Monday, March 29, 2010
Friday, March 26, 2010
Thursday, March 25, 2010
Wednesday, March 24, 2010
Monday, March 22, 2010
One day teacher A said to teacher B, “How they learning to make stories, how they learning to link diverse sentences so as to bond a story? One example: I’ve tried training my students to do this by writing myself one story on a sheet of paper, a simple one, a funny one. Then, that done, I cut out the story into stripes of paper. In the class-period I hand out two, two different stories, jumbled inside those sets of stripes of paper, to two teams, which have got to make out the stories, by moving around the stripes, over and over again. The winner team is the one that finishes first. They learn to construct meaningful stories.”
thecia com au, thank you for the picture. Some hobbits, Frodo Baggins as head. I guess this shot is taken from The Fellowship of the Ring.
Sunday, March 21, 2010
How can a learner achieve to learn English, you ask me?
With his learning strategies.
Read the definition of learning strategies by Rebecca Oxford. The quotation is from her book of 1990. I already gave you the title of this essential book.
“Operations employed by the learner to aid the acquisition, storage, retrieval, and use of information. [...] specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferrable to new situations.” (8).
Thanks for the photo to thailand ipm-info org.
Saturday, March 20, 2010
Friday, March 19, 2010
Wednesday, March 17, 2010
Some learning/teaching strategies I have learned from my work with my kids. I gave you some of them a few posts below.
Begun on April 2, 2009
Translating sentences by all. In their tests they have translations.
The student makes up a test as though he was the teacher. Just 4 questions. It is the “opposite side” of their desks – they are now the “teacher”. And they make some metacognitive learning: they see what someone may expect from their learning.
All the class makes up a test on the WB. The teacher proposes one question.
What do you have to study to prepare a test? The teacher helps him. And the How do you study the test.
The teacher asks them questions to elicit vocabulary. Or grammar.
The student writes one sentence with a new word, in a practical use. Better: 2 sentences.
The student adds one more sentence, similar to the ones of a given exercise.
The student reads a specific text, not set as hw, and the teacher asks him question. In this way, the teacher may convince him of the importance of personal study.
The teacher tells the student to study sth specific. Later the teacher asks him practical questions (authentic and realistic ones) to use the specific verbal tense.
The teacher tells him that preparing a test of English is not like preparing a more theoretical or abstract one of another subject. The subject of English serves the goal of communication between people. So, how the student will study the test, the exam. The test or exam must be mainly practical and communicative, in my opinion.
Just Revision. Revision and practice make effective learning. The skeleton of learning a language are grammar and vocab.
The teacher teaches all what he would do to get good grades in a test. All he would do with the unit of the coursebook of English.
Study and write examples.
If not homework one day, the student can have the initiative to have a look at the next unit. Or will have a look at what was not studied yet in the unit he is learning: upcoming pages and exercises and texts.
The teacher writes sentences with errors. The student has to correct them. Errors with regard to the grammar he is learning.
The student presents the grammar point to the class-group, in L1. Or in L2!
How can you notice possible errors or mistakes in that exercise? (I mean, how the student can). Maybe only the teacher can notice the error. Anyway, ask the student if he can find it. Can you learn from the error? How can you do this? How can you avoid errors/mistakes? Maybe by making sentences.
Ask the students how many times we may have used one grammar pattern along the class-period; for example we may have said and heard past simple without realizing that fact.
The students read all the unit, up to the point where we have stopped. The point is to get aware of the unit as a whole, as a whole structured and ordered into a specific outline. The students may discover the unit and its goals.
A person who wants to learn a language, and he has the firm resolution to do it, will learn, for sure. It’s a mixture of effective willing plus affective motivation. You love what you know. You know more and more, and this fact makes you love learning, love carrying on learning. You are continuously learning, from there, from here. All the time. Every day. You pick up one word here, one other word there. That’s the person who actually learns.
upload wikimedia org, thank you for the photo (Invalides cannons).
Tuesday, March 16, 2010
One day teacher A said to teacher B,
“A couple days ago you said that both the teacher and his or her students can create history, with their daily work, ok. Now I tell you that with my human thinking and reasoning can reach the knowledge of the existence of God. What I intend to tell you is that all good comes from God, and also from men and women of course.
You can create history and a fairer society, being aware that you may count on the help of God, count on the help of the Other. Even more, God utilizes persons to help one another, as a loving father. If I did not say this, I guess I wouldn’t be honest to you.” blog luxuryproperty com: thank you for your pic.
Monday, March 15, 2010
One day teacher A said to teacher B,
“Every person leaves some trace in history, either some good or some bad dregs. You influence on history, on humankind. Just with your everyday work. You serve society, with your teaching. You connect people with your teaching a language.
If you fulfill your work nice, you make goodness to people, although your work could seem insignificant for all the people in the world. And moreover, you are teaching your students also to leave some good in history. It’s not necessary to do something Big. But you can do something Great. Attending your post of work one day after another day.
Tell your students that they alike can serve society with the language they are learning.”
Thanks for the picture to images allmoviephoto com. Peter Jackson is the genius director of the movie of The Lord of the Rings. I certainly know that he directed The Fellowship of the Ring, but I don’t know whether the sequels.
Friday, March 12, 2010
Below you have some games that have been very helpful and fun in my classes.
On the Labels column, on the right hand of my blog, you have one label which if you clic on you'll have a long list of 107 games, all levels of English.
Now just some games, especially popular amongst my students.
1. Dictionary. The teacher writes a new word on the blackboard (or digitalboard or...). The first student who finds the meaning, one point. Very helpful to practice looking up words in a dictionary. Every activity can be done individually or in pairs or in groups of three.
