Archive for the ‘Teaching methods and methodologies’ Category

This post might just seem like a list of links, but actually this is the good stuff- TEFLtastic was started as a way of linking to my much more serious and useful stuff elsewhere on the web, and to be honest the actual blog entries just remain a bit of padding between the links. So, click away and see if you agree that I am capable of more than vaguely funny attempts at satire and self-indulgent musings on the meaning of TEFL:

On Usingenglish.com

Worksheets

Business English- Words that can and can’t be shortened

Articles for students (but hopefully of interest to teachers too)

Why does my teacher make me use an English-English dictionary?

Why does my teacher make me learn English grammar words?

On TEFL.net

Games and other practical teaching ideas in the Idea Thinktank

15 uses for guessing games in any pre-school English class

15 problems and solutions for large pre-school classes

15 variations on TPR for little kids

The 15 stages of teaching numbers- for everyone from 2 year olds to financial analysts

15 ways to simplify reading texts

15 ways to reproduce exam conditions

15 ways to make EFL exam tasks fun

15 ways to make EFL exam tasks easier

15 fun ways to score points

Slightly more general and theoretical stuff in the TEFL articles section

15 problems and solutions for large pre-school classes

15 ways to judge an EFL textbook for adults

15 criteria for a good pre-school English class

15 reasons why PPP is so unfashionable

And if all that ain’t enough for yer, here’s the link to all my publications on the Net since 1874.

I’ve been reading “English as a Lingua Franca: Attitude and Identity” (hence “the ELF” of the post title) by Jenny Jenkins, and although its a much easier read than that Pseuds Corner book title might make you think, the main reaction so far is “Who cares?”

To summarize 37 pages in 37 words, the concept of English as a Lingua Franca is that as more and more English is used between non-native speakers a new variety or varities of English are being created that are just as valid and important as Glaswegian English or even RP and SAE- and much more relevant than those forms to most students studying English. So far, so fascinating- if we are in the process of the language and teaching changing, you can probably tell from the post below that I’d be happy to have something to shake things up. The important little grammar word here, though, is “if”.

Let’s see what Prof Jen Jen has to say about it: (more…)

“Only half of the activations in the brain were to do with the speech and language areas. The voice is not just coming from your lips. It’s coming from the whole body and you need to think about that when you’re trying to change aspects of it.” (more…)

A huge change in the way English is being taught in Oregon, apparently:

“Schools have begun explicitly teaching the grammar, rules and structure of English. And they are doing it in a carefully ordered way, making sure that students don’t miss any of the building blocks of how English verbs are conjugated, words are ordered, conversations are expected to proceed and sentences are constructed.

‘For a long time, we just read to them and exposed them to English and figured they would pick it up just like native speakers do,’ said Danelle Heikkila, who directs the English Language Learner program for Gresham-Barlow schools.

‘But the state has asked us to . . . make sure that we teach them about English, about the rules and forms and structures of English.’”

So the revolution is: teachers teach rather than “letting students discover themselves through the language” or some such 

And the results? (more…)

“An American teenager was hitchhiking in Nigeria. A carload of locals passed him. The car screeched to a halt. The locals jumped out and promptly roughed up the visitor. Why? (more…)

Putting the seasonal cheer back into grammar (and putting the grammar back into Xmas)

Some of you might be thinking that the problem with Xmas today is an excess of commercialism or the lack of real religious feeling, but the way I see it the problem is an excess of worksheets teaching students vocabulary like “holly” that they will have forgotten by the same time next year (if they even understand the concept of holly anyway) and a lack of tie ins between those seasonal worksheets and everything else students do in the classroom. For those that agree with me that what is needed to make your Xmas complete is lots more grammar, here are some ideas on how to tie in your Xmas lessons with whatever grammar point you are studying at the time (the ideas should work with other major festivals and celebrations too)…

See below for not only shed loads of good grammar ideas in the continuation of this article, but also a whole stocking full of other ideas for Chrimbo-themed lessons for kids (from pre-school) to adults- “Christmastastic fun for all the family” (R)

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Following my own advice for automated teachers, I’ve been trying to use my search for something to write about Japan and or teaching English on my blog as a way of expanding my horizons rather than shrinking them. Recent semi-successful attempts include:

I’ve been dipping back into Eastern Standard Time, which was my bible to accessible Japanese culture when I first arrived in Japan (more serious guides to ikebana and what have you might have put me off for life) . Eastern Standard Time is a guide to Asian influence on American culture that has taught me just as much about America as it has about Japan and the rest of Asia, but anyway is highly recommended and is a great way of making sure that the things you learn about Japan are things you can actually talk about and interest people with when you go back home- a difficult task, believe me…

I’ve also just started Culture Matters, a debunking of Guns, Germs and Steel that is considerably more difficult to read but a bit more relevant to those living abroad and wanting to understand and talk about what they see around them and compare to other places. More about this soon now that I’ve remember that I’m reading it.

In exactly the same way, I can’t remember how Orientalism by Edward W.Said made it back from my bedside into my bookshelves, but will have to start reading again soon and let you know if it’s worth struggling through or not.

So, finally to a book I have actually finished recently- “Summerhill School- A New View of Childhood” by A.S.Neill.  A.S.Neill was one of the most famous proponents of free schools- at Summerhill students don’t have to come to lessons and can decide on most of the school rules in school meetings three times a week, where every student has an equal vote with every member of staff. Despite the fact that he supported the child raising theories of Dr (not Mr) Spock (something that Dr Spock himself later said he didn’t if I remember correctly) and had some very odd friends, from his book Neill (as all the staff and students called him) seems to be a genuinely undogmatic and questioning guy who was just trying to do the best for the kids he taught on a day to day basis, and who came up with what seemed to be radical ways of teaching at the time just because he had seen everything else he had tried fail- a genuinely humble approach that is as rare in education as it is in every other field.

