example, to better there be authentic communication in English inside the classroom.

Working in group boosts the efficiency of teaching and learning English, no doubt. I do know there can be frictions and conflicts among you guys, but I again mean you ought to listen to the other people: this helps to make things go smoothlier. Oh, people big appreciate to be listened to, also.” / Photo from: blog bokkingbuddy co uk. british airways. plane cockpit

812. Each kind of discipline for the kind of work

One day teacher of English B said to teacher of English A, “Many of us teachers get worried and anxious because our students behave bad and don’t want to learn.

Nevertheless, from what you’ve told me sometimes we teachers can face this trouble in a different way, by changing it into a great challenge. You’ve told me not to worry too much: things will change little by little, if they see my commitment and my interest in each and every one of them. I hope so.

Coming to the head, they’re free... but alike responsible of their own actions. One point, for example, about discipline and education: avoiding disturbing and teasing one another is not the ultimate goal. The ultimate goal, in this example, should be respecting others, helping, assisting, offering friendship and solidarity. All this should imply I respect their personal freedom, and also this is perfectly compatible with a minimum of rules, the schedule, small jobs in the classroom, respecting others’ dignity, setting an example by me and by their classmates... Even this way of management of the school will serve the purpose of helping growing their personality.

If I’m doing my best, so what? I ought to go on with my conducting in this way and stay calm.” / Photo from: noticias terra es. España defensa. Armada almirante Rebollo preside entrega de reales, despacho en San Fernando

811. Adult learners' pronunciation of English

Three days ago I received a comment from German English translator,
which is the following text. The comment was about post # 778. Learning a language and having fun

“This suggests that the likelihood that we will achieve close to native-like pronunciation if we take up a language after childhood, varies from person to person, no matter how hard we try.”

Let me think. I would tell you, inasmuch as I know, that after childhood someone can learn or acquire a close-to a native pronunciation actually depending on that person, yet he or she has to invest a big (and nice) effort to pronounce as a native speaker. Something of this acquired pronunciation is gotten from massive exposure to listening to English – like something you’re not aware. H. D. Brown, moreover, wrote that you can imitate a native speaker, and as with the time passing you can reach far in the pronunciation of a language.

Some people have more aptitude to grab pronunciation and express it than other people, but anyway any person can train himself and reach far in this matter.

So as to finish, it’s something to be recommended that the learner listen too much, talk with native speakers, if available spend long in an English-speaking country... Now I can remember the case of a friend of mine, when about 20 years old, went to the States and he’s currently living there – about 25 years ago. I heard fromfriends of his that his pronunciation is very very similar to a native speaker, with some slight stroke.

Thank you, German English translator. / Photo from: accentworkshop com

810. Communication as indispensable for everyday relationships

One day teacher of English B said to teacher of English A, “Like you know, communication among people is the goal of the school subject of English.

You teacher, in class, I’d advise you, try to speak in English all time.

Now I wanted to tell you some activities to foster, boost and make communication easier in English. If one student says something in his native language, have him say the same in English, as much as he or she can, with his/her own words, with a few words at least, so as to give you some information which you can ‘understand’ him/her with - you all are not English native speakers. You’ll find positive surprises from the students.

Let that student over there go on talking in the target language – don’t interrupt her; even you can ‘tease’ her so that she would go on explaining further about the thing she was talking about. If one student, on the contrary, doesn’t understand you much, have another student say what you said.

Don’t shift into L1: explain the same thing with more simple terms and examples, with the aid of gestures, objects, mimicring, eye-contact, drawings on the board, clues by the students... One more activity: have someone summarize the story you all have worked on lately. It’s sound if you, often, make the summary yourself: it’s indispensable they hear you speaking in English massively.” / Photo from: oregonlive com. chef de cuisine Ian Ragsdale on the left. – German English translator: hope to answer you a.s.a.p. (This person sent me a comment)

809. Everybody's daily work can push society upward

One day teacher of English A said to teacher of English B, “I’m telling you an interesting story that can help us, you and me, to consider the big labor we’ve got at school plus our students’ power. I hope it be any useful. One kid of 16 thought this way, more or less. With his tutor’s help.

