Friday, April 30, 2010
Thursday, April 29, 2010
Something else, very sound, about the protagonists of the classes (also you are the protagonist, teacher). From Rebecca Oxford (1990).
“Learning strategies are steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. Appropriate language learning strategies result in improved proficiency and greater self-confidence.” (1)Photo from www googleimages com
Wednesday, April 28, 2010
Sorry for the format thing and the size of the letters - I again copied from Word program.
From the interesting book by Rebecca Oxford (1990) I took some features about learning strategies. It is very helpful for us teachers to consider: we help create learners that really wish to learn English. And moreover with regard to adult learners. But also a kid 11 year old has his or her techniques, though these ones are usually unconscious. Read the following features carefully, I'd advise you. eviljwinter files wordpress com: Neil Armstrong.
(Copied May 29, 2004)
“1. Contribute to the main goal, communicative competence.
2. Allow learners to become more self-directed.
3. Expand the role of teachers.
4. Are problem-oriented.
5. Are specific actions taken by the learner.
6. Involve many aspects of the learner, not just the cognitive.
7. Support learning both directly and indirectly.
8. Are not always observable.
9. Are often conscious.
10. Can be taught.
11. Are flexible.
12. Are influenced by a variety of factors.” (9)
Tuesday, April 27, 2010
Thursday, April 22, 2010
Para el Índice
Títulos de capítulos
- Esta introducción da sentido al libro
- Atención: ahora viene cuál es la clave del éxito en la enseñanza de una lengua
- Aunar fuerzas proporciona una enorme potencialidad...
- ¿Tengo que querer a mis alumnos?
- Lo más importante: comunicación, comunicación, comunicación
- Ten en cuenta sus intereses
- Ganar una batalla exige unas buenas estrategias
- Si quieres que hablen, tienen que escuchar antes mucho
- De lo que se trata es de comunicación
- ¿Un concurso en clase?
- Profundicemos: haz que empleen estrategias
- Si yo quiero aprender un idioma, tengo que apuntar alto
- Hazles que piensen por su cuenta y riesgo
- Dales puntos a tus alumnos
- Cómo puedes conseguir que te hablen en inglés o francés
- Recuerda que lo importante es la comunicación
- Si eres creativo, tendrás éxito
- Programa cada clase
- Pon cariño en lo que haces
- Insiste en los juegos
- Que aprendan a estudiar... y si no, que monten una tómbola
- Ponles a trabajar a tope
- Anima, empuja a tu alumno. Momento privilegiado: la tutoría a solas
- Desde el minuto 1
- Sus padres: clave en el aprendizaje de los hijos
- Para trabajar y aprender: imprescindible un clima de paz
- El esqueleto del idioma: la gramática
- Cómo aprender palabras nuevas
- La alegría y el buen humor en clase
- Alegría y buen humor... en la tutoría personal
- La programación debe facilitar tus clases
- Cómo encarar la diversidad de los alumnos
- ¿Sigues aprendiendo tú como profesor?
- ¡Qué haría yo sin la pizarra!
- Aprenden mejor el idioma si les entra por los ojos: ayudas visuales
- Tu alumno aprende por necesidad
- Cómo hacer que el alumno sea el interesado en aprender…
- Las nuevas ayudas: uso de Power Point™ e Internet
- La comunicación es entre personas
- Les encanta que les cuentes historias
- Cómo sacar más partido a las cuatro destrezas de la lengua
- Aprovecha su natural interés por leer
- Envían y reciben emails de personas reales en L2
- Pon una biblioteca de aula a su disposición
- Cómo evaluar los adelantos del alumno
- Cada clase es un paso adelante para el alumno
- Aprueba (y aprende) el que quiere: matemático
- Tienes personas humanas a tu cargo
- El alumno: su propio tutor
- ¿Dónde mejor aprender inglés o francés que en un país angloparlante o francoparlante?
- El veraneo es para descansar
- Este curso podemos contar con una profesora nativa
- Que hagan deberes... significativos para ellos
- ¡Imita a un nativo!
- Cómo deben preparar un examen con éxito
- ¿Aprenden la lengua de igual manera las chicas que los chicos?
- Les ayuda a aprender la lengua si tienen encargos en clase
- ¿Qué les ayuda más, hacer un mismo tipo de actividad o la variedad?
- Principal fuente de recursos: el profesor
- El alumno: su propio profesor
- Aprendizaje interdisciplinario
- ¿Qué hago con los inmigrantes?
Wednesday, April 21, 2010
Worksheet nº 99
Composed on 21 April 2010
Do or make?
- Writing and speaking in English ................... a difference, obviously. They are different language skills.
- That native teacher will ........................ interviews with each student, while the other teachers will teach in their classrooms.
- And every pupil will ........................ a small job, like rubbing the blackboard or turning off the fans after the classes.
- In the afternoons of the camp of English the kids will .................... other activities like sports or visiting and assisting in an elderly residence.
- So, as I’ve said, the native teacher, Gregg Mayer, an American guy, will ..................... conversations with every kid, to have extra speaking in English.
- We have got to ........................ a decision about which teacher to choose among the possible ones we have in the list of possible teachers.
- Also in the afternoon the kids and the monitors ....................... some swimming in the pool.
