Comments for ELT Techniques

Comment on Jason’s Post-class activities by varvara

varvara — Thu, 28 Nov 2013 18:16:00 +0000

Varvara Tsoukidou
Date of submission: 28th November, 2013
My lesson plan for the post-class task for shrinking and linking:
Lesson plan
Classroom details: An advanced, mixed ability class of 24 senior high school students in Grade 2, at a state school of Greece. Students have English lessons twice a week for 45 minutes per lesson.
Classroom arrangement: 3 rows of desks, where students sit in pairs
Available resources: cd player, school laptop, overhead projector, whiteboard.
Materials used: cd player, photocopies of the song, pen and paper.
Length: 30 minutes
Purpose: Following the 3Rs (Relax, Repeat, Remember), students are going to practise stressed and reduced speech, in order to improve their listening and pronunciation skills, but also practise speaking, reading and writing, in a fun, relaxing manner.
Task 1: Listen to the song and fill in each gap with the word you hear. (Students provide the right answers for the whole class to check. Teacher helps only if necessary.)
Task 2: Work as a whole class. Listen to the song again and sing along, trying to keep the rhythm.
(The teacher monitors the process.)
Task 3: Teacher gets Students to answer the following question:
- What did you have to do in order to keep the rhythm? Give examples. (Teacher tries to elicit the answer that students had to link and shrink words in order to keep the rhythm, and explain that this happens all the time in real speech.)
Task 4: Students work in pairs. This song is part of a dialogue between two young people. Choose a part of the dialogue that you like (part 1, 2 or 3) and complete it with the missing parts. Then act it out in front of the class.

Photocopy for Students
Bohemian Like You – Dandy Warhols

Dialogue Part 1:

You got a great ………..
Yeah, what's wrong with it …………?
I used to have one too,
Maybe I'll come and have a look
I really ……. your hairdo, yeah.
I'm glad you like mine too,
See we're looking pretty ……. Getcha!

Dialogue Part 2:
So what do you ………..?
Oh yeah, I wait ………………. too.
No I haven't heard your ……………
Cause you guys are pretty ………...
But if you dig on Vegan …………...
Well come over to my work
I'll have them …………… you something that you'll really …………………

Cause I like you,
Yeah I like you.
And I'm feeling so Bohemian like you,
Yeah I like you,
Yeah I like you,
And I feel wahoo! ..

Dialogue Part 3:
Wait. Who's that ……………… just hanging at your pad?
He's lookin' kinda bummed.
Yeah you broke up that's too …………...
I guess it's ……………. if he always pays the ……………
And he doesn't get all bent
About sleepin' on the ……………… when I'm ………………...

Cause I like you,
….

I'm getting wise
And I feel so Bohemian like you.
It's you that I want so …………….,
Just a casual, casual ……………. thing.
Is it? It is for me

And I like you
Yeah I like you
And I like you, I like you, I like you,
I like you, I like you, I like you, I like you
And I feel wahoo!…

Answer Key for Task 1

Bohemian Like You – Dandy Warhols

You got a great car
Yeah, what's wrong with it today?
I used to have one too,
Maybe I'll come and have a look
I really love your hairdo, yeah.
I'm glad you like mine too,
See we're looking pretty cool
Getcha!

So what do you do?
Oh yeah, I wait tables too.
No I haven't heard your band
Cause you guys are pretty new.
But if you dig on Vegan food.
Well come over to my work
I'll have them cook you something that you'll really love.

Cause I like you,
Yeah I like you.
And I'm feeling so Bohemian like you,
Yeah I like you,
Yeah I like you,
And I feel wahoo! ..

Wait. Who's that guy just hanging at your pad?
He's lookin' kinda bummed.
Yeah you broke up that's too bad.
I guess it's fair if he always pays the rent
And he doesn't get all bent
About sleepin' on the couch when I'm there.

Cause I like you,
….

