Archive for the ‘Online EFL articles’ Category

Hopefully it’s just Mayday bank holiday rather than my lack of effort TEFLtasticwise recently that has seen a sudden drop in my number of views, but if only to make myself feel better I thought I’d give a list of where I’ve been making much more effort elsewhere, with links:

TEFL.net Idea Thinktank

15 fun ways to switch students onto graded readers

15 fun gapfill tasks

15 fun job application practice tasks- CV writing, cover letter, interview practice, HR vocabulary etc.

TEFL.net articles

15 common misconceptions about Business English and ESP

15 cultural differences in the Japanese classroom

15 more cultural differences in the Japanese classroom

15 criteria for a good cultural training lesson

15 more criteria for good cultural training lesson

15 important cultural differences in the classroom

15 more important cultural differences in the classroom

Onestopenglish (Macmillan) articles

Motivating teachers whose Business English students miss class

UsingEnglish articles for teachers

Why your students overuse their dictionaries- with solutions

70 characteristics of a good grammar presentation- possibly the longest article on this subject ever!

Why your students don’t want to do pairwork- with solutions and some pondering about whether they might not sometimes be right

Why your students still make mistakes with grammar they know well- with solutions and a call to relax when there are no solutions

The advantages and disadvantages of peer observations- with how to exploit the advantages and avoid the disadvantages

Things to put in a Self-Access Centre or Student Library- with tips on how to do it on the cheap

Why do my students question me?- with solutions

Why your students have problems with listening comprehension- with solutions

UsingEnglish.com articles for students (teachers might also want to have a look at what I am writing about them)

Why does my teacher make me read silently?

Why doesn’t my teacher correct all my mistakes when I’m speaking?

Why does my teacher make me learn the phonemic script?

UsingEnglish photocopiable PDF worksheets

Travel English pairwork B and V

Business and technical English easily confused words

CAE Reading Part Two match the quotes

TEFLtastic worksheets (pain in the arse to print out but worth the effort)

English for job applications/ HR worksheets

Cultural training worksheets for EFL classes

Requests and offers functional language review

The Roots of Medical English LP and 4 worksheets

And that’s it for TEFL stuff. The other thing I’ve been busy with is my wedding speech for the day after tomorrow, which could well mean that May will be an even less busy month in TEFLtasticland. Anyone fancy writing a guest piece or feeding me a story to keep the 1700 viewers I get on a good day entertained until I get back into the flow? If so, try the “Contact me” link on the right…

How to make writing fun seems to be a “popular” problem, so here is a list of links I promised someone on the TEFL.net forums:

 All good TEFLtastic writing fun:

www.tefl.net/alexcase/worksheet-emailing-errors-team-game/

www.tefl.net/alexcase/worksheet-megaform-interview-guessing-game-writing-and-speaking/

www.tefl.net/alexcase/worksheets-business-chain-email-letter-writing-game-lower-level-version/

www.tefl.net/alexcase/worksheets-business-chain-emails-letters-writing-game/

www.tefl.net/alexcase/worksheets-business-email-or-telephone-guessing-game-lower-level-version/

www.tefl.net/alexcase/worksheets-business-email-or-telephone-guessing-game/

www.developingteachers.com/articles_tchtraining/formal_letters_alex1.htm

www.onestopenglish.com/section.asp?catid=58082&docid=154413

www.onestopenglish.com/section.asp?catid=58025&docid=144605

And no so fun, but still useful:

www.tefl.net/alexcase/worksheet-add-the-punctuation-writing-cae/

www.tefl.net/alexcase/worksheet-letter-punctuation-practice-pre-int/

Many apologies that most of it is not in easy to use formats, I suggest cutting and pasting into Word or Wordpad or equivalent, making sure the pages stop where the dotted lines are, and then printing

And one more mention for the last post on fun writing tasks:

www.tefl.net/alexcase/archives/153

David’s English Teaching World lays into the endless debate about L1 in the language classroom:

http://elt-teaching.blogspot.com/2007/08/teaching-approaches-using-l1-in-class.html

Some interesting points. I’d never thought about the link to the publishing industry of an English only policy before. In the majority of cases, though, non-native speaker teachers are using too much L1 in the classroom, not too little, and the case for using more L1 is again a native-speaker-based elitist argument that could easily be picked up as justification for outdated translation-based teaching in state schools, even though that is not the intention.

I have experimented with limited use and no use of L1, and I have never found the use of L1 to be a good thing in either the adult or children’s classes I have taught. The classic example given for useless avoidance of L1 is explaining something for a long time in English that could be translated in seconds. However, if your students see that you need to resort to Spanish to explain something to them, how are they going to believe they can explain themselves in English to you? Ditto for trying to get them to use a monolingual rather than a bilingual dictionary and write words to learn down in English rather than as translations- all great training to stop translating in your head.

Rather than choosing to translate by when it is quicker than using English, a much better choice is to translate when it is more accurate than using English. For example, a translation of the word into Spanish might be more accurate than a synonym in English, as there are never really two words in English with the same level of formality etc. I also use it when explaining plants and birds and when contrasting things like false friends. Even then, I prefer to show them the entry in a bilingual dictionary rather than use their language myself, so that they retain the illusion that they always need to use English to communicate with me- just like the best approach for the parent of a bilingual child.