The fact that he developed his theories in very particular circumstances means that you have to be very careful when trying to generalise that as principles for education at all, let alone taking it into entirely different fields and using Summerhill as support for changing EFL- but here are some thoughts of how A.S.Neill might have done the TEFL thing anyway:

(more…)

Have got plenty of new worksheets up at Usingenglish.com  , have added a whole bunch of TEFLtasticly multimedia song worksheets for teaching and practising grammar to my video worksheets (more to come of both of these), and have been rearranging the mini reviews on the reviews page so that they are a little easier to find. Have also somehow found time to teach my classes, in fact sometimes it’s a nice break to get away from the computer screen and into class! That is, until I think of another nice worksheet I could type up for the next class…

After rather a long break, the Alternative TEFL Jargon Dictionary is back!

Defective modals- This somewhat negative expression for modals that do not have a seperate past or future form (e.g. must) is now being replaced by the expression “modal with special future and past needs”

Mixed abilities- Strictly speaking, this means classes where students have a differing ability to pick up the language or differing prefered ways of doing so, although it is often used to mean classes where students have a different starting level. Recent test have shown that teachers who mix their sandwich ingredients, especially those that add crisps and/ or peanut butter to everything, or more likely to be able to deal with and enjoy mixed ability classes.

Morpheme- A morpheme is the smallest meaningful unit in a language and a morpheme cannot be broken down further. It can however change shape at will, jump through a solid table and pester you when you are trying to draw something on “Take Hart“.

Perfect- Perfect tenses are made from the verb have plus the past participle. The names of the “Present Perfect” etc. come from a groundbreaking psychological study of student errors that show that students who overuse the Past Perfect tend to idiolise the past etc.

Person- In linguistics, this refers to the use of the “first person” (me), “second person” (you) and “third person” (he/ she etc.). However, some American university Liberal Arts academics believe that these terms perpetuate the selfish individualistic tendancies of right wing society and propose the alternative terms “equal first person”, “also equal first person” and “just as equal as all the others first person”.

Phatic language- Language used for social purposes such as chit chat rather than to acheive a particular task. Derived from the street word “phat“.

Phoneme- This is the technical linguistic term for the gesture of holding your hand up to the side of your head with thumb and little finger extended while you wave at someone in a train that is pulling away from the platform.

Polyseme- Something with many semes.

Polysemy- Many semies.

Portfolio- A portfolio is a method of testing where students are given marks for a selection of work they have put together rather than/ as well as a final test. The difference between a project and a portfolio is that with a portfolio the teachers give more credit for being in a nice leather binder.

PPP- Presentation Practice and Production. This is a natural form of language learning that was based on how babies naturally learn. For example, presenting the language is like showing a baby a lovely Playdoh model of a banana you have just made and handing it over to them. Students practicing that language is like when the baby randomly massages the yellow Playdoh, occassionally coming up with something that looks vaguely like a banana but then mangling it again straight after. When students are given the chance to produce that language in free communication is like when the baby hands you back 10% of the yellow plasticine (the rest being all over the floor and their clothes) in a random shape with a proud look on their faces, and you try your best to look pleased and say “What a nice banana!”

Prediction- When you make a prediction about something in the future you are talking about something that, unlike an arrangement (Present Continuous) or a plan (Going to), is somehow out of your hands. Language used to give predictions include the verbs “will” (e.g. “If I teach ‘will’ for the future first, all the students will talk about things which should be used with ‘going to’”).

Present Simple- The tense used in English to talk about routines, habits etc. It is called “simple”, because it is very easy for students to understand that you only time you change it is when you add the “third person s” with “he”, “she” or “it”. Anyone who fails to use this correctly in the first few weeks of English instruction can therefore safely be told to give up.

Priming- The way in which words are stored in the mind by forming associations with other words. The word comes from how watching a student trying to trace back through their memory to find a word they studied in week one until it finally dawns on them looks just like watching a fuse on one of those comedy bombs burning down until it sets off the flash of an explosion.

Process writing- Teaching students to enjoy the process of writing so much that they never actually want to finish a piece of writing, because that would mean they have to stop.

Word class- A word class is a group of words that act in the same way, for example eat peas in the same way or buy the same kinds of things in Marks and Spencers.

You can see some older entries below or on the “the Alternative TEFL jargon dictionary” article on the Articles page.

http://www.tefl.net/alexcase/archives/100

http://www.tefl.net/alexcase/archives/130

Sorry that it’s all worksheets worksheets worksheets recently, but what can I say- that’s exactly how I’m starting to feel writing them all…

http://www.tefl.net/alexcase/worksheets-ielts-speaking-sports-verbs-play-do-go-go-to/

http://www.tefl.net/alexcase/worksheets-ielts-speaking-subject-questions/

http://www.tefl.net/alexcase/worksheets-ielts-speaking-tense-review/

http://www.tefl.net/alexcase/worksheets-ielts-speaking-work-prepostions-nounprep-collocations/

As well as practising the exam, the worksheets are all designed to fit in with the syllabus of Face2Face Pre-Intermediate, which is a textbook I hate much less than any other I’ve used recently!