Monday, May 31, 2010

361. Come on, you'll attain your goal!


I’ve composed this sheet for an adult learner : I consider it may be sound for an adult to be aware of strategies he or she may be already using! It’s also interesting for an adult to read about learning strategies. Just a few minutes ago I handed him out this sheet. Photo from cdn turner com, thank you. Frodo Baggins and the Ring. I don't know exactly the sequel of The Lord of the Rings this photo has been taken from. Do you know?

Rebecca Oxford has many more so interesting learning strategies for us teachers of languages, in the book ref below. I feel somewhat sorry because I have rewritten some LLSS with my own words, and she presents them very well structured and outfitted, and with other terms, different from the ones I've used, sorry. Get the book!



Worksheet 104 31 May 2010

Learning strategies

Adapted from: Rebecca Oxford (1990) Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heile Publishers.


For communication, and learning:

1. Using a circumlocution or synonym.

2. Coining words.

3. Adjusting or approximating the message.

4. Using mime or gesture.

5. Using linguistic clues.

6. Reasoning deductively.

7. Analyzing expressions.

8. Associating/elaborating.

9. Drills.

10. Listening twice or more.

11. Using.

12. Writing/thinking sentences with the new words.

13. Revision.

14. Reading.

15. Effort.

16. Structured study.

17. Paying attention.

18. Self-evaluating.

19. Taking risks wisely.

20. Asking for clarification or verification.

21. Using progressive relaxation, deep breath, or meditating.


Sunday, May 30, 2010

360. I'd like it be some helpful clue about management of the class



About management and discipline. A piece from my book. Photo from checkingnetworks com





Los jóvenes nos pueden llegar al centro, nos llegan de hecho, desgraciadamente, hechos una ruina, para cogerlos con pinzas. No todos, claro. Debes seguir adelante con ellos, aun construyendo con material de derribo, como decía también Antonio Vázquez, gran pedagogo y orientador familiar. Tienes alguna referencia de sus obras en la bibliografía final.



Sucedieron en un instituto californiano de High School (en una película), una serie de actuaciones que reflejan bastante la realidad, entre otros motivos porque la película está basada en hechos reales: un instituto con detectores de armas para los alumnos, más algunos estudiantes con un dispositivo electrónico en la pierna para estar localizados por la policía. Pues bien, una chica de origen hispano, dijo a sus compañeros el primer día de clase, contemplando a la profe novata que les iba a enseñar literatura: “Hey, guys, d’you guess this cute whitey is gonna teach us the truth of our lives?”, o algo así, dice con desdén a sus compañeros de la 203 del Wilson High School. La profe comenzó presentándose a sus alumnos, con su nombre escrito en la pizarra, al más puro estilo americano.



Las referencias técnicas de esta impresionante película las tienes más adelante. La profesora acabó publicando un libro sobre el cambio positivo, obrado entre sus alumnos. Algo parecido te puede ocurrir a ti. Pero de entrada, al principio, lo pasas, lo hemos pasado, fatal. Y tú te vienes abajo, yo también.



No te pierdas la película, vale la pena.



En este libro encontrarás las claves –la experiencia y la base teórica- para tus clases, e incluso para que los que no quieren aprender, aprendan. Si hay algo bueno en el libro no me lo debes a mí solo. Entre otros se lo debemos a compañeros y estudiosos del tema. Me quedaría satisfecho con que estas líneas te ayuden en tu labor diaria, si acaso un poco, y que te hagan más agradable tu profesión, tu grandiosa profesión. No es solo para profesores noveles. Espero que podáis encontrar ideas que vayan bien en la clase. Ojalá te diviertas al leerlo como yo me lo he pasado en grande al escribirlo, como te decía. Incluso quiero que disfrutes enseñando. Yo, gracias a Dios, lo hago. Es algo apasionante. “Have fun!”