I'm getting wise
And I feel so Bohemian like you.
It's you that I want so please,
Just a casual, casual easy thing.
Is it? It is for me

And I like you
Yeah I like you
And I like you, I like you, I like you,
I like you, I like you, I like you, I like you
And I feel wahoo!…

Comment on Jason’s Post-class activities by Carla Fernanda Diez

Carla Fernanda Diez — Wed, 27 Nov 2013 12:52:40 +0000

Carla Fernanda Diez Date of submission: 27/11/2013 Lesson Plan Class description There are 32 students in this group, 24 girls and 8 boys, all between 15 and 16 years old. Students are generally attentive and ready to participate, although there are some of them that are talkative and noisy. Pre-Intermediate level. 40 min. Class. Timetable fit Students have been revising simple past and past continuous (affirmative, negative, question forms). PROCEDURES OBJECTIVE 1: Warm Up Activity/Class organisation: Teacher shows a the picture of John in Imagine, and elicits students’ previous knowledge about the singer, writing the answers on the board, and asking titles of songs they know of Lennon. OBJECTIVE 2: Lead in - Predicting - Dictation Context: A worksheet with the song ‘Jealous Guy’ by John Lennon. Activity/Class organisation: Teacher asks them to read the activities: 1-Dictation: One part of the song is dictated (four sentences). Sentences are repeated 3 times, in the same speed and stress pattern. After Ss. finish, the sentences are checked. The sentences are not in order, so, when they listen the song, they have to order them. 2-Before listening to the song, read the lyrics and mark stress. OBJECTIVE 3: Listening Context: A video ‘‘Jealous Guy’. Link: http://www.youtube.com/watch?v=giN6m-sfzng Activity/Class organisation: First, the video is watched, and Ss have to order the sentences, and check if the stresses they have marked are the same. Second, the song is repeated, pausing it to check the answers. After this, it’s time to sing all together, practising the stress pattern. Jealous Guy – By John Lennon 1- Dictation: Write 4 stanzas – When you hear the song, put them in order. 1-I’m sorry that I made you cry ___ 2- I didn’t mean to hurt you ___ 3- I’m just a jealous guy ___ 4- I didn’t want to hurt you ___ Chorus 2- Read the lyrics, predict and mark the stress of the song. I was dreaming of the past And my heart was beating fast I began to lose control I began to lose control (Chorus) I was feeling insecure You might not love me any more I was shivering inside I was shivering inside (Chorus * 2) I was trying to catch your eyes Thought that you were trying to hide I was swallowing my pain I was swallowing my pain (Chorus) I’m just a jealous guy (look out babe)

Comment on Welcome to our Learning Space by María Alejandra Pinardi

María Alejandra Pinardi — Tue, 26 Nov 2013 15:06:31 +0000

Hello world! My name is María Alejandra Pinardi, I am an English teacher in Buenos Aires, Argentina. I have been teaching kids, teens and adults for 27 years. And I have been learning since then. Teaching and learning non stop, because this is what life is about.
I´m honored to be a facilitator in this learning festival, glad to share, so pleased to see so many people who care! I´d like to share a few words I wrote some time ago:
Life-long learning
learn all your life long
you start to learn
since you were born
to walk, to eat,
to run, to speak.

Remember those days
when you learnt a great deal
you learnt at your own pace
you learnt from your mistakes
And the truth is
you learn as you go
you learn life lessons
you learn all life long.

Get ready, don´t stop
and go on, take action
if you learn with passion
you will really learn a lot.

You learn in a group
you learn on your own
you learn at home, at school
when you teach, and in WizIQ!!!!

Comment on Welcome to Nellie’s post-class activities by Dilsa Quade

Dilsa Quade — Tue, 26 Nov 2013 13:58:59 +0000

1. When I listen, I can understand others point of view. I can expand my horizons. When I talk is good, because I can express what I am feeling, ideas and opinions. Unfortunately, we talk more than we listen. Therefore, we have a lot of communications problems.

2. I know when someone is listen to me because,

Look at my eyes
Leave his phone alone. I do not like when I in a conversation and people have their cell phone place at the table. Looking constantly what messages they received in every single minutes of their life.
Paraphrase.
There are people that no even allow you to say the first sentence and they already have an opinion about what you are going to say.

Comment on Andrew’s pre-class by Andrew Weiler

Andrew Weiler — Tue, 26 Nov 2013 05:38:10 +0000

Coming soon!

