Friday, November 21, 2003
Hello Suzanne and Margaret!
I'm happy to see you managed to make your postings with your presentations on this blog!
Maria
I'm happy to see you managed to make your postings with your presentations on this blog!
Maria
Tuesday, October 28, 2003
DICTOGLOSS
Presentation by Suzanne Capell
Source: Wajnryb, R. ‘Grammar Dictation’ Oxford: Oxford University Press 1990
Definition:
“Dictogloss is a task-based procedure designed to help language-learning students towards a better understanding of how grammar works on a text basis. It is designed to expose where their language-learner shortcomings (and needs) are, so that teaching can be directed more precisely towards these areas”Page 6
Aims:
· To provide an opportunity for learners to use their productive grammar in the task of text creation.
· To encourage learners to find out what they do and do not know about English.
· To upgrade and refine the learners’ use of the language through a comprehensive analysis of language options in the correction of the learners’ approximate texts.
Target group: Suitable for Pre Intermediate and upwards
Organisation: Groups of four students
Procedure:
There are four stages:
1. Preparation
Prepare learners for the subject matter to make them more receptive to the listening in the next stage
Prepare learners for the vocabulary of the text
Ensure learners know what they are expected to do at each stage of the procedure
Organise learners into groups before the dictation begins
2. Dictation
Dictate the passage twice at normal speed, reading a whole sentence before pausing briefly then reading the next whole sentence. The first time, learners should not write, but listen to get the general gist of the whole passage. The second time they should take notes down. Encourage students to write down content or information words that will serve as memory triggers later.
3. Reconstruction
When the dictation is finished, ask the learners in their groups to share their notes and work on their version of the text. It is a good idea to have a ‘scribe’ in each group who writes down the group’s text on flip chart paper as it emerges from the group discussion. When complete, ask the group to check the text for grammar, textual cohesion and logical sense.
4 Analysis and correction
Stick each group’s sheet(s) of flip chart paper on the wall side by side.
Do the analysis on a sentence-by-sentence basis, that is, examine sentence 1 of each group before moving on to sentence 2 of each group, and so on
Encourage the students to compare the various versions and discuss the language choices made. In this way, errors are exposed and discussed. Use a different coloured felt pen to write corrections/options on the students’ flip chart paper. At the same time, work done well can be praised.
Place an overhead transparency of the original text on the overhead projector. Display one sentence at a time from the original text after the students’ versions have been examined.
Some advantages:
· The issue of grammar is approached contextually
· Grammar correction is done in response to visible needs
· It integrates the functions of testing and teaching
· It motivates learners through cooperative learning
Duration of activity: One hour (or longer if it is the students’ first exposure)
Materials:
· The passage to be dictated
· Sheets of flip chart paper, felt pens and masking tape
· An overhead projector
· An overhead transparency of the original text
Presentation by Suzanne Capell
Source: Wajnryb, R. ‘Grammar Dictation’ Oxford: Oxford University Press 1990
Definition:
“Dictogloss is a task-based procedure designed to help language-learning students towards a better understanding of how grammar works on a text basis. It is designed to expose where their language-learner shortcomings (and needs) are, so that teaching can be directed more precisely towards these areas”Page 6
Aims:
· To provide an opportunity for learners to use their productive grammar in the task of text creation.
· To encourage learners to find out what they do and do not know about English.
· To upgrade and refine the learners’ use of the language through a comprehensive analysis of language options in the correction of the learners’ approximate texts.
Target group: Suitable for Pre Intermediate and upwards
Organisation: Groups of four students
Procedure:
There are four stages:
1. Preparation
Prepare learners for the subject matter to make them more receptive to the listening in the next stage
Prepare learners for the vocabulary of the text
Ensure learners know what they are expected to do at each stage of the procedure
Organise learners into groups before the dictation begins
2. Dictation
Dictate the passage twice at normal speed, reading a whole sentence before pausing briefly then reading the next whole sentence. The first time, learners should not write, but listen to get the general gist of the whole passage. The second time they should take notes down. Encourage students to write down content or information words that will serve as memory triggers later.
3. Reconstruction
When the dictation is finished, ask the learners in their groups to share their notes and work on their version of the text. It is a good idea to have a ‘scribe’ in each group who writes down the group’s text on flip chart paper as it emerges from the group discussion. When complete, ask the group to check the text for grammar, textual cohesion and logical sense.
