A case for CPD and PLN...

Photos by me. See more here.

Here's an example of how a seed is taken and planted with care many miles away where it soon grows into a pretty flower. This flowering stem is again taken some distance away, where it grows and grows and we now have a lush beautiful garden...

It all started with a comment I made in Scott Thornbury's post on iTDi's blog "How important is homework?" I'd first talked about it in The Dogme Diaries, but I don't suppose many people read that ;-)

I mentioned that the homework I set a class of adult teachers was basically three questions:

• What have you learnt today?
• What part of the lesson did you like or dislike in the class today?
• What would you like to do in class next week?

A couple of months later, Alexandra Chistyakova wrote to say that she'd used the questions with her class of university students, and how well that had gone down. You can read about how she moulded my homework to suit her personality and that of her class here:

http://eltdiary.wordpress.com/2012/05/31/who-to-ask/  and

http://eltdiary.wordpress.com/2012/06/08/who-to-ask2-or-what-do-students-want/

Then, a little while later, Barbara Bujtás read Alexandra's posts and decided to adapt it to her class of 3-year-olds! You can read about it here:

https://www.facebook.com/photo.php?fbid=458868754141154&set=a.420855051275858.108546.100000541016537&type=1&theater

You can see the beauty of her work here:

So, if you're not involved in a PLN (personal learning network) or have not been convinced of it, I hope this little episode will serve to change your mind!

Alexandra and Barbara, you both rock!

Learn about continuing professional development here: http://www.scoop.it/t/continuing-teacher-development

Learn about the benefits of Twitter here: http://www.scoop.it/t/why-twitter-for-teachers

What would you do if...?

Image by Chiew Pang

When I saw this...

At first, I just walked past. Later I thought, what if...

And I started fantasizing about the briefcase holding wads of crisp bills...

Then the language teacher ego took hold of me and said, hell, there's an awful lot of possibilities there for a conversation lesson, full of lexical challenges.

So, what would you do if you saw something like this? Ponder over it while I go back to my fantasies...

This image is part of the Project 366 series. If you're involved in it, (and if not, why don't you start?) please let us know in this Google Doc. My images are in Flickr, free for non-commercial use as long as they are properly attributed.

Grammarly Blogathon: How to be a "superb" writer

These helpful hints are brought to you in partnership with the Superb Writers' Blogathon by Grammarly grammar checker. Grammarly understands the importance of the written word.

When Grammarly first approached me and asked if I would like to contribute a short post to the blogathon, my first thought was, “Mmm… so I’m a superb writer, am I?”

I know that not to be true, of course, although I have to admit that I do spend a lot of time mulling over words and sentences. I accepted their offer, the sucker that I am for such things, and here then are some of what I consider essential ingredients of good writing.

Grammar

Primordial. I’ll include spelling and punctuation under this section, too. Bad grammar makes reading difficult, worse, if your readership is likely to include teachers! A grammar checker, such as Grammarly, can help you sometimes, but you must know your stuff first, to be able to decide if the corrections are right or wrong. I’ve seen typical bad errors such as you’re-your and their-there-they’re even in professional writers’ blogs, and that’s just so embarrassing. These errors are common because the signal connecting the fingers to the brain sometimes fails, which is why it is imperative to proofread over and over again - see below.

Contentious issues such as split infinitives, or beginning sentences with a conjunction, are fine, in my opinion; if you know what you’re doing, they may mark your style and they are not necessarily wrong. But where mistakes are glaringly obvious or when they affect meaning, then they are definitely a no-no.

If you know that you make the same errors over and over again, it’s useful to compile a list of such errors so you can check your drafts against it. Here are some common ones:

• subject/verb agreement
• incomplete sentences (fragments can be all right, but you’ll have to be sure)
• prepositions
• tenses - be consistent
• collocations (a good collocation dictionary is useful)

Vocabulary

It helps to have an extensive vocabulary. By this, I don’t mean you need to know “big” words which will send most of your readers diving into their dictionaries, but rather so that you don’t use the same words repeatedly. In any case, in these days of free online dictionaries and thesauri, it takes only a matter of seconds to look for alternatives. Having said that, there are times when words are repeated to create impact, especially in speeches. A good writer knows when to employ this technique.