……………………




[About something that happened in my previous school]



Una premisa sí es cierta: mejor que no llegue la sangre al río... Si se puede arreglar pacíficamente, y que el pequeño terrorista se dé cuenta de la tropelía, parece que es lo mejor (como de hecho sucedió). Eso sí, nunca cruzarse de brazos y dejar pasar esto como el que oye llover, no dándole importancia.



Entre paréntesis, antes de que se me olvide. Un detalle que ayuda en la corrección individual o en la tutoría: parafrasea a veces lo que te está diciendo Pepe, para que este se dé cuenta de que le estás escuchando y entendiendo. Importante.



El hecho aquel del insulto podría acabar bien si, más adelante, el chico entre un día en tu clase y pida disculpas públicamente, porque lo oyeron más compañeros. [Actually one student insulted me at the playground]. Después, la historia debe terminar bien. Sonríe y muéstrale una prueba de afecto. Le ha costado MUCHÍSIMO. Esta disculpa le queda bien ante sus compañeros, y resulta muy formativo para él y para los demás. Así sacamos un bien de un mal. Ah, y olvídate del agravio, no enfiles al muchacho, no le guardes rencor, perdónale. Tú sabrás hacerlo muy bien, incluso mejor de lo que te aconsejo, porque creo en tu deseo de hacer las cosas bien. [Oooops, I don’t like the style I wrote this book some years ago, but I hope the stuff would be any helpful]



No me resisto a comentarte una película que te puede servir mucho: no te la pierdas, vale la pena, des clases donde sea. Se le puede sacar mucho provecho y aportarte unas ideas geniales para tus clases. Estas ideas van en la línea de lo que te estoy diciendo en estas páginas. Incluso pasarás un buen rato.



Una única advertencia: en la película existe una escena de contenido sexual explícito, por si decides que la vean tus alumnos; incluso por tu sensibilidad. Además si no te saltas esa escena puede armarse jaleo en clase. [Today, some years alter I wrote the book it’s more simple to skip a scene, anyway]




Por cierto que viene bien la trama interracial para tu centro, en el que cada vez más hay variedad de razas.



Se trata de Freedom Writers (2006) traducida por Diarios de la calle; Puedes encontrar más información en la siguiente web: http://www.freedomwriters.com/ Yo vi la película hace dos días.



En síntesis, se cuenta una situación parecida a la de un profesor novel. Tenemos a una profesora, también novata, bastante guapa, interpretada por Hillary Swank. Posee una clara vocación a la enseñanza, como la tuya. Comienza a trabajar en un instituto de California, en Long Beach, en que hay alumnos de todos los tipos. El guionista realza la desgana de trabajar de los chicos y de las chicas. No quieren aprender, y se muestran escépticos ante la nueva profesora. Los papeles están acertadamente interpretados.



Ya te puedes imaginar cómo empieza el DVD: aquello es un auténtico y desanimante caos.



La música es genial para mi gusto, aunque no entiendo de estilos: creo que es algo como un “rap” (puedo equivocarme). Está a cargo de Mark Isham RZA. El director de la película es Richard LaGravenese. El guión es del propio director. La distribuye la Paramount. La profesora en la ficción es Ms. Erin Gruwell. Sin experiencia, ingenua, idealista quizá. Pero no se rinde ante la situación que encuentra.



Erin empieza a dar clases en un High School, a alumnos de los primeros cursos. Me parece muy conseguido y realista cómo se desarrolla el argumento. Claro que es realista, como que se basa en hechos reales. Toma nota.



Podría cantarte muchas excelencias de la película, con la que pasarás un rato muy divertido e instructivo. Yo se la pondría a todos los compañeros que van empezar a dar clases o están preparándose para unas oposiciones de Enseñanzas Medias. Insisto: está llena de valores muy humanos y francos.



Otro dato más, Hillary Swank ha sido doblemente galardonada con dos Oscars... Te añado que la propuesta de Erin, la profesora, no es la única válida, por supuesto, pero ya digo que te puede servir y mucho.