Comment on Welcome to Teresa’s post-class activities by teresa

teresa — Tue, 26 Nov 2013 00:15:43 +0000

Teresa Moore
(Fourth Task Assignment)

TASK:
Watch this video:
http://www.tripppin.com/lounge#video=899
What activities could you do with students?
Choose one of the following tasks to complete:
1. Create and describe an activity for a traditional (offline) class.
2. Create and describe an activity for an online class.
3. Create and describe an activity for a private student.
For this task, please consider relevant details about your learners and their learning
Environments (e.g., age, level, class size, class length, program length) and include this information with the work you submit.
SUBMISSION:
E-mail Mau Buchler: tripppin@tripppin.com

I.                   Ages-   14-16
Level-   3
Class Size- 15 students
Class Length- One class meeting (50 minutes)

Objective: After viewing the video on graffiti and discussing the history of graffiti, students will create a graffiti wall in the classroom that contains drawings/descriptive words/phrases that represent their homeland.

A.   MATERIALS NEEDED:
1.     Large rolls of paper that can be used to tape on one entire wall in the room.   These rolls are usually in all schools and can be found in the supply room or check with the art teacher. There are usually multiple colored rolls. Choose what colors you would like for your graffiti wall in your room.
2.     Get many colored pens/colored chalk, or markers for the students to use for their graffiti wall.   Get tape to use to tape your paper to your wall in your room.
3.     Always set guidelines for the graffiti wall before beginning. Discuss this with the class members. No profanity or lewd, suggestive drawings. This is in the school community and we must adhere to school policy.

II.                CLASS SET: (Procedure)

1.     What is “graffiti?”
2.     Where do we find graffiti?   Is graffiti art? Could we describe graffiti as a ‘piece of art?’
3.     Open this link for the class via teacher computer link on overhead.

http://www.fatcap.com/graffiti-type/color-pieces/pictures.html
4.     Point out the various types of graffiti that are shown on the site: piece, character, street art, etc. Move the mouse over some of the pieces and the pieces are from around the world. (Spain, France, Italy, etc.)

5.     Open this link and describe briefly the history of graffiti to the class.
http://library.thinkquest.org/04oct/01253/history.html
ALSO show this link from an Australian who values graffiti:
http://www.tripppin.com/lounge#video=899

6.     Teacher will create her own word/graffiti wall sample on the overhead and share it with the students. The word wall will contain descriptive words and drawings of her home state: Kentucky. (Horses, mountains, THE BLUEGRASS STATE, a horseshoe, a basketball). There are FIVE.
7.     The teacher will then show a written paragraph about her home state.

Paragraph:   My home state is Kentucky and it is known as “The Bluegrass State” because of the lush grass and beautiful country side that has a mountain range called the Appalachian Mountains running through the state. My state is known for horses because we have the Kentucky Derby here. It is also known for being a state that values the sport of basketball because the University of Kentucky has won so many National Championships.
ASSIGNMENT:
A.   In groups of three:   Create your graffiti wall from a section of the graffiti wall in the classroom. Be creative and choose words, phrases, and drawings that represent your homeland. You must be precise and use FIVE words, phrases or drawings for your portion of the graffiti wall. That is FIVE each. This means that your portion will have a total of FIFTEEN in your graffiti section.

B.   After completing your graffiti wall you will write a paragraph describing your homeland using the words or phrases to describe the art piece.

Comment on Welcome to Mau’s post-class activities by teresa

teresa — Tue, 26 Nov 2013 00:12:31 +0000

Teresa Moore
(Fourth Task Assignment)

TASK:
Watch this video:
http://www.tripppin.com/lounge#video=899
What activities could you do with students?
Choose one of the following tasks to complete:
1. Create and describe an activity for a traditional (offline) class.
2. Create and describe an activity for an online class.
3. Create and describe an activity for a private student.
For this task, please consider relevant details about your learners and their learning
Environments (e.g., age, level, class size, class length, program length) and include this information with the work you submit.
SUBMISSION:
E-mail Mau Buchler: tripppin@tripppin.com

I.                   Ages-   14-16
Level-   3
Class Size- 15 students
Class Length- One class meeting (50 minutes)

Objective: After viewing the video on graffiti and discussing the history of graffiti, students will create a graffiti wall in the classroom that contains drawings/descriptive words/phrases that represent their homeland.