Who’s your audience?

Knowing who your audience is important because it will (or should) affect how you write. Should you be writing in a formal or informal register? Longer or shorter sentences? Are you too technical or are you too condescending? Do you use too much jargon? Do you know what they are expecting to read? Is the language level appropriate? Will they find it interesting?

Style

“Style is a simple way of saying complicated things” -  Jean Cocteau

Bear in mind the pace in which we live. Most of us don’t spend much time on detailed reading, especially on the web. We mainly skim through lots of material until we find something that catches our eye, something that is of interest to us. So, be clear and concise. Are you saying something to the point or are you being excessively long-winded? Is your use of language and content correct? Is it easy to understand?

Organization

Is your material well organized? Is there variety in sentence and paragraph lengths? Does it flow smoothly? Have you made good use of strategic linkers?

Proofs

Proofread your output over and over again. Sleep on it. Read it again the next day. Read it aloud. I do this all the time because often when we read silently we miss certain things as the eyes seem to register what the mind wants to. Reading it aloud has always thrown up weaknesses I’d failed to spot while doing it silently. This is especially true with repetition.

Though by no means a comprehensive list, nor are these innovative ideas, I nevertheless hope that they will put you on the right path towards superb writing!

Project 366: Carnival and other eccentricities

Images by C. Pang. See here for more.

Carnival! Some like it, some don't, but whether you do or don't, you'll most likely associate it with colour, music, fun, dance, Brazil, etc.

So, what's my lesson idea this time?

Aim: Mainly to get the students speaking!
Level: Any
Language: Emergent
Length: As long as a string
Material: Your students' photos

Ask your students to bring in a photo (preferably taken by themselves) associated with carnival, or even better, have them send it to you digitally. Collect them and prepare a mosaic like the image above. You can also set them a webquest task: find out where in the world they have carnival, when they celebrate it and how it got started in the first place.

You can arrange the students in pairs, groups or you can work individually - it depends on the size of your class.

Each student chooses one image. They describe it without saying which. The others try to guess.

Then, they're asked why they chose that particular photo.

Further discussion: Do they like carnival? Why? Why not? Do they dress up? What disguises have they used? What was the latest? What was their favourite? What's the most popular costume this year? What's the most popular ever, in their opinion? For example, in the Canaries, I think the most popular is men dressing up as women, but in a vulgar and grotesque manner: one of the images in the mosaic is a typical case. Oversized bust, badly painted lips, torn stockings, and generally, they make sure they can be easily identified as men: beard, moustache, hairy legs, etc.

What other festivals are there in which people dress in fancy costume? Do they (the students) participate in these? Why do people like to disguise themselves? What about safety in these occasions? Are there usually problems? Have they ever been involved in one?

Written task: Write about their choice of image as discussed in class.

Have you got any other great ideas?

Project 366: What's cooking?

Images by C. Pang. More of the same here.

Yeah, what's cooking, people? Literally and non-literally. Do you know that to be cooking can mean to be happening or planning (often secretly)?

In case you're wondering...mmm... how come only 7 photos? You may be thinking that I haven't been able to keep up with the project. Well, you're wrong! Here's 36 from February. To see more, click here.

Why there are only 7 in the first mosaic is to do with my lesson idea to go with these images. Set a task for your students. Write K-I-T-C-H-E-N on the board. Their task is to take pictures of what they can find in their kitchen beginning with those letters. Scroll back to the top image - can you guess the names of those objects?

Answer:

Knives, iodised salt, tea canisters, cereals, heat, eggs and nuts.

When they bring in their photos, they compare them with each other's collection. What's the most common? The most unusual? Check vocabulary, check spelling.

How far you can take this lesson depends on the level of your class. Here are some suggestions:

• Who cooks in the family?
• Do you eat in the kitchen?
• What's the size/shape of your kitchen? Describe it.
• Which is your favourite meal?
• How many meals do you eat in a day? What do you eat?
• What is your favourite food?

You can take it a step further like this (I got this idea from Brad Patterson, although his may be a little different): Mine is CLIL-influenced. ;-) Think ecosystem. Instead of you asking the question, get the students to do it after demonstrating it first.