4 Analysis and correction
Stick each group’s sheet(s) of flip chart paper on the wall side by side.
Do the analysis on a sentence-by-sentence basis, that is, examine sentence 1 of each group before moving on to sentence 2 of each group, and so on
Encourage the students to compare the various versions and discuss the language choices made. In this way, errors are exposed and discussed. Use a different coloured felt pen to write corrections/options on the students’ flip chart paper. At the same time, work done well can be praised.
Place an overhead transparency of the original text on the overhead projector. Display one sentence at a time from the original text after the students’ versions have been examined.
Some advantages:
· The issue of grammar is approached contextually
· Grammar correction is done in response to visible needs
· It integrates the functions of testing and teaching
· It motivates learners through cooperative learning
Duration of activity: One hour (or longer if it is the students’ first exposure)
Materials:
· The passage to be dictated
· Sheets of flip chart paper, felt pens and masking tape
· An overhead projector
· An overhead transparency of the original text
The Queue
Source: Hadfield, J. (1990) Intermediate Communication Games, Thomas Nelson and Sons.
Objective: Listening and speaking.
Asking about the past
Arranging in numerical order
Target Group: Intermediate learners but the language could be modified to suit either a more elementary or a more advanced class
Class Size: This game may be played with 8 – 30 students. If you have more than 30 students, invent a few more cards or play in two groups.
Aims: To practice past simple
To practice yes/no questions
To cover everyday activities
To practice past and infinitive forms of verbs – talk, share, catch, eat, have, listen, save, ask, make, have to , smoke, buy, quarrel, drink, read, drop, break, sing, play, be, tell, write, discuss, offer, whistle
Materials: Set of cards with information on them. Need a card for each student in the class i.e. if 20 students then use the first 20 cards. If you have fewer than 30 students in the class you will need to amend the last card in your queue.
Organisation:
· Create a set of cards. You will need one card for each student in the class. It is essential to use the cards in the order in which they are printed i.e. if you have 20 students, use the first 20 cards.
· If you have fewer than 30 students you will need to amend the last card in your queue to delete the section about the person behind you and write instead You were the last person in the queue. When you got to the ticket office, all the tickets were sold out.
· Shuffle the cards and give them out randomly to the students
· Tell the class – Yesterday you were all queuing for tickets for Linkin Park for next Sunday. You can remember who was in front of you and who was behind you in the queue, but not exactly where you were in the queue.
· The object of the game is to reconstruct the queue as it was.
· Students will need to move around the class asking each other questions about what they did in the queue yesterday, in order to find out who was in front of them and behind them and eventually reconstruct the queue by lining up in order. Give the group some examples of the questions that they can ask without specifically identifying who they are. The questions should require a yes or no answer.
· You will need enough space for the students to form a long line and it assists to designate a point to act as the box office where the queue begins.
Additional Ideas: Use the activity to teach the use of ordinal and cardinal numbers eg counting from 1 to 30 or being first, second and so on.
Use the activity to extend to writing about their experience eg frustrations, asking questions (writing out the questions they asked).
You whistled to yourself while you waited. The person in front of your was very impatient and kept looking at their watch. You were the last person in the queue and when you got to the box office, the tickets were sold out. You had a train to catch and kept looking at your watch. The queue moved very slowly. The person in front of you ate a hamburger. You were the last person in the queue and when you got to the box office, the tickets were sold out.
You were hungry so you bought a hamburger and ate it standing in the queue. The people in front of you offered everyone some sweets. You were the last person in the queue and when you got to the box office, the tickets were sold out. You and your friend had a bag of sweets and offered them round. The person in front of you played the guitar. You were the last persons in the queue and when you got to the box office, the tickets were sold out.
You played the guitar to pass the time while you waited. The person in front of you wrote several postcards. You were the last person in the queue and when you got to the box office, the tickets were sold out. You wrote postcards to pass the time. The person in front of you had a very heavy suitcase. You were the last person in the queue and when you got to the box office, the tickets were sold out.
You had just come from the airport and had a very heavy suitcase. The people in front of you got on your nerves: they sang songs all the time. You were the last person in the queue and when you got to the box office, the tickets were sold out. The person in front of you helped pick up vegetables from a shopping bag that broke. You and your friend sang songs to stop yourselves getting bored. You were the last person in the queue and when you got to the box office, the tickets were sold out.