A.   MATERIALS NEEDED:
1.     Large rolls of paper that can be used to tape on one entire wall in the room.   These rolls are usually in all schools and can be found in the supply room or check with the art teacher. There are usually multiple colored rolls. Choose what colors you would like for your graffiti wall in your room.
2.     Get many colored pens/colored chalk, or markers for the students to use for their graffiti wall.   Get tape to use to tape your paper to your wall in your room.
3.     Always set guidelines for the graffiti wall before beginning. Discuss this with the class members. No profanity or lewd, suggestive drawings. This is in the school community and we must adhere to school policy.

II.                CLASS SET: (Procedure)

1.     What is “graffiti?”
2.     Where do we find graffiti?   Is graffiti art? Could we describe graffiti as a ‘piece of art?’
3.     Open this link for the class via teacher computer link on overhead.

http://www.fatcap.com/graffiti-type/color-pieces/pictures.html
4.     Point out the various types of graffiti that are shown on the site: piece, character, street art, etc. Move the mouse over some of the pieces and the pieces are from around the world. (Spain, France, Italy, etc.)

5.     Open this link and describe briefly the history of graffiti to the class.
http://library.thinkquest.org/04oct/01253/history.html
ALSO show this link from an Australian who values graffiti:
http://www.tripppin.com/lounge#video=899

6.     Teacher will create her own word wall (graffiti)sample on the overhead and share it with the students. The word wall will contain descriptive words and drawings of her home state: Kentucky. (Horses, mountains, THE BLUEGRASS STATE, a horseshoe, a basketball). There are FIVE.
7.     The teacher will then show a written paragraph about her home state.

Paragraph:   My home state is Kentucky and it is known as “The Bluegrass State” because of the lush grass and beautiful country side that has a mountain range called the Appalachian Mountains running through the state. My state is known for horses because we have the Kentucky Derby here. It is also known for being a state that values the sport of basketball because the University of Kentucky has won so many National Championships.
ASSIGNMENT:
A.   In groups of three:   Create your graffiti wall from a section of the graffiti wall in the classroom. Be creative and choose words, phrases, and drawings that represent your homeland. You must be precise and use FIVE words, phrases or drawings for your portion of the graffiti wall. That is FIVE each. This means that your portion will have a total of FIFTEEN in your graffiti section.

B.   After completing your graffiti wall you will write a paragraph describing your homeland using the words or phrases to describe the art piece.

Comment on Welcome to Teresa’s pre-class activities by teresa

teresa — Mon, 25 Nov 2013 19:31:47 +0000

About the Class

PRESENTER: Paul Maglione

PRE-CLASS TASK INCLUDED BELOW the class description.
Please respond in a comment on this page and comment on your colleagues' responses.

Paul will illustrate how entertainment video, such as clips from current movies or music videos, can be used as the basis of a complete lesson plan for all levels of learners of English, both within and outside of the classroom.

PRE-CLASS TASK: Please post your answers HERE on this class page in the comments section below.

(1) Many learners of English are convinced that if they do not understand 100% of an English-language communication or dialogue, they are not "understanding" it. But we know that learning a language means "negotiating meaning." Authentic English-language coversation is faster, uses more slang, acronyms and idioms, and can be less clearly pronounced than graded material made for teaching. Do you think it's better to use authentic materials (which?); graded materials; or both? And why?

(2) Many "learn with video" sites use subtitles (in English or sometimes the learner's L1) to aid comprehension. Do you think this is a good idea, or not? And why?

Teresa Moore: Response:

1) It is best to use both. Students in a formal language learning environment are exposed to academic language because they will be and should be tested with their peers. They also are learning the language in order to become productive members of society. Most academic settings incorporate casual English as a part of the language program. It is important that a student be exposed to all linguistic aspects of a language.

Depending upon the school here, a student is in a push-in program or they are placed in specific content classes, just as other students after they are tested to determine their level of language proficiency. This means that a student is taking, math, algebra, English, science, just as any other student would be.