Por cierto que la situación con su marido (interpretado genialmente por Patrick Dempsey) tiene problemillas y problemazos: en otro libro quizá le saquemos más partido a este aspecto.



Los alumnos del instituto aparecen como sacados de la calle misma. Inicialmente: rechazo de estos hacia la profesora novata, un no conectar en absoluto. La joven señora pincha en hueso, a pesar de su entusiasmo por enseñar y enganchar con los chicos, que pasan ampliamente. Muy bien interpretadas las miradas de desdén de los alumnos. Si Estados Unidos es un melting pot, más todavía se aprecia en California. Incluso surgen conflictos raciales y personales entre los alumnos, llegando a las manos, a pesar de los intentos de la profesora por poner paz.



Ella le da al caletre... cómo puedo hacer que los chicos y chicas entren por el aro, qué solución para que se interesen por la literatura... Un día les trae unos cuadernos en blanco, para que escriban, para que aprendan a escribir, para que den rienda suelta a su imaginación, a sus vivencias sobre todo. Deja los cuadernos encima de la mesa. Después de un rechazo tácito, un chico toma uno. Poco a poco otros se van animando. Escriben sobre sus vidas, a veces rotas o dañadas, y las de sus familiares. Los van dejando en unas taquillas del aula. Erin empieza a leer... Se queda conmovida al comprobar que han escrito cosas íntimas, de sus alegrías, y sobre todo de sus heridas. Los chicos se explayan. Nace una incipiente aceptación a su profesora. Poco a poco nace una cadena de afecto y conexión. Las clases diarias son otra cosa: el ambiente ha cambiado. Mejor habría que decir que cada persona ha cambiado. Al comenzar el curso siguiente, ellos le preguntan con cariño verdadero si va a seguir dándoles clase. Ahora pasáis a otro profesor, contesta. Cara y muestras de decepción en los chicos y chicas: Erin era ya parte de sus vidas.



Hechos reales. ¿Por qué no se va a repetir lo mismo en tu caso? Una vez más te digo que yo lo he visto, varias veces, cuando les quieres y apoyas de verdad en su trabajo... y en el resto de sus vidas.

Saturday, May 29, 2010

359. I didn't know what he can achieve, amazing!


I just opened www.teachingenglish.org.uk and I saw the staff published a comment of mine. Thank you. On this comment on the site I respond to a teacher who asks for any clue or help about making groups according to the students’ level of English.


Dear colleagues,

I would be glad to get feedback from Ts who have experience in making groups according to level.

It may sound very simple but in fact it is not.

The situation is as follows:

My Faculty (English Studies) offers a course for Ss from other faculties. The course is compulsory and motivation is very low.

The course aims at developing their listening skills only, using authentic recordings from the radio for instance.

The Ss have to take a free online placement test and pass on their score to the head teacher. This is not supervised by anybody.

Consequently, many Ss easily manage to be in the lowest level group so as to twiddle their thumbs and get good marks.

The Faculty has not budget for reliable placement tests, which Ss could easily "fail" anyway.

The question is: is there a way out, bearing in mind that many Ss are not motivated?

All suggestions welcome!

Best

Claire






Making groups according to level


Submitted on 28 May, 2010 - 18:11


Hello Claire and everyone,


Let's see whether I can say anything helpful.

I've had similar experiences, like splitting classess into two different-level groups. At last it did not work fine and we changed back to the previous conducting. Low-level ss didn't improve and had not reference-leaders who would pull them up, in the classroom.

Lately I work with students at extra-curricular evening classes. I've always worked - right now I'm realizing- with mixed-ability groups. Well, as any other T of English, coming to the head of the question.

Ok, in the past years I used to alternate a low-achievement activiy with the next one, which was a high-level one.

Be aware that more likely, I think, you could point at a high target, somehow putting aside the slowest students (or low-achievement, if you prefer). Well, you also, on the other hand and up to some extenct, 'forget' the high-achievers.