You and your friend had a bag of sweets and offered them round. The person in front of you played the guitar. You were the last persons in the queue and when you got to the box office, the tickets were sold out. The person in front of you helped pick up vegetables from a shopping bag that broke. You and your friend sang songs to stop yourselves getting bored. You were the last persons in the queue and when you got to the box office, the tickets were sold out.
Source: Hadfield, J. (1990) Intermediate Communication Games, Thomas Nelson and Sons.
Objective: Listening and speaking.
Asking about the past
Arranging in numerical order
Target Group: Intermediate learners but the language could be modified to suit either a more elementary or a more advanced class
Class Size: This game may be played with 8 – 30 students. If you have more than 30 students, invent a few more cards or play in two groups.
Aims: To practice past simple
To practice yes/no questions
To cover everyday activities
To practice past and infinitive forms of verbs – talk, share, catch, eat, have, listen, save, ask, make, have to , smoke, buy, quarrel, drink, read, drop, break, sing, play, be, tell, write, discuss, offer, whistle
Materials: Set of cards with information on them. Need a card for each student in the class i.e. if 20 students then use the first 20 cards. If you have fewer than 30 students in the class you will need to amend the last card in your queue.
Organisation:
· Create a set of cards. You will need one card for each student in the class. It is essential to use the cards in the order in which they are printed i.e. if you have 20 students, use the first 20 cards.
· If you have fewer than 30 students you will need to amend the last card in your queue to delete the section about the person behind you and write instead You were the last person in the queue. When you got to the ticket office, all the tickets were sold out.
· Shuffle the cards and give them out randomly to the students
· Tell the class – Yesterday you were all queuing for tickets for Linkin Park for next Sunday. You can remember who was in front of you and who was behind you in the queue, but not exactly where you were in the queue.
· The object of the game is to reconstruct the queue as it was.
· Students will need to move around the class asking each other questions about what they did in the queue yesterday, in order to find out who was in front of them and behind them and eventually reconstruct the queue by lining up in order. Give the group some examples of the questions that they can ask without specifically identifying who they are. The questions should require a yes or no answer.
· You will need enough space for the students to form a long line and it assists to designate a point to act as the box office where the queue begins.
Additional Ideas: Use the activity to teach the use of ordinal and cardinal numbers eg counting from 1 to 30 or being first, second and so on.
Use the activity to extend to writing about their experience eg frustrations, asking questions (writing out the questions they asked).
You whistled to yourself while you waited. The person in front of your was very impatient and kept looking at their watch. You were the last person in the queue and when you got to the box office, the tickets were sold out. You had a train to catch and kept looking at your watch. The queue moved very slowly. The person in front of you ate a hamburger. You were the last person in the queue and when you got to the box office, the tickets were sold out.
You were hungry so you bought a hamburger and ate it standing in the queue. The people in front of you offered everyone some sweets. You were the last person in the queue and when you got to the box office, the tickets were sold out. You and your friend had a bag of sweets and offered them round. The person in front of you played the guitar. You were the last persons in the queue and when you got to the box office, the tickets were sold out.
You played the guitar to pass the time while you waited. The person in front of you wrote several postcards. You were the last person in the queue and when you got to the box office, the tickets were sold out. You wrote postcards to pass the time. The person in front of you had a very heavy suitcase. You were the last person in the queue and when you got to the box office, the tickets were sold out.
You had just come from the airport and had a very heavy suitcase. The people in front of you got on your nerves: they sang songs all the time. You were the last person in the queue and when you got to the box office, the tickets were sold out. The person in front of you helped pick up vegetables from a shopping bag that broke. You and your friend sang songs to stop yourselves getting bored. You were the last person in the queue and when you got to the box office, the tickets were sold out.
You and your friend had a bag of sweets and offered them round. The person in front of you played the guitar. You were the last persons in the queue and when you got to the box office, the tickets were sold out. The person in front of you helped pick up vegetables from a shopping bag that broke. You and your friend sang songs to stop yourselves getting bored. You were the last persons in the queue and when you got to the box office, the tickets were sold out.
Wednesday, October 22, 2003
Hi,
This is a test to see if I can load my presentation.
Margaret Weyl-Willett
This is a test to see if I can load my presentation.
Margaret Weyl-Willett
Saturday, October 18, 2003
Hello my dear TESOL colleagues,
I want to share with you all this invitation to join an online discussion regarding our wonderful profession as English teachers and how we can best contribute to the betterment of it thrhough combining different resources by sharing our knowledge and opinions with one another.