What did you have for breakfast?

Ham sandwich and a coffee with milk.

Where does the milk come from?

Cows.

What do cows eat?

Grass.

What does grass need to grow?

Water.

Where does water come from?

And on and on it goes.

You can do cooking verbs (click to see an example), and if yours is an advanced class, you can venture into idioms (such as "If you can't stand the heat, get out of the kitchen) and phrasal verbs (cook up). I have quite a few activities on idioms. Go to the index file, and search (Ctrl F) for "idioms".

Food is a topic you can do so much with. You can have them write their own recipes (good for imperatives and linking words), you can discuss food expenditure, health, marketing, etc.

If this is successful with your class, you can, naturally adapt this for the other rooms of the house. You may like them to do my activities on Objects in the house either before taking the photos or after. For other activities go to the index file, search (ctrl F) for "houses".

For other ideas on using images in the classroom, search for "Project 366" or "Images" in the index file.

  

Project 366: The First Month

Wow! I've made it through the first month without missing a day. Every day I've tried to shoot a few photos  but not all made it to the page. The lack of control over my automatic constantly frustrated me! To see the mosaics better, click on the images or if you wish to see the individual photos, January's lot are here.

Would you use any of these photos in your lessons?

Here's an idea for you. Beam these images up on the screen. Have the students work in small groups. Ask them to invent a character or characters, then choose 7 photos, and write up a story of a week in the life of their imaginary personality or personalities.

When they finish, they read their stories out to the rest of the class. Post it here if you wish!

For more ideas on using images, go to the index file of this blog and search (ctrl F) for "images" or "Project 366".

       

Part 24 Idioms (Money) Infographic & Interactive Game

Take a look at this superb infographic from Grammar.net, study the idioms, then put yourself to the test by playing the game (click on the image below the infographic). If you would like to see the detailed explanations, go here. For more on idioms, go to the index file in Google Docs and scroll down until you see the heading Idioms.

[Infographic provided by Grammar.net]

For more on idioms, use the tag to search.

Project 366: The Third Week

Yes, that's right, 21 days have flown past and on the last count, 84 photos in my Project366 folder in Flickr - that's not counting those that didn't make it that far! Here's a selection from the third week.

Lesson ideas?

Divide class into seven groups, and randomly allocate 1 photo each (throw a dice, for example).  First, elicit all the words they can think of, words which, in their mind, they can associate with the image. Get them to explain later. You (and the students) may think, oh, we've got #3, the worst. What can we say?

That's where critical thinking comes into play. Water and tiles might come into mind, right? I can think of a multitude more: rain, raindrops, dew, transparent, wet, cold, lines, squares, geometry, wall, window, glass, damp, humid, blue, colourless, odourless, etc, etc... get the gist?

Then, use their image to describe a mini story either orally (can be spoken, sung, rapped...) or written (prose, poetry, lyrics...)

Review by asking a group to describe another group's contribution.

Best 7 of 11 stitched up

Just as you thought it was safe to store away all your PCs for the festive break, along comes yet another tool to help enrich your browsing experience. Will it? Or will it stay stitched up? Take a look at a quick Stich.It of the best 7 of 2011 of this blog. If you disagree, I'd love to hear from you!

UG2BK - Hinglish, Chinglish & Singlish?

This is so hilarious I've just got to share it here, too. Shame it's so fast that learners may have a hard time following it. Anyway, just sit back and try to enjoy it: The History of English in 10 minutes!

   

#ELTBITES Challenge: We like to move it, move it

Once in a while I read something and I find myself thinking, "Now, why didn't I think of that?". Well, Richard Gresswell had such an idea. He started a blog, called it ELTBITES, and challenged us:

"Describe an activity that requires no more than the teacher, students, and possibly making use of the board, pens, and paper. Describe the activity aims and procedure concisely in no more than 200 words."

Here is my contribution, which may not be all that original.