Currently, beside the thing I've just told you, whenever I'm implementing a, say, high activity, I also ask questions to the lower-level kids... and they get to say things in L2, they intervene! All the class is in L2. And this makes them boost themselves up, high, no doubt.

Then I smile and reckon their effort and gently praise their hit. They see, I'd say, that you are seriously concerned about their progress in the process of learning/acquiring English.

As you can expect, the ss get highly motivated. I also run competitions: they absolutely love them - My latter ss are aged 10 to 14. Yet, it in some way may help older ss. I presume the inner of my philosophy is what I've said (it's not only of mine, I've obviouly learnt from others!).

I can assure you I have achieved to push up 'hopeless', 'declared terminally ill' students.

You respect them as singular persons who strive, and they respect you and your daily struggle to make them better persons.

So as to finish: commitment, affection, concerning, dedication, real interest, listening, taking all their stuff into account.

Best wishes

More theory and practical stuff on http://fernandoexperiences.blogspot.com

Fernando Diez Gallego

Teacher of English. Teacher trainer/coach

Granada (Spain)

Photo from www winner com py. Federico Chaparro is the player. Paraguay.

358. Memorize these articles as much as you can


One day teacher B said to teacher A, "I offer you some more games for your classes. For example, on grammar and memory:
The teacher writes one sentence of his students' level, on the blackboard or whatever. One sentence their level or a bit above. The teacher and a few students read the sentence aloud. You then, the teacher, erase it. Then you say it from memory. And then you jog their memory, one by one: you ask them to repeat the sentence - as much as they can. They like competitions, freeze this point in your memory for your teaching.
Oooops, silly me, I forgot my class-notes at my school, and I had some other games. Next day I'll tell you more games.
I have learned many games from my students themselves, from the way they work in the class and their reactions to my prompts and their capabilities or flaws.
Thus, you learn how to treat them and what you can expect from them; also, with more ample lenses, you learn, one day after another, how to get the best out from themselves. Better said, one person can give more than what we can expect beforehand, at the first impression."
Photo from www tusanuncios com

Friday, May 28, 2010

357. When Alone (v 2)



Here you have a new version of a composition I had to write for my course of English, Level 8 (C-2), at Centro de Lenguas Modernas, Universidad de Granada.


The student, on this exercise, had to continue the beginning of a novel. In all, 11 beginnings appeared on the exercise of the coursebook. I chose 1984. / Photo from crux baker edu



From the Teacher’s Book – 3: Communication – Telling stories


Begun on 21 December 2009


(Version 2: 27 May 2010)


Fernando Díez Gallego


I have taken 1984, by George Orwell.





It was a bright cold day in April, and the clocks were striking thirteen



Then I awoke at that sound, but remained in bed, very still, eyes wide open. I was just listening. A few more metallic strikings in the distance... So cold a morning... Windows wide open to the countryside. For granted, every day I used to hear some other clocks striking, far, in the distance, in some corner of the ship, where I was on.



By that time, April of 1984, I might be about Pegasus Nebulose. April 1984. 1984 since the year 2012. I preferred this way of counting the years, you know? 1984 after 2012. My people, most of them, preferred to say ‘3996’, so the sum which results from the addition of both numbers.



I missed my companions. I missed my people. I missed human beings. I was heading for the earth, our earth. I did know there were people there, still. I had received some signs, broken ones. The mission of our ship, farthest from the earth, very very far, had been a failure, although we, the crew, had outfitted the plan up to the minor possible error. Would people on earth know there was a being of their family about Pegasus Nebulose? Don’t think so.



Oh, I got overslept, I said to myself. Once again. Oh, still in bed, oh shhhh... I looked at the clock, put aside on my night table. It was 13.13 then. I once again remembered that the magnetic clocks of the vessel would sound according to their own wish to strike. In disorder. Not matched to one another. Yes, I had heard some of them, but I overslept again.