Maria Elena Rendon G. monina37au@yahoo.com
1. THIS INVITATION is to the ESL community, worldwide for purposes of
joining a a discussion on methods likely to substantially increase
the "productivity", affordability and accessibility of English
language instruction. It will delve into the COMBINATION of: Use of
ordinary radio, tape recorders, print, c.d.,Internet and computer
technologies in COMBINATION with novel methods to use a COMBINATION
of "untrained" native English "teachers"; ESL trained native English
teachers; ESL trained non-native teachers; and non-English speaking
native teachers.
2. THE GOAL is to have a wide ranging open ended discussion of a kind
which will lead to a comprehensive "White Paper" authored by
contributions which should come from those who participate. The
"White Paper" is likely to be a collection of submissions -- to
include whether this kind of (worldwide) format was worth the time
spent?
3. BLOGGING comments are particularly encouraged. The blog site will
be reached from here:
NOTE: Those who submit comments in ESL list servs or in "ordinary"
e-mail exchanges should be advised that some of these are likely to
be "cut and pasted" into the Franklin blog.
NOTE:Those new to blogging are likely to be surprised about how
friendly is this communication method. And why, very often, the most
serious comments of all are found on blogging sites.
4. REAL TIME DISCUSSION: A good deal of this subject will be
addressed on 16 November 2003, by the WebHeads Group, within the
forum of Global Learn Day VII.. That
discussion will be lead by Vance Stevens, well known to thousands in
the ESL world. (More about Vance here:
.
As many as two dozen panelists are likely to join Vance in our
(combination) Net audio/telephone and text chat platform. (wee plug -
these platforms are all VERY, VERY friendly and already helpful ESL
teachers)
5. WHO? - I am sending blind copies of this e-mail to those I know to
be very ambitious, very competent ESL teachers around the world.
6. RADIO - I am also sending invitations to people involved in
"radio". Is radio the Sleeping Giant for increasing the "delivery" of
ESL to the developing world? They will bring their "radio"
experiences to the table. There are 85,000 community radio stations
in existence. What role do they have in ESL?
7. THREADS - LIST SERV - While I am hopeful that the most serious
discussions will be at http://www.bfranklin.edu/blog, it might be
that we should set up a new list serv devoted entirely to this
discussion? Let's see where it goes.
FINAL COMMENT: Here are the my personal premises and personal
convictions: (1) The Movers and Shakers of tomorrow are found in ESL
classrooms. (2) ESL teachers are among the most extraordinary people
on the planet - they are also underpaid and under appreciated. One
outcome, I hope, will be to improve their lot. They deserve better.
Especially those to whom this e-mail is sent.
Please forward.
--
John W. Hibbs
http://www.bfranklin.edu
I want to share with you all this invitation to join an online discussion regarding our wonderful profession as English teachers and how we can best contribute to the betterment of it thrhough combining different resources by sharing our knowledge and opinions with one another.
Maria Elena Rendon G. monina37au@yahoo.com
1. THIS INVITATION is to the ESL community, worldwide for purposes of
joining a a discussion on methods likely to substantially increase
the "productivity", affordability and accessibility of English
language instruction. It will delve into the COMBINATION of: Use of
ordinary radio, tape recorders, print, c.d.,Internet and computer
technologies in COMBINATION with novel methods to use a COMBINATION
of "untrained" native English "teachers"; ESL trained native English
teachers; ESL trained non-native teachers; and non-English speaking
native teachers.
2. THE GOAL is to have a wide ranging open ended discussion of a kind
which will lead to a comprehensive "White Paper" authored by
contributions which should come from those who participate. The
"White Paper" is likely to be a collection of submissions -- to
include whether this kind of (worldwide) format was worth the time
spent?
3. BLOGGING comments are particularly encouraged. The blog site will
be reached from here:
NOTE: Those who submit comments in ESL list servs or in "ordinary"
e-mail exchanges should be advised that some of these are likely to
be "cut and pasted" into the Franklin blog.
NOTE:Those new to blogging are likely to be surprised about how
friendly is this communication method. And why, very often, the most
serious comments of all are found on blogging sites.