2. The teacher writes words beginning with the same letter. The students have to order those words as they appear in the dictionary: belong, believe, beneath, be, beep, bend, bachelor, believer.
3. Hangman. Also to construct sentences.
4. Simon says… They really enjoy this one! If you say "Simon says" plus an instruction the students have to do it; if you don't say "Simon says", they must do nothing; if someone does, he is eliminated.
5. Many possible games with the alphabet. One example: once the alphabet is on the WB the teacher taps on one letter, with his marker, and they say out the pronunciation of that letter. Can be very fun. They often confuse the pronunciation of the vowels a e i.
filer livinginperu com - Thank you for the picture.
Thursday, March 11, 2010
Wednesday, March 10, 2010
From: Fernando Díez Gallego. http://fernandoexperiences.blogspot.com
10 March 2010
Writings. From Teacher’s Book page 176. Exercise 2.
We were assigned to write two people’s profiles. People who could be leaders.
For the first person I have invented a character which is not among the people we had to take as possible characters from, people from a previous exercise. I have permitted myself this “literary” licence, because I preferred to invent a new character, for whom I had previously thought some items of his profile. So next is the first character’s profile or self-introduction.
My name is Mitch Purcel. Right now I am writing for you fellows who are going to help me achieve my resolution. So tell no one what I’m going to write about. My authentic name is Prototype Xcellence 2.0. Actually, as you also are, I am half a human person, an animal person, plus a synthetic android. The human people who know me, who say they know me, are totally convinced I am a weird sort of a machine, yet I firmly believe I am as human as any of those people, of those animals, for whom we have the plan to erase from the planet. As well, as you know, and also this concerns you all, and it is something you must ever bear in mind, I have both human flesh and synthetic material in my body. We are superior to animal people. My – our – main strength is that I -we – have a total immunity to any virus, however strong and mortal it may be. This will be our main exterminator-weapon: incurable illnesses. Human animals can – and actually do – contract any possible diseases, like simple flu. We are superior. People say – animals say – I have a weakness: I cannot feel any sentiment, but I think that fact makes me amazingly powerful: I can observe massive casualties among human animals, even babies and old individuals, suffering a dreadful agony before their death, with no feel at all from me.
Do not doubt we will seize the power over flesh-people of this decaying world.
The second character.
My name is Anne Hathaway. I work as a full-time reporter for BBC Channel 4. I love my work. I love helping people, meeting individual persons. I have been to so dangerous scenarios as Rwanda, when the genocide of 1994.
I’ve just returned from Chile – poor people!-, where I’ve filmed the horror there and interviewed some people, children to old persons. Oh, so many Chileans left with no house any more. Any more or for a long period, because their problem is not simple at all to solve. When I saw Chile for the last time, through the window of our jet airliner I could not help some sobbing. I would return there.
Concerning other issues I can keep cool although I may stay at extreme situations. I think women have more fortitude to pass through dire straits than men. Five years ago, my team and I stayed in the open desert, south of Morocco. We here in Europe talk and talk and talk of economical crisis, you know? But when you encounter villages with sewage running along some streets, clay-brick houses, straw roofs, children hanging about, nearly naked, gazing at a stranger like you, and that peculiar ever present scent in the atmosphere… After couple days all your clothes and equipment are permeated with that smell; even the place where you sleep, where you have meals, where we meet to plan our filming, where you have a break. We stayed close to Harambaja-al-Kadar, a dramatic-sight village, an occasional shelter for the insurgent. We stayed there for 5 weeks, 1 litre of water per day, per person, to cover any need you can think of.
One flaw of mine I confess here: I can’t stand being bit by insects: they will give you malaria for sure. Something I believe in? Definitely a person can endure loads further than regular people may think. I’ve met women carrying their babies and their “house”, walking in the desert for… a full fortnight, believe me. If you think you have any likely interesting situation we can film, please contact us firstname.lastname@example.org, or visit our website www.bbcnews.co.uk
Tuesday, March 9, 2010
Monday, March 8, 2010
Friday, March 5, 2010
A key point to learn/acquire a language:
Rebecca Oxford defines learning strategies as “[...] actions taken by second and foreign language learners to control and improve their own learning. Learning strategies are keys to greater autonomy and more meaningful learning. Although learning strategies are used by students themselves, teachers play an important role in helping students develop and use strategies in more effective ways.” (ix).
Taken from an expertised authority on learning strategies. I hope it be helpful for you to have clearer ideas about that paramount point about your profession.
The reference is, again, Rebecca Oxford (1990) Language Learning Strategies. What Every Teacher Should Know. Boston: Heinle & Heinle Publishers.
An Iranian school; photo thanks to weneedtrees com.
Thursday, March 4, 2010
Wednesday, March 3, 2010
Archivado en: Hechura interior — albayalde @ 10:22 am
Para los seres humanos son de interés esas corrientes interiores que corren cual ruidosas torrenteras o por bellos cauces tranquilos hasta despeñarse en cataratas o, serenas, alcanzar la mar.
Esa hechura interior se inicia en las características personales -en parte innatas-, pasa por las disposiciones adquiridas con hábitos de actuación, llega al trabajo o actividad que estructura al hombre y está inmersa en las relaciones más próximas familiares y de amistad con otros seres personales.
Los entornos en los que se desenvuelve la persona establecen unos vínculos que exigen también determinados comportamientos que, a su vez, son expresión externa de la hechura interior; entre esos entornos podemos enumerar la ciudad y la naturaleza. Otros dos elementos están también presentes en la persona: las aficiones, el descanso y los medios materiales de uso personal que la economía hace administrar.
La interioridad y exterioridad de la persona gozan de íntima unidad. Por un lado, no se entiende la separación de ambos aspectos; por otro lado, ambos aspectos se exigen mutuamente.