Totally alone. Nobody else on board. I missed my wife in bed. Plus my children.


All I had achieved, after the ‘thing’ which had happened when we entered the circle of the Helenian Sister Stars, was to bury all my human-race mates of the spaceship. They remained buried in the garden, of course, lit by the sun of Ulysses, which zone I was travelling through. A dome of fibre of vitrium covered the garden from the outside dust, the gases, the black matter, the ‘nothing’.


Nearby, in a spot of green land, were my beloved family, all buried, as I said: Sarah, my wife (I had her image in mind, her lovely, intelligent smile, her commitment towards all our family), and my adored children, Elliott, Evelyn, Eugene, Eve, Eliza, Ettienne, Emile, Emily. Every day I went to the yard to visit them, recalling their adored names.


Alone.


If I am honest, I felt, or I would even dare to say, I knew that I was with Someone. And that Someone was with me. Not ‘materially’, like flesh, but not less real though. At those moments, was it in April 1984 I said? I started to be, to feel closer to my Father, not materially, let’s say, but not less real though. I’m referring to God, my beseeched Father, get it?


Well, and closer to my Crade 5. Yet, this latter one was No-One really, just a funny synthetic robotic being. However, that construct of screws and plates of synthetic plastic, gave me some companionship. He fulfilled most of the routines and chores a synthetic being can carry out : a lot of mechanical labour. In that way, I delegated that stuff to him, while I was committed to more human, creative tasks.


Now I see that at that moment I despised those chores and routines as something inferior, but now I think otherwise: you can provide grandeur to that everyday things. Remind me of telling about this grandeur of small daily things. Now I want to continue my story.


I did more things in that early afternoon, but they are too private to write to you right now : I think some day I’ll let someone else know all about my life; what is more, I will share the rest of my life with that person: my second wife. We will share everything. No good for man to live alone. That someone will show up, in some place amid the huge extensions of the outer space, someone sent by my Dad to me. I still have hope. Or perhaps I will meet my new wife on the very earth, when I arrive in it. She and I will try to communicate to each other. Communication within the couple, this is something of a paramount importance, to keep marriage alive.


Some days ago I saw a film of a guy who dedicated his entire life to travelling by plane, firing people from companies, and having one affair. One day that guy realized that the people with a family could endure the dire straits of life better than him, a bloody solitary selfish person, who did not have the courage to really share his life, his projects, with someone else. Poor man. That’s the way the director had chosen to depict him.


Within my ship, there were 200 square kilometres… of a garden, for me, alone. A garden beneath a big dome. Some 5 of those square kilometres were dedicated, as a little portion within the large garden, under the big semi-spheric plastic dome, to growing some livestock and ‘edible’ plants, with Crade’s help: potatoes, some wheat… I confess I have never been a person with knowledge about what goes fine for a balanced diet, or either any knowledge about farming. I knew close to nothing about animals and vegetables and lentils and peas. I had grown up far from the garden, in Section Jupiter of the vessel. Maybe I was born in Astra, you know? Astra is our ship, our ‘island’, amid the known universe. Now it’s my ship, or if you prefer, my raft in this vast bubble, which is the known universe.


Ok, so that afternoon, at 13.23 I headed for our garden (‘Our garden, Dad, thank you for this gift; I love you and you love me: I can often notice it , without any showing yourself as if by magic); as I was telling you, I went to the green lands, and reached the dashboard which controls the synthetic atmosphere: ‘What rain today?’ I suppose I should have asked my human-fellows about this stuff, before the virus thing. Ok, some gentle rain. For my vegetables. The sun, Sirius now (we had left Ulysses constellation) shone blisteringly through the transparent plastic cupola. Sirius: 100 times the size of the sun of our solar system! In my ears, I heard some lingering humming, me myself, some humming from Bob Marley’s catchy melody and voice. Soon, quite soon, I could smell the scent of the wet lawn. I breathed in, deeply. Crade right behind me, sounding his processing bowls. I tapped on top of it. ‘Crade, are we going hunting some venison today?’ Some shrieking metallic processing sound as all reply. ‘Ok, Crade, you win: We´ll go. Get ready, because I can see fewer and fewer targets, after Sirius’s sunset. Pick up the rifles. Let’s go. Go! Wakey!’