Image from ELTPics by @yearinthelifeof

Level: any
Time: as long as interest prevails
Material: your tongue, and students who obey instructions
Aims: vocabulary, warmer, filler, exercise, fun, ...
Procedure:

This is a simple activity to get the students moving, but, be warned, it can be addictive. I had students wanting to do it again and again, but, perhaps, it was just an excuse for them not to do any 'school work'! ;-)

Think of the language you want your students to work with. Say, you want to revise colours and clothes:

Those of you whose bedroom is white, stand up. (Notice use of relative pronoun, imperative.)

Remain standing.

What about blue?

And black? (I once had a student who has a black bedroom! Of course, we started a mini-conversation.)

Now, if you're wearing white trainers, sit down.

If you're wearing blue jeans, stand up.

You can vary the movements:

If you don't have a belt on, take one step to the left.

If you're wearing black underwear, take two steps back. (This will raise a lot of sniggers!)

Keep it dynamic. Think of unusual stuff (if you can touch your nose with your tongue...). Get them to observe each other (those who have short curly hair...). With higher levels, think of more challenging questions (those who believe in... those who would like to...).

Basically, the limit is your imagination. Hand the activity over to your students. Get them to ask the questions, and use their own commands. Encourage them to be creative.

If you do use this activity, tell us about it!

Stand By Me, Japan

This is a good an excuse as any to listen to a good song, and, at the same time, be reminded of the suffering the great nation had to endure earlier this year.

Why not use this video as a springboard for a class discussion on natural disasters, for example?

You might like to read this post on activities using songs.

 

Modal verbs: must, have to, or have got to?

Many students have trouble understanding the difference between must and have to, and it's really hardly surprising.

Before we get into that, I'd like to say, first, that we can use have to and have got to without any difference in meaning. The difference is the same as that between have and have got: the former is more formal, the latter is more colloquial. Have is more common in US English, and have got is more common in UK speech.

Most of the time, the difference between must and have to (when they are used in the positive) is so subtle as to make it rather pedantic.

Consider this:

I've got to go to the supermarket tomorrow.
I must go to the supermarket tomorrow.

The general explanation is that have (got) to implies a third party obligation and must implies a personal obligation.

Therefore the first sentence suggests that someone else wants me to go to the supermarket while the second sentence suggests that I personally want to. Regardless of which is used, it doesn't prevent the listener from understanding the essence of what is being communicated: the action of going to the supermarket.

What is important to note, however, is that when an adverb of frequecy is present, we generally prefer to use have (got) to.

I always have to eat breakfast.
I've always got to eat breakfast.
I must always eat breakfast.

On the other hand, in negative usage, the difference is significant.

When we want to say that something is not allowed, we use mustn't, but to say that it is not necessary, we use don't have to or haven't got to.

You mustn't smoke in here. (Smoking is prohibited)
You don't have to come in early tomorrow. (You can if you want, but it isn't necessary)

Rather than spending too much time trying to explain the subtle differences between must and have to when used positively it is far more important to help them understand the frequent errors they make with must. Here are two very common examples.

You must to wait here.
He doesn't must come tomorrow. (He mustn't/doesn't have to come tomorrow)

Remember that the modal verbs must, can, could, may, might, will, would, shall, and should are never followed by 'to' nor are they preceded by an auxiliary such as 'do'.

Note that these verbs do require a 'to':

have (got) to
ought to
need to (need functions as a normal verb in this case, although need also exists as a modal verb)


I've got to publish this article before the end of this week.
They ought to give you the contract - you're the best person for the job!
I need to have my hair cut.
Note the difference: You needn't come and get me; I'll make my own way.


For some practice, you can try Grammar Secrets.

Fertilised by Plant Maker

  

Steve Jobs 24 Feb 1955 - 5 Oct 2011, R.I.P.

This is indeed a sad day for many, and whether you're an Apple fan or not, I'm sure it must have affected you.

There's nothing I can add to what has been said before, and what is still being said now, so I'll let Steve speaks for himself.

 

       

Sir Ken Robinson on work, talent, opportunities and passion

When Sir Ken Robinson speaks, one usually listens. He's a wonderful storyteller, a great speaker. He has no need for notes, merely relying on his memory, his experience, his passion. And, he's funny. Talking about passion is his passion. Recently, in March, to be exact, he spoke in Conway Hall, London; he spoke about finding our purpose in life. So, when I found out that Vimeo has published a video of his sermon, I rushed straight in. As usual, he spoke with his typical wit, recounting story after story. Even though it's 50 minutes, I can assure it'll be well spent.

