Showing posts with label Cmnk. Show all posts
Showing posts with label Cmnk. Show all posts
Thursday, April 28, 2016
Sunday, July 5, 2015
Tuesday, May 5, 2015
My one-to-one student just wants to chat | Recipes for the EFL Classroom
My one-to-one student just wants to chat | Recipes for the EFL Classroom
timjulian says:
May 4, 2015 at 4:34 pm
Hi Jonny, really nice idea and template, which I’m going to nick! I also find it useful (on occasions) to record my private students on my phone using an app like Recordium (I’m sure there are many others). I often do this to practise presentation skills. The student thinks for a sec what he/she wants to say before beginning. I normally limit the recording to a couple of minutes, then we playback, analyse errors, and, most importantly the student has another go, trying to improve accuracy and fluency. I’ll often say after the first attempt, especially if there were a lots of ums and ers, “OK, that was 2′ 36″ – now try to say the same thing in less than two minutes. They find it really helpful in my experience.
Monday, May 4, 2015
Thursday, April 2, 2015
Live Plenary Schedule | IATEFL Online
IATEFL Online
Online coverage of the Annual International IATEFL Conference & Exhibition
Online coverage of the Annual International IATEFL Conference & Exhibition
49th Annual International IATEFL Conference and Exhibition
Manchester Central, Manchester, UK
11th-14th April 2015
Join us for IATEFL Manchester Online for live coverage of 2015 Manchester IATEFL Conference.Live Plenary Schedule | IATEFL Online
If you can't attend the 2015 IATEFL Conference, follow the event online!
Manchester Online coverage starts: 10th April, 2015
Manchester Online will provide live online conference coverage of the 2015 Manchester IATEFL Conference.
Our coverage will feature talks, sessions and live video interviews with conference presenters and delegates.
Over 80,000 teachers followed our 2014 Harrogate IATEFL Online coverage.
For updates on Manchester Online 2015, follow IATEFL Online on twitter @iateflonline
The IATEFL Online project is a British Council / IATEFL partnership.
Live Plenary Schedule
On each day of the conference, we'll be providing the morning plenary live via Manchester Online.
We'll also be providing live coverage throughout the day where you'll be able to watch our daily coverage broadcast live from the Manchester Online studio.
Please see details of the live plenary schedule below
Live Schedule: SummaryFriday 10th April - our live coverage starts from 12.00 with interviews and news from Manchester
Saturday 11th April
0900-1025 Opening Plenary by Donald Freeman
1100-1700 Interviews from Manchester Online studio
Sunday 12th April0900-1010 Plenary by Joy Egbert
1030-1700 Interviews from Manchester Online studio
Monday 13th April0900-1010 Plenary by Ann Cotton
1030-1700 Interviews from Manchester Online studio
Tuesday 14th April0900-1010 Plenary by Harry Kuchah
1030-1330 Interviews from Manchester Online studio
1415-1430 Clossing address
-- LIVE SCHEDULE: DETAILS OF PLENARY SESSIONS --
Wednesday, February 18, 2015
Thursday, February 12, 2015
PAPERLESS: Do You Provide Content For Students or Draw It From Them?
[PAPERLESS:] Do You Provide Content For Students or Draw It From Them?
... socially-constructed knowledge as opposed to paper-led facts.
... emergent intelligence & linguistic awareness as opposed to expense, bored scribbles and static scripts.
... emotional/social intelligence, self-expression and the story of language.
... everyday interaction as opposed to gluts of paper blocking the flow of humanistic linguistics.
...
3) What are the pedagogical reasons for running a paperless classroom?The advantage is primarily that it switches the focus of the course from providing content for the students to drawing the content from them. Classes became primarily about the students talking about their experiences and interests.
...
5) What was the most fundamental insight you gained?Consistency of approach is the most powerful tool in education. No one activity, no matter how engaging, will lead to learning. It is the consistent implementation of an approach in all classes and by all teachers that makes a progamme successful.
Wednesday, February 11, 2015
Sunday, February 1, 2015
Friday, January 30, 2015
Tuesday, November 25, 2014
Sunday, November 16, 2014
Not Unit 5! | TeachingEnglish | British Council | BBC
Not Unit 5! | TeachingEnglish | British Council | BBC
This reduces our own sense of agency1 as teachers, and the degree of agency we feel able to foster in our learners. It can make us feel passive, reducing our motivation. And as we all know from our own days in school, a demotivated teacher can’t motivate a class. If we want active learners, we need to be active teachers.