[Thanks to the film I am legend, 2007, starring Will Smith. I liked it so much. I’ve taken some ‘inspiration’ from the film]

Friday, May 21, 2010

356. The pioneers


Just I'd like to make one point clear, to be honest. I just attached a pic on post #203, a portrait of Captain Cook, and I said he discovered and viewed many lands for the first time in history. Without willing to aim at any controversy, I should say that most of the seas he sailed through had been already sailed by Spanish and Portuguese sailors. Anyway, any discovery this kind is one of humankind and we all write History. You yourself write History too.
We teachers also work as a big community to assist our learners - think just of the many forums on ELL, TEFL, TESL, TESOL... on the Web.
Obviously we can't steal Cook's great merit, sure. This photo above is from www Irgaf org

355. The students need a calm environment to learn a language


One day teacher A said to teacher B, “The climax, the ambience, of our classes should be of calm work. This is the environment where they can learn a language.

Give them clear instructions about the exercise they have to do right then. Mold the answers. Or make them focus on the example of the sentence given by the exercise. Or ask one high-achievement student what they are expected to do in the exercise.

Circulate among the rows of desks, observing how the kids manage to fulfill the task.

After they have finished the exercise, ask them realistic, practical questions so as to use the grammar pattern in a ‘real’ and meaningful way. They’ll someway notice this exercise was useful, was communicative, was not something to be just fulfilled.

Calm down a starting ‘riot’.

The exercise ought to take a short period of time.

Also you be humane, close to the students, and firm in a discipline of serious work and learning. Be benevolent, but not lenient, as a colleague of ours said some days ago. If they are not little children, I’d tell you not to give permission to go to the bathroom – they might be thirsty though. Explain the why of this rule: something like not going out of the classroom and a serious, concentrated labor helps create a committing striving to work good. They can’t up and go out when they are expected to be working.” Photo from www tesol-france org

Thursday, May 20, 2010

354. More dictionary games


I'd like to thank Alistair for his proposal of a dictionary game, presented post #353. I just read it, and sounds great, and it would put variety in my own class games. Thanks also for I had the chance to read stuff in English adequate to teaching and conducting games and so. It's good to put in variety: I've noticed my veteran students can get bored if I always implement the same games. What I'm trying lately is to change some things in the games I run in the classes, besides the fact that from time to time some variety within a specific game spontaneously shows up during the class. Picture from www uniquetranslations eu

353. A competitive battle in our classes



This is a post within a thread I contributed for, some days ago, about dictionary games, on the website of Pearson-Longman. Thanks to the author of the following post. – Picture from lego star wars blogspot com




Fernando Diez Gallego,

A new message was posted in the thread "Dictionary Games":

http://www.eltcommunity.com/elt/message/2255#2255


Author : Alistair Melliar
Email :
alistairm@eircom.net
Profile :
http://www.eltcommunity.com/elt/people/voyager