That is it for use of L1- and certainly never to give the instructions for an activity, as this is the only language that is constantly recycled in class and so likely to be picked up naturally.

By the way, I think it’s very interesting how “Using L1 in the English classroom” sounds much more positive than “Speaking Spainish in the English class”, even though they mean the same thing.

One more little bugbear- why should I need to join Google blogs to comment on some blogs? Now that Bill Gates has gone good, Google are the new James Bond villians of the Internet, I reckon, trying to take over the world…

According to this Daily Yomiuri article, 40% of new Japanese university students surveyed only reached the English level expected of 15 year olds! There is hope, though, and it comes from the fact that the university mentioned realises they have a crisis on their hands and has been forced to employ someone who can teach rather than just someone with a string of letters after their name. And she really does seem to know her public, because low level Japanese adult learners do love miming. They really can’t get enough of it, which is why I have a miming worksheets bonanza tried and tested in Japan over the years for you here:

 http://www.tefl.net/alexcase/worksheet-air-travel-mimes-collocations/

http://www.tefl.net/alexcase/worksheet-body-idioms-mimes-pictionary/

http://www.tefl.net/alexcase/worksheet-food-and-drink-mimes-present-continuous-culture/

http://www.tefl.net/alexcase/worksheet-medical-english-mimes/

http://www.tefl.net/alexcase/worksheet-noises-mimes-linking-words/

http://www.tefl.net/alexcase/worksheet-technical-english-mimes/

http://www.tefl.net/alexcase/worksheet-travel-english-mimes-past-continuous/

http://www.tefl.net/alexcase/worksheets-business-english-sounds-and-mimes-present-continuous-present-simple/

So many uses for TPR, so little time…

New article of mine on www.developingteachers.com

How the future of textbooks has to be

Looking back on my 12 years of teaching English, if it is not just old age speaking I could swear that the first couple of years after I did my initial certificate (CELTA) were a golden age for EFL textbooks. It’s not that they made your lessons any easier or taught the learners the language any better than the textbooks coming out now, but there was just a feeling in the air that books like Cutting Edge and Innovations were the beginning of a new wave of books that was going to fundamentally change the way we teach forever. You could call that period the Modernist Age of Textbooks.

But modernism leads inevitably, it seems, to post-modernism. Since those optimistic days the ELT publishing industry seems to have given up that radical mission as if changing the world was just a hippy dream. Not that the world of textbooks has entirely stood still, but even the most different-looking of the new bunch (e.g. Natural English) only concentrate on what we should teach rather than how we should teach it- which is strange, because the conclusions that lead people to look for new ways to teach have been backed up by more and more research and have gone from controversial to commonly accepted during that time.

The three most fundamental parts of our newly certain knowledge are:

-What we teach is not the same as what students learn

-There is a long delay and many stages between coming across the language for the first time and mastering it

-People learn differently and so learn different things at different speeds

Until a textbook deals with the points above (and I have yet to see a teacher’s book that even mentions all three in full), whether we teach more natural English, more collocations, more international English etc. is not really a question I can get excited about. The question is how we teach any of these points.

Below are my initial ideas on how to create a textbook that takes the three factors above into account…

Read the rest of the article here and maybe another interesting article about teaching in Japan here, and then comment here:

I’m sure this article about the subconscious has loads of good connections to English teaching. Unfortunately, my subconscious is telling me it’s Friday and time to shut my brain down for the weekend. If anyone else has any ideas on how to use it, please let us all know:

Looking back on my 12 years of teaching English, if it is not just old age speaking I could swear that the first couple of years after I did my initial certificate (CELTA) were a golden age for EFL textbooks. It’s not that they made your lessons any easier or taught the learners the language any better than the textbooks coming out now, but there was just a feeling in the air that books like Cutting Edge and Innovations were the beginning of a new wave of books that was going to fundamentally change the way we teach forever. You could call that period the Modernist Age of Textbooks.

But modernism leads inevitably, it seems, to post-modernism. Since those optimistic days the ELT publishing industry seems to have given up that radical mission as if changing the world was just a hippy dream. Not that the world of textbooks has entirely stood still, but even the most different-looking of the new bunch (e.g. Natural English) only concentrate on what we should teach rather than how we should teach it- which is strange, because the conclusions that lead people to look for new ways to teach have been backed up by more and more research and have gone from controversial to commonly accepted during that time.

The three most fundamental parts of our newly certain knowledge are: (more…)

Not a big enough problem to worry Auntie Alex with, so will deal with this reader enquiry myself:

Some good-looking internet resources on said topic, have no more than skimmed them myself but the sites they are on are well respected.

http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html

http://www.readingmatrix.com/articles/berardo/article.pdf

http://eltj.oxfordjournals.org/cgi/content/abstract/51/2/144

http://www.amazon.com/Motivational-Strategies-Language-Classroom-D%C3%B6rnyei/dp/0521793777/ref=sr_1_4/002-8179833-2881649?ie=UTF8&s=books&qid=1185616833&sr=8-4

The last one is the Amazon page of a classic book by a great author with a great name- Zoltan.