...
An opportunity takenIn real life, language emerges from communicative need. One person wants to say something; another wants to find out something. This is why information gap activities are a staple of communicative language teaching, but they are often somewhat artificial: the set-up involves a role play, none of the information is real, and Student A doesn’t really need to know what Student B has to tell them
....
Conversation: allow it, shape it
So, how do we exploit this opportunity? The first step to take is to 'allow' the conversation to happen – by showing that you are interested, by showing that you want to know more. The second is to give it shape, and involve the whole class, by adding a light task element. For example, you can set up a 'paper conversation' by inviting students to work in groups, writing questions on pieces of paper for Jorge to reply to. This allows each group to build a slightly different picture of his wedding which they can turn into a short text and compare. (You can ask the groups to show you the questions before they go to Jorge: check them for form and send them back if they need more work.)
... the classroom space is open to the learners' own lives and language, and quickly fills with the words and texts that allow them to negotiate and create meaning together. By being pro-active and responding to an opportunity, we restore our sense of agency as teachers – and we transfer it to the learners, working with them as they co-construct their narratives.
(It’s interesting to note that much of what we do in conventional lesson plans seems designed to control rather than 'allow'.
..
But I wonder if you've ever had the experience of cooking a dish that goes wrong? We may try to fix it by adding more salt, or by adding some extra ingredients, but very often the taste just gets more confused and unsatisfying. I think it can be a bit like that with teaching.
Sometimes it’s best to start again – with fewer ingredients. Simple, fresh food is often best. And the best ingredients for your lesson are often the ones right in front of you: the learners.
Group discussion skills | TeachingEnglish | British Council | BBC
Group discussion skills | TeachingEnglish | British Council | BBC
Support
One of the most important things for this skill is for students to learn when it is and isn’t appropriate to interrupt and how to do it. Very often students will talk over each other in an effort to get their point across and forget to listen.
To practise this, you can get your students to make a list in small groups of when it is and isn’t appropriate to interrupt other speakers. They should include things like ‘not appropriate during the middle of a point, if the speaker has not said very much previously, or when you are feeling angry and liable to say something you’ll regret’. It is appropriate when the speaker has been dominating the discussion for too long, what the speaker is saying is completely irrelevant to the topic, or you don’t understand the point he / she has made’.
Group discussion skills | TeachingEnglish | British Council | BBC
Group discussion skills | TeachingEnglish | British Council | BBC
COMMENT:
Who could say for sure what is actually "more serious a topic"? Is really a recent news story such one to "chats about day-to-day things"?
These may vary from very informal chats about day-to-day things, to more serious topics, for example a discussion about a recent news story or a problem that needs to be solved.
COMMENT:
Who could say for sure what is actually "more serious a topic"? Is really a recent news story such one to "chats about day-to-day things"?
Saturday, November 15, 2014
Increasing student interaction | TeachingEnglish | British Council | BBC
Increasing student interaction | TeachingEnglish | British Council | BBC
COMMENT:
The natural learning is not to make someone do what do you want even though you as a teacher may find it useful for learning the language. The clue is to arrange the learning environment in a way which makes the communication and interaction in English natural and inevitable.
If we makes students make what we want/find necessary there is no much difference from marketing and other kinds of manipulation although the aim here may seem as a noble goal.
COMMENT:
The natural learning is not to make someone do what do you want even though you as a teacher may find it useful for learning the language. The clue is to arrange the learning environment in a way which makes the communication and interaction in English natural and inevitable.
If we makes students make what we want/find necessary there is no much difference from marketing and other kinds of manipulation although the aim here may seem as a noble goal.
Wednesday, November 12, 2014
English Only Please – 13 Methods for Monolingual Classes
English Only Please – 13 Methods for Monolingual Classes
... Dictionaries!In the last ten years, at least in my classroom, dictionary use (and I’m talking aboutbook dictionaries) has declined to virtually nil. I’ve tried and tried, but the students don’t seem to see the point. Their cellphone may have a dictionary on it (of which more in another article) or they might never have developed the habit of using one. Having one to hand helps to avoid diverting to L1 if the student doesn’t know a particular word. “Hang on... let me look it up,” could be an early phrase they learn. ...
... No TranslationA tendency for lower-level students is to translate new words for their friends. This isvery damaging to the learning process, in my experience, and sets a precedent that translation is the fastest, and therefore best way to learn a new word. I use the ‘green nose’ principle, or just look severely disappointed. Either gets the message across! ...
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