Message:
--------------------------------------------------------------
This game is a bit different to any others so far, but I've found it works very well - have used it with upper-intermediate and advanced groups only but could be played by intermediate groups with a change of dictionary type preferably.
You have 2 teams, each with a dictionary, the first team starts with letter 'a', opens dictionary with eyes closed in this section, and selects a word from the page opened to ask the other team about. There are 3 possibilities: they can either ask the meaning of the word, how to spell the word selected, or how to pronounce a word spelt out letter by letter. They can select which type of question or you as teacher can tell them which question to ask. If the other team gives a satisfactory answer they get a point. Teams alternate asking questions, the second team starting somewhere well away from 'a' - 'y' is a good place. Team 1 could thus go through sections 'a,b, c,d,' etc and team 2 'y,w,v,u,' etc, thus avoiding inadvertent 'noticing' of the word in their own dictionaries when answering a question. It's best if both teams have an intermediate dictionary, not an advanced one, as this avoids selection of rare words (not therefore so useful for learners), just to try and win more points!
The game has variety because of the different question types - if students don't vary the questions teacher can intervene to get a good selection (a fixed pattern here is probably best: meaning question, followed by spelling, followed by pronunciation) - and they get an in-depth exposure to dictionary entries, with the wealth of information available there. There's the competetive element too of course. With intermediate classes an elementary dictionary might be better, but the point made above about rare words probably wouldn't apply to the same extent - I must experiment with an intermediate class with this game... Fine for classes of up to 15 or so - above 8/10 students you can have 3 teams and organize so all teams get equal numbers of questions. Can also work with a class of 2!

--------------------------------------------------------------

To reply to this message visit the message page:
http://www.eltcommunity.com/elt/message/2255#2255

Wednesday, May 19, 2010

352. Searching the roots of English



Here I offer you a linguistic point. Taken from http://www.putlearningfirst.com


Photo from www.ascobi.com



NB.: We would need some special characters to show differences in the pronunciation of some letters below, if compared with contemporary English. To say in simple terms, OE is from the stem of Germanic languages. And as you may know, this stem comes from the Indo-European family. Basque, Hungarian, Finish are some of the very few languages that do not come from this big family but anyway spoken in Europe. Finish and Hungarian, and I think one of the languages of Mongolia, have the same origin. (I have read something somewhere about the thing of Mongolia).


How English Has Changed


Five translations of the Gospel according to St Matthew, Chapter 8, Verses 1 & 2.


Anglo Saxon 995


Sothlice tha seHaelend of tham munte nyther astah, tha fyligdon hym mycle maenio.
Tha genealaehte an hreofla to him and hine to him geathmedde, and thus cwaeth, Drihten, gyf thu wylt, thu miht me geclaensian.


Wyclif 1389


Forsothe when Jhesus hadde comen doun fro the hil, many cumpanyes folewiden hym.
And loo! a leprouse man cummynge worshipide hym, sayinge, Lord, yif thou wolt, thou maist make me clene.


Tyndale 1526


When Jesus was come down from the mountayne, moch people folowed him.
And lo! there cam a lepre and worsheped him, saynge, Master, if thou wylt, thou canst make me clene.


King James Version 1611


When he was come down from the mountain, great multitudes followed him.
And behold, there came a leper and worshipped him, saying, Lord, if thou wilt, thou canst make me clean.


New English Bible 1961


After he had come down from the hill he was followed by a great crowd. And now a leper approached him, bowed low, and said, "Sir, if only you will, you can cleanse me."

351. This is a team, look


Thank you, nish, for your compliments and your encouraging comment! Picture from www flyingswans co nz

350. I guess she achieved her dream


One day teacher B said to teacher A, "The most common thing is that your class-groups will be ones with mixed-ability learners. Until short ago I used to combine one basic activity in the class-period with a higher-level activity, but it didn't work - I noticed lately. I tended to implement activities bearing in mind high-achievement students, while the basic-level ones were rather left behind. So, now, I combine activities thinking of the students' varied levels of grammar and vocabulary, and at the same time, in the same activity I ask more simple questions to the kids that know less or can't do less." Picture thanks to Minessota School of Business.

Tuesday, May 18, 2010

349. This one looks he's having fun



This is a post with which I responded to a teacher of English. The posts, both his and mine appear in www.pearsonlongman.com. The thread of posts are about dictionary games. This was my contribution. Picture from www friendlyplanet com


Hello Daniel,

I can also suggest some games I implement and they work so fine in my classes, and my students love those games!

1. (I hope to be any helpful: I see you implement similar stuff). Dictionary competition. I write a word on the whiteboard, and the students have to find the word as soon as possible in the dictionaries. The winner is the first in finding the word. Currently my students are aged 10 to 14.