- One activity every pupil have to do is ................... (-ing) an oral presentation about a topic their choice.
- Dogs in police forces, like in Algeciras, have to ................... some training regime to be able to find drugs hidden in the boots of cars.
- When learning English it’s usual to ................... mistakes and errors. No problem.
- One of my friends, Pablo, who is a professor at Universidad Complutense, is .................. (-ing) a project about English language learning/acquiring, with some colleagues of the State University of San Francisco, within H D Brown Foundation. It’s a project carried out by experts at TEFL/TESL, about something related to learners' capability for retrieving honed skills in order to communicate with other people.
- The research about learning/acquiring a language this friend of mine is ..................... (-ing) seems so brilliant. He is an ace about teaching/learning a language.
- NYC Police Department are ......................... (-ing) an investigation about potential terrorist cells hidden in the city. [Would to God this wouldn't be the case, oh my God. Would be nice every people live and work to build a better world]
Tuesday, April 20, 2010
Sunday, April 18, 2010
Mary, Star of Hope
49. With a hymn composed in the eighth or ninth century, thus for over a thousand years, the Church has greeted Mary, the Mother of God, as “Star of the Sea”: Ave maris stella. Human life is a journey. Towards what destination? How do we find the way? Life is like a voyage on the sea of history, often dark and stormy, a voyage in which we watch for the stars that indicate the route. The true stars of our life are the people who have lived good lives. They are lights of hope. Certainly, Jesus Christ is the true light, the sun that has risen above all the shadows of history. But to reach him we also need lights close by—people who shine with his light and so guide us along our way. Who more than Mary could be a star of hope for us? With her “yes” she opened the door of our world to God himself; she became the living Ark of the Covenant, in whom God took flesh, became one of us, and pitched his tent among us (cf. Jn 1:14).
Friday, April 16, 2010
One day teacher B said to teacher A, “A few years ago I was registered in a course of English myself, at an advanced level. We were adults. We were few in the classroom, and used to talk in English most of the time, which is a good practice for advanced learners of this language (as a foreign one, EFL). The point is that in the classroom we had access to the Internet and a screen to watch YouTube; so, authentic material in the target language. Also we could consult the Web to look up a word (Spanish or English) on a dictionary online, or a point of grammar somewhere in the Web, with examples of the usage. As well we could watch dvd’s from the coursebook. I mean, the Internet in the classroom is a great source of material for your classes.” On the picture is an “autogiro”, a Spanish invention by De la cierva; kind of a predecessor of helicopters; from www gasolinealleyantiques com
Thursday, April 15, 2010
Wednesday, April 14, 2010
“It is implied that learning will be enhanced when the experience of adult learners and the needs for which they seek an educational solution are taken into account in our language learning curricula and methodology.” (Page 10).
I copied this November 3, 2004, during my doctorate research.
WENDEN, Anita y Joan RUBIN (eds.) (1987) Learner Strategies in Language Learning. London: Prentice-Hall International.
Monday, April 12, 2010
Friday, April 9, 2010
Wednesday, April 7, 2010
Tuesday, April 6, 2010
Monday, April 5, 2010
Students! You are the teacher!
Submitted by brenbrennan on 17 March, 2010 - 21:30
I have just listened to an interesting podcast (you don't have to download, sign up to anything etc, you can just listen without any commitment or passwords!) from Steve Kaufmann who is the king of LingQ.com (an excellent language learning site btw).
My job is to make myself unnecessary.
You (the Ss) must be independent of me.
You should not expect ME to teach YOU the language.
My job is to give you the habits and attitude for YOU to learn the language yourself.
You cannot learn the L2 only in the classroom and I cannot teach it to you only in class
H He also highlights the huge importance of reading when outside the classroom and dedicating the time needed.
M My in-company business students could do with a little bit more of this student ideology!
Submitted on 29 March, 2010 - 10:01
Hello, brenbrennam and everyone,
I've just read your post with interest.
You know what?
This is precisely one game we, I and my pupils, do in the class-periods. On top of that: my pupils often ask me to 'play the teacher'!
They are 10 to 14 aged.
One student, who has previously guessed a number in a draw-straw game, is going to act out as if he was the teacher himself. And basically he implements some other games for 'his' pupils, and makes these latter ones participate. All is conducted in L2. Sometimes, most of times, this stuff is spoken in broken English, but there is actual communication. We'll brush up the grammar with the passing time. Now they see English is a practical subject and usuful for real life.
Even that 'teacher' imitates me! - well, natural, isn't it?
From a deeper background both my research plus experience have been so far concerning English-language learning.
The premise I keep in mind and the one I intend to transmit to my kids is that it's they who are the ones who wish to learn English. No wishing to learn, no learning.
I agree with the points you paraphrase from Steve Kaufmann.
My professional blog is mostly dedicated to learning strategies and communication.
Also I am a learner myself - who is not a learner yet if you, teacher, are a non-native speaker of English? I try to keep learning, every day, and moreover, currently I'm trying to pass C-2 level myself.
My blog is http://fernandoexperiences.blogspot.com
Best for everyone: we teachers can make something great with our everyday labour.
From fantastic Granada (Spain)
Fernando M Díez
On the picture a Chinese student, thanks to cnreviews com