Sheltering Change, more ideas for your lessons

I've always loved this song (written by Jagger/Richards, and released on the Stones' Let It Bleed album towards the end of 1969), and, as you probably already know, I'm very fond of Playing for Change, too. They are good enough reasons for me to link it here in this blog.

But how can we use it in our lessons, you might ask. Well, think about it and tell me!

I can think of numerous ideas - I'll just give you a few clues.

Before you even start playing the song, look at the title, 'Playing for Change'. What is change? What does playing for change mean? What does this organisation stand for? How did it start?

Then, the title of the song, 'Gimme shelter'. What's 'gimme'? What's shelter? What collocations can you think of? What do you think the song is about?

There is also the caption: It is in the shelter of each other that the people live

Have you heard of it? It's an Irish proverb. What do you think the 'shelter' here refers to? Why the definite article in 'the people'?

Finally, make sure they know what 'sign up' and 'mailing list' are.

So, even before you play the song, there's enough material for a whole lesson, depending on your class.

So, you've played the song; you've rocked the building, the DOS has come to see what's going on..., now what do you do?

Where were the musicians from? Can you name the country and nationality? How many instruments appeared in the video? How many can you name? Webquest: find out the names of those you don't know. Which instrument did you like best? Which performer? Which singer?

Diagnose the lyrics. Focus on phrases such as:

• a storm is threat'ning my very life today
• I'm gonna fade away
• It's such a shot away
• the whole of the third verse

The whole song is very metaphoric. Elicit interpretation. Elicit more examples. Get them to write more verses in groups. Choose the best.

More stuff you can use:

Related posts:

Building a school from the ground up

"When you educate a girl, you educate the whole world"

We are the champions: one song, countless activities

Wagging the question, tagging the dog

You can tag the dog, but can you wag the question? Watch these two hilarious videos, and my question may become a little clearer. Reading Idioms Part 12 may also help.

UK version:

US version:

The main issue, as you've probably noticed, is that of question tags (in both versions). In the US version, one of the girls constantly mixes up idioms - this is difficult to understand if you don't know the idioms to begin with!

Either or both of these videos can be used with intermediate level upwards (even up to non-native teacher level) - you know your students, you judge. What I'd normally do is to play the video once. Hand out the script. Play the video again. Then, ask them to find and correct the mistakes. Check and explain. Later, discuss the making and correction of mistakes. Are they afraid/embarrassed to make mistakes? Do they feel people might laugh at them? Do they like being corrected by their teachers/peers? What are their most common errors? Why do they keep making them even though they realise it? Elicit methods from the class of  'tricks' they use to help them remember.

A quick explanation on question tags

We add these at the end of sentences to confirm what we are saying; it's like saying, 'Do you agree?' or 'Don't you think so?'. They're the equivalent of, for example, n'est-ce pas? in French and verdad? in Spanish.

The tag comprises of an auxiliary verb (or the verb 'be') and a pronoun:

    We've met before, haven't we?

    She's really gorgeous, isn't she?

Usually, a positive tag follows a negative sentence, and a negative tag follows a positive sentence:

    You don't know where I can find a locksmith, do you?

    You were supposed to be here at five o'clock, weren't you?

Notice that the tag agrees with the verb in the preceding sentence:

    She won't do it, will she? (modal auxiliary 'will')

   They were singing really well, weren't they? (past continuous with the past form of 'be' as a tag)

The verb 'have' sometimes causes confusion. As you may know, the British usually use 'have got' to talk about possession:

    Janet's got a really stunning voice.

We can only use the verb 'have' as a tag in this case.

    Janet's got a really stunning voice, hasn't she?

However, if we use 'have' as the main verb, both 'have' and 'do' are acceptable as tags:

    Janet has a really stunning voice, hasn't she?

    Janet has a really stunning voice, doesn't she?

Note the tag we usually use with 'I am':

    I'm clever, aren't I?