2. Sometimes I am one of the players in the latter game. They wish to play vs their teacher. It’s funny.

3. One student counts the seconds one other student takes to find a given word in the dic. Obviously the winner is the fastest.

4. On worksheets or on the WB I write words that appear close to one another in the dictionary. The ss have to put them in the order which they appear in the dic. The point with these games is to make the ss become faster at finding words - and realize how useful the dic is, as a "private teacher" for the process of learning L2.

5. I elicit words of a semantic field and write them on the WB. They have then to memorize them in, say, one minute. Then one student ups and turns around, and has to give as many words as he can remember. His classmates have their eyes wide open so as to see which words he is saying... and which ones he didn't say. Quite fun. Or one student erases one word on the WB whilst the player is facing the opposite wall. Then this latter one turns around and tries to say the missing word. In this way they learn many words, also because we repeat these games.

6. I elicit letters. They or all of us have to make words with those letters. They can repeat the same letters. It's amazing to see the number of words that shows up on the WB, believe me.

7. I or someone else writes one letter. The rest of my students have to make words beginning with that letter, while I write them on the WB.

8. Same but the words they will say have that letter inside: the words don't begin with that letter.

I hope I can help you out somewhat. I have a list with more than 100 games, many of them regarding dic and vocab. Quite often they ask me to bring the dictionaries form the library to the classroom, to use them for their homework or worksheets I compose myself for them. More stuff on my blog on TEFL:

http://fernandoexperiences.blogspot.com

Currently I teach kids aged 10 to 14. Something I keep always in mind is that the ss have to increase their vocab: no words, no communication.

Best wishes

Fernando Diez Gallego

Granada (Spain)

Thursday, May 13, 2010

348. He looks bored in your classes?


One day teacher B said to teacher A, "A few days ago we had a wonderful experience in our classroom. One student proposed to teach the following class himself. These kids are aged 10 to 12. He wanted to be the teacher. They adore to 'play the teacher', for a few minutes. Their level is rather low, but it has gone up a lot this year. Ok, so, this kid prepared the class on his laptop, one borrowed from Junta de Andalucía, the community or region government in this part of Spain. He made the other students, firstly, to do their homework of their corresponding schools. My students come from different schools and institutes of the metropolitan area of Granada. My class is extra-curricular, in the afternoon, after their regular classes and lunch. Then, believe me, he implemented some games, scripted on his laptop, with 'authority', and most of the time in English. I was sitting among my students, even I participated in some games. The groups are small." Picture from valtur 1 files worpress com.

Wednesday, May 12, 2010

347. A worksheet





Here is a worksheet to implement orally with my students, aged 10 to 13. They like worksheets. You can steal it, copy, paste, print, photocopy, hand out, exploit, send via email to a friend who lives in the jungle, but please quote its source. Sorry for the formatting bugs - I struggled hard to manage the sheet from a Word document.





Worksheet 103



Written on 12 May 2010





1. What’s your full name?



2. How do you say in English?



bolsillo


botas de fútbol


librería


gorra


skater


gafas de sol


salvapantallas



3. Write one sentence with one Word of question 2:



4. ......................................................................................



5. Say things about this photo: (from www tayside police uk) [Sorry, the picture is above instead of right here]





6. Say things about you.



7. Unscramble: OF CASTLE OF THE IN FRONT MUSIC IS BAND A



8. Say the order of these words in the dictionary.



DISTRESS DISTRACT DISTINGUISHED DISTRACTION DISTINGUISH DISTRIBUTE DISTINCTIVE



9. What is the meaning of “distinguish”?



a. Extinguish a fire.



b. A fish which lives in the sea and can swim.



c. Destroy, anihilate, break totally.



d. Observe that two things are different.



e. A piece of the armour of knights in the Middle Age.



f. A synomym of “distinguate”.