4. REAL TIME DISCUSSION: A good deal of this subject will be
addressed on 16 November 2003, by the WebHeads Group, within the
forum of Global Learn Day VII.
discussion will be lead by Vance Stevens, well known to thousands in
the ESL world. (More about Vance here:
As many as two dozen panelists are likely to join Vance in our
(combination) Net audio/telephone and text chat platform. (wee plug -
these platforms are all VERY, VERY friendly and already helpful ESL
teachers)
5. WHO? - I am sending blind copies of this e-mail to those I know to
be very ambitious, very competent ESL teachers around the world.
6. RADIO - I am also sending invitations to people involved in
"radio". Is radio the Sleeping Giant for increasing the "delivery" of
ESL to the developing world? They will bring their "radio"
experiences to the table. There are 85,000 community radio stations
in existence. What role do they have in ESL?
7. THREADS - LIST SERV - While I am hopeful that the most serious
discussions will be at http://www.bfranklin.edu/blog, it might be
that we should set up a new list serv devoted entirely to this
discussion? Let's see where it goes.
FINAL COMMENT: Here are the my personal premises and personal
convictions: (1) The Movers and Shakers of tomorrow are found in ESL
classrooms. (2) ESL teachers are among the most extraordinary people
on the planet - they are also underpaid and under appreciated. One
outcome, I hope, will be to improve their lot. They deserve better.
Especially those to whom this e-mail is sent.
Please forward.
--
John W. Hibbs
http://www.bfranklin.edu
Friday, October 17, 2003
Hello Lise,
I forgot to thank you for the link on ELS Glossary. I looked at it and it's really helpful...and believe me it's not just you, we all get confused sometimes with the ELS jargon :)
Maria.
I forgot to thank you for the link on ELS Glossary. I looked at it and it's really helpful...and believe me it's not just you, we all get confused sometimes with the ELS jargon :)
Maria.
Hello Alex!
I'm happy to see you finally made your way here! I knew you could make it.
I will check SOCS for information on the edition of the TESL electronic jounal regarding learning strategies
Maria.
I'm happy to see you finally made your way here! I knew you could make it.
I will check SOCS for information on the edition of the TESL electronic jounal regarding learning strategies
Maria.
Friday, October 10, 2003
I have finally been able to access the blog, thanks to Maria. However, I am using my PC at Monash, not the Macintosh at Melbourne. Not even Maria could make that work, but I am pleased that the problem was not with me!
I was very interested to read Lise's explanations of "raspberries" and "Bronx cheers".
By the way, if you are interested in learning strategies the new edition of the TESL electronic journal will interest you. I have posted information on how to access it on SOCS.
Alex
I was very interested to read Lise's explanations of "raspberries" and "Bronx cheers".
By the way, if you are interested in learning strategies the new edition of the TESL electronic journal will interest you. I have posted information on how to access it on SOCS.
Alex
Wednesday, September 17, 2003
Re: Raspberries and Bronx cheers!
This is what I found out on the Web:
RASPBERRY:
short for raspberry tart, rhyming slang for fart :
a sound of contempt made by protruding the tongue between the lips and expelling air forcibly to produce a vibration;
broadly : an expression of disapproval or contempt
(source: www.merriam-webster.com)
BRONX CHEER:
In United States slang, the Bronx cheer is a noise made to signify derision,
made by sticking out the tongue between the lips and and blowing
to make a sound reminiscent of flatulence. It is also sometimes known as The Raspberry.
(source: www.wikipedia.org)
So there you go, same thing really!
This is what I found out on the Web:
RASPBERRY:
short for raspberry tart, rhyming slang for fart :
a sound of contempt made by protruding the tongue between the lips and expelling air forcibly to produce a vibration;
broadly : an expression of disapproval or contempt
(source: www.merriam-webster.com)
BRONX CHEER:
In United States slang, the Bronx cheer is a noise made to signify derision,
made by sticking out the tongue between the lips and and blowing
to make a sound reminiscent of flatulence. It is also sometimes known as The Raspberry.
(source: www.wikipedia.org)
So there you go, same thing really!
Hi everybody,
The School World Internet Education Projects link that Jennie refered to below is working properly. Have a look at it.
By the way, thanks for those links Jennie. I'm glad you put them on the blog, cause I missed your presentation and the Flat Stanley Project interests me. :)
Maria E. R.
The School World Internet Education Projects link that Jennie refered to below is working properly. Have a look at it.
By the way, thanks for those links Jennie. I'm glad you put them on the blog, cause I missed your presentation and the Flat Stanley Project interests me. :)
Maria E. R.
That's a very useful resource, Lise. Thank you. Maria E. R.