2) I have always used sub-title videos in the language class room. I think it helps to associate the written with the spoken language. It aids with word recognition, spelling and pronunciation.
Reply|Report Abuse

Comment on Welcome to our Learning Space by Inés

Inés — Mon, 25 Nov 2013 17:37:25 +0000

Hey everybody! My name is Inés Hamdi and I'm from Denmark/Tunisia. I've only been teaching English for 5 years but have studied it ever since 4th grade. I've already tried my hand at ELT in evening language classes, at university level and summer school for kids. I never knew I wanted to teach – not until that moment when I taught my first class the year I was finishing my MA in English Lit : I was hooked after 5 minutes!!!! I'm currently working on my PhD in English Lit but am in parallel enjoying the challenges of ELT. In Tunisia, teaching at universities will always require a big amount of "undercover" ELT – which is why I decided to do the CELTA this previous summer! I'm here to LEARN from you all – Presenters, Participants and Facilitators. I already know that there's a bunch to learn from all four corners of the world and I'm EXCITED!!

Comment on Welcome To Fluency MC’s Class and Video Content by Oksana Marchuk

Oksana Marchuk — Mon, 25 Nov 2013 10:35:11 +0000

Lesson Plan for the Teaching of Reduced Forms
Date November 25 2013
Teacher: Marchuk Oksana
Proficiency level: Intermediate
Age 13 and over
Group of 5-15 Ss
Duration:50 mins
Objectives

Help students to become aware of reduced forms.
Help students to understand the structure and origin of reduced forms and identify the reduced words and sentences.

Lesson Plan
Introduction: At the beginning of a class introduce from one to five new reduced forms and explain how they are reduced and where can they be found. The teacher first models the slow, ideal pronunciation of each reduced form, then the relaxed, fast pronunciation. For example, "What do you" and "want to" become Whaddaya and wanna.
Warm-up:
Play a dialogue with reduced forms, as follows:
-          Kin ya help me?
-          Sure whaddaya need?
-          Well I’m gonna mail these packages ta my parents. I want ‘em ta git’em as soon as possible.
-          How fast d’ya want’em ta git ‘em?
-          Faster than my brother got the package I sent him
-          When did ‘e git it?
-          Well I sent’em the package last month. Do ya know when ‘e got it? Last week!
-          How did ya send it?
-          I sent is package first class.
-          Wow. I sent my sister a package a package, and it only took ‘er four days ta git it.

Play it again, pausing after each line and getting students to repeat the lines.
Ask the question: “Was the dialogue hard to understand? Why/Why not?” After eliciting students’ responses, ask them to write the lines of the dialogue in standard written English. Then play the same dialogue in careful pronunciation to check.
Practice: Ask them to identify the reduced forms in the sentences above and make them repeat the lines quickly three or more times to their partners and let them feel the change in the sentences.
Production: Play a dialogue expantion part at which the speakers use relaxed speech and ask students to fill in the gaps with reduced forms in their worksheets.
Assignment: Listen to some pop songs or watch movies scenes, and write down the reduced forms they can catch. Give them a list of possible reduced forms (Whaddaya, wanna, gonna, gotta, hafta, hasta, useta, cha, etc)
Extra activity on how to make entries in their listening journals.
1.      Write the date, time started, time finished, and type of material used.
2.      Concentrate on listening for stressed words and reduced forms you have learned.
3.      Write down new words and expressions you hear.
4.      Make a note of reduced forms you recognize.
5.      Take dictation on a one- or two-minute section of the tape or program you are using. Replay the tape as often as necessary.
6.      If you are listening to a song, take dictation on as much of it as you can. Compare your dictation later with the lyrics.
7.      Before you start listening, write down some words or expressions you expect will be used. Put a check by the ones that are used.
8.      Rate the degree of difficulty for the listening passage on a scale of 1-10.
9.      Rate your level of interest on a scale of 1-10.
10. Do you recommend this material for other students?
11. Listen to the tape once more. This time don't write anything. Relax. Don't try to understand everything. Listen only for stressed words. Write a brief summary of what you think you understood.