Or you may hear

    I'm clever, ain't I? (non-standard)

SCRIPT (UK VERSION)

Hi! Are we all on the same English course?

Oh yeah, how's it going?

Not bad, but sometimes I have trouble with grammar, isn't it?

Really?

Sometimes I spot on and other times I don't, aren't they?

I'm all right with my grammar; my problem is spilling.

Can't spill to save my loaf!

I have to rely on my spill chock on my compluter!

Well, don't worry about it too much.

I'm sure you'll be treated with a lot of understanding and COMPASSION!

All right!

I've got problems with my spilling not my herring!

She's got trouble with her punctuation, isn't it?

Yeah, sorry.

I sometimes put an explanation mark at the end by MISTAKE!

It's all right for you lot; I've got a very small vocabulary.

What's that like?

It's all right for you lot; I've got a very small vocabulary.

Sometimes I have trouble with my emphaasis.

Your emphaasis?

Yes. In variious different parts of my senteences.

In my job that can cause a lot of awkwordness.

What do you do?

I'm a speech theraapist.

A speech therapist who can't spike prifferly!

I'm surprised your boss hasn't sucked you!

It's all right for you lot; I've got a very small vocabulary.

Can I make a suurgestion?

Why don't you purchaase a dictionary? You'll save yourself a lot of embarraasment.

I know! We could all try studying together, isn't it?

How doesn't next week sounds?

GOOD IDEA!

It's all right for you lot...

SHUT UP!

SCRIPT (US VERSION)

Hey! Aren't we all on the same English course?

Oh yeah, how's it going?

Er, not bad, except that I sometimes have trouble with my grammar, isn't it?

I mean sometimes I perfect but other times I don't, won't they?

You see, I'm all right with my grammar; my problem is spelling.

I can't spell to save my loaf!

Yeah?

Yeah, I have to rely on my spell chock on my compluter!

Well, you know, look at it this way. You can lead a horse to water, but you can't eat it, too. You know what I'm saying?

No, no, not really.

Er...I think that she sometimes has trouble mixing metaphors, aren't she?

Yeah.

Sorry, guys. I'm always crying over spilt chickens before they're hatched.

It's all right for you all; I've got a very small vocabulary.

What's that like?

It's all right for you all; I've got a very small vocabulary.

That's ok. I have problems with my emphaasis.

Your emphaasis?

Yes. My emphaasis. On different parts of the sentances.

In my job that can cause a lot of awkwordness.

What do you do?

I'm a speech theraapist.

A peach therapist that can't spike prifferly!

I'm surprised your boss hasn't sucked you!

It's all right for you all; I've got a very small vocabulary.

Can I make a suurgestion?

Why don't you purchaase a dictionery? You'll save yourself a lot of embarraasment.

I'll tell you what. Why doesn't we all try studying together, isn't it?

How does next week sound, didn't we?

Brave idea!

Fabuulous!

Yeah, You give 'em an inch, it's worth two in the bush.

It's all right for you all...

SHUT UP! Isn't it?

The correct idioms are:

You can lead a horse to water (but you can't make him/it drink):

    You can give someone the opportunity, but you can't force him to take it.

Have one's cake and eat it too:

    To want to have two things which are incompatible.

It's no good/use crying over spilt milk  or There's no point crying over spilt milk:

    It's no use getting upset over something that had happened but that cannot be undone.

Count one's chickens before they hatch:

    To imagine what you'd do with the results of something that hasn't been accomplished yet.

give someone an inch (and they’ll take a mile/yard):

    This refers to people who wants more and more of what is given to them.

a bird in the hand (is worth two in the bush):

    What you definitely have is far better than something which, although it could be better, is not guaranteed.

Related posts:

Idioms Part 2

Idioms Part 12

Idioms Part 17

What's your English?

Ideas for using videos in the classroom

If you need the corrections to the text, email me.

Guesting on Teaching Village

Read my analysis of emergent language based on lessons using the above image in my guest post for Barbara Sakamoto's Teaching Village. Thanks, Barb, for the invite.

Related posts:

Speaking lesson using close-up images

Photos + Mindmap = Ideas on a silver platter

Cokey Monkey lesson plan

Every picture tells a story - let the students speak!