I have a compromise – that’s the word! - in connection with my studies. I have to study in an effective way. I cannot lose my time. I can actually help out to improve society, my country, Europe, the western world, all the world, south-eastern Asia – which is a place where a big number of people live... So I must fulfill my duty as a student. If I study, most likely will get good grades and learn useful things for me and for others. Solving many problems of today western society just depends on me; plus on this other person, that other one, those people over there: if each person fulfills their duties, by carrying out their work well, as a result we’ll have a better society. Quite a big deal depends on me, like I said (on others too, for granted). Many people every day go to to their work places to actually work. I cannot be one more burden for my country – yet all the other way round: I’m an engine, a small one but necessary, to move society forward.

And then immediately he planned his work for that evening.” / Photo from: diaryofacountrywife wordpress com. mailcarrier

808. Adults enjoying life / Adults' learning a language

Many people think that for adults it is much more difficult to learn a foreign language – English in our case – than infants. Even they think that adults would never learn a language really, actually, practically, naturalistically. The next text can help you and me to gain some fresh view about this point.

Should you, like a kid, try to pick up language subconsciously? The answer is a qualified yes. As an adult now, you most likely analyze yourself too much. Your tendency is to memorize, focus on grammar rules, translate from one language to the other, and do just about everthing except subconsciously acquire it. You’re probably learning facts about the language at the expense of learning to use it. And one sure way to fail at learning a foreign language is not to use it for genuine communication. (p.21)

The text above is taken from H. D. BROWN (1989) A Practical Guide to Language Learning. A Fifteen-Week Program of Strategies for Success. New York: McGraw-Hill. I wrote a paper about this book. / Photo from: tourismpei com. Fall on Prince Edward Island

807. My kids, reading? Love it!

One day teacher of English B said to teacher of English A, “An activity you can implement in your classes of English is related to reading; shortly speaking, look. Can be great.

If you’ve got, say, five days of classes of English per week (would be ideal!), you could dedicate one class entirely to reading, either an abridged simplified reader or an original-version novel. Each student brings to class their copy that reading day. All of you read for some minutes, aloud. You teacher assign who has got to continue, randomly, and you yourself read too.

At the end of the class - or as homework for the next week - a few students give a summary of the text read that day. Like you can see, this activity includes speaking - it’s an intermediate or advanced-level activity. Otherwise, as homework, the next day devoted to reading, a few students will briefly say a summary, by speaking, about the part of the book covered the previous reading day, with the aid of some brief notes scribbled, or neatly written, as they prefer.

They can talk about the plot and the characters, or about the students’ own emotions, feelings, something about the ethics of the characters, or some personal views about those characters, if they identify with someone specific of the story. Even you can ‘stir up’ some nice debates.” / Photo from: sofasandsectionals com. teen reading in library

806. Importance of arriving at the right time

One day teacher of English B said to teacher of English A, “Arriving at school on time is something I’ve always had to face. I’m referring to my students. And it’s an interesting point for inciding and educating kids. If you struggle in this point, you’re also educating in other values, like hardworking, work planning, respecting others...

Last year I took a student right after the class to talk to - he used to arrive late. I thought I had for too long told him he was tardy. Things shouldn’t go the same for any longer, definitely.

We started to talk about what was going on with him to arrive late - in a calm and helping tone, but bringing out his responsibility. The problem was similar to what I had suspected: some laziness, not using his wristwatch, not leaving home at the right time.

I noticed that if you make a student think of the reasons to do things right, you can educate him or her for a deeper and more responsible conducting. Adolescents often expect some reason why to do things right. Thus he or she will take resolutions, hopefully, and will try to put them into practice.” / Photo from: mechanic. guidewhois com