tag:blogger.com,1999:blog-59574981296557976002024-03-12T18:13:22.563-07:00English 4 Student - For Teacher- Useful Resource: Lesson Plans Teaching Tips MethodologyEnglish 4 Student - For Teacher - Useful Resource: Lesson Plans Teaching Tips MethodologyUnknownnoreply@blogger.comBlogger25125tag:blogger.com,1999:blog-5957498129655797600.post-26160897422166880772010-01-21T01:11:00.000-08:002010-01-21T01:15:07.840-08:00Students' learning strategies in a large speaking class.<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi60ZdaikeATjaMTitOAegP2NYnyQDRKdc8VBOnUWYkcdquNqL5K3YkP0xm6h_GLUVRKnC4VCSSSCS80iW0ZILVAv9zcci6KapxFYo_Ai2A7vKrR6h9QEgTdthcmjmgxyGkjdWfLzNybbA/s1600-h/teacher_commands.gif"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px; height: 164px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi60ZdaikeATjaMTitOAegP2NYnyQDRKdc8VBOnUWYkcdquNqL5K3YkP0xm6h_GLUVRKnC4VCSSSCS80iW0ZILVAv9zcci6KapxFYo_Ai2A7vKrR6h9QEgTdthcmjmgxyGkjdWfLzNybbA/s200/teacher_commands.gif" alt="" id="BLOGGER_PHOTO_ID_5429118851472505234" border="0" /></a>Teaching a large class is really difficult. When we have too many students, there may be problems with classroom management, correcting oral or written work, maintaining rapport with students etc. Therefore, many teachers believe that in large classes, students can’t do well, especially in a speaking class.<br /><br />However, from my observation of some large classes in Dong Nai, an underprivileged province of Vietnam, this is not really true. Students find their own ways in such classes to make learning fruitful and enjoyable. <span class="fullpost"><br /><br />These classes are the joint-project between the English Department of HCMC University of Education with the Center of Computer Science and Foreign Languages of Dong Nai province. The former sends teachers to Dong Nai to teach and administers academic issues. The latter is in charge of teaching facilities and administration.<br /><br />Since Dong Nai is a poor province, in order to cover the training costs, class size must be big. All the three English classes there have from 80 to 100 students. It is interesting to see the strategies these students develop to cope with their class size.<br /><br />The first thing I notice in these students is the way they make use of the rich pool of human resources available. They tend to bring their varied life experience, opinions, interests and ideas classroom interaction (Ur 1996:305). I realize that they learn quite a lot by finding out about each other. Indeed, the wealth of dissimilarity can be utilized in creating interesting, varied, meaningful and student-centered lessons (Hess 2001). Having large number of peers to interact with turns out to be a social advantage that these students make use of. They understand that learning to work and cooperate with others is a very important part of students’ lives. If a learner does not have enough experience working with students from various backgrounds, he may have difficulty working with people in a world becoming more and more culturally diversified. Therefore, they change their partners all the time. I was quite amazed at the energy and interest they put in their discussions.<br /><br />Another factor I notice in these classes is that the students are highly motivated. once they are in group work, it takes quite an amount of time to stop what they are doing. This high motivation can be explained by the fact that they have a lot of peers to interact with. In a research on advantages and disadvantages of small class size, Yi (2004) finds out that the students will not have a sufficient amount of peers to interact with if the class is small. According to her, interaction with peers is a very important part of students’ lives. If a child does not have enough experience with students of all backgrounds, he may have trouble in the future interacting with students of different backgrounds. Additionally, in a small class, it is quite difficult to keep students interested as they have to interact with people they have known very well. However, in large classes like these there are always enough students for interaction. Even some students or some groups are quite, there are always good noises everywhere. When a group of students see how noisy the other groups are, they try to make their group speak up.<br /><br />Most interestingly, in those large classes, the teacher is not the only pedagogue. Indeed, with so many levels of language ability, it is natural that the more able students will become teacher-assistants. They can help weaker students to learn and by doing so improve themselves: “Cross-ability grouping allows the more able learners to improve their language skills by honing their ability to explain, to state clearly, and to give effective examples, while it provides the less able with considerable support” (Hess 2001:3). This kind of peer-teaching and collaboration fosters a cooperative atmosphere, which has great educational values. Therefore, teaching and learning in these classes turn out to be very enjoyable for both the teacher and the learners.<br /><br />From the observation of these classes, I even love to teach large classes. I think, once a teacher knows how to maximize the advantages from the learning strategies of students in large classes, teaching them will be very rewarding.<br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-24807842363500645252010-01-02T23:39:00.000-08:002010-01-02T23:45:02.435-08:00Teaching Large Classes<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVn0ctxByDHtCylTV-_7UXnwPElgIygikaqbRXGFkQh_ynVAYo-Nzir2KevDOp6ky3Dcd1Azvm5grz0PdNPNa9xvJ0_7h3a6yO36a_-tww07u52Tq_AlBok2V2BWXBmelPXkSmGPB7oNI/s1600-h/largeClasses.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px; height: 133px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVn0ctxByDHtCylTV-_7UXnwPElgIygikaqbRXGFkQh_ynVAYo-Nzir2KevDOp6ky3Dcd1Azvm5grz0PdNPNa9xvJ0_7h3a6yO36a_-tww07u52Tq_AlBok2V2BWXBmelPXkSmGPB7oNI/s200/largeClasses.jpg" alt="" id="BLOGGER_PHOTO_ID_5422415961960556274" border="0" /></a>Most teachers agree that teaching a small group of students is easier, more enjoyable, and less time consuming than teaching a large group. Unfortunately, due to budgets, space, or lack of teachers, many ESL schools only offer large classes. In some schools, large classes may consist of up to 50 or more students.<br /><br />While your class may look more like a University lecture hall, your job is not to lecture. Just like teaching a small class, you must come up with engaging activities that keep all of your students interested and participating with the goal of improving their communication skills. <span class="fullpost"><br /><br />While there are numerous challenges when it comes to teaching large classes, there are many coping skills and activities that you can use to make your job easier.<br /><br /><b>Advantages of Teaching Large Classes</b><br /><br /> * High Energy: Classes with many students may be noisy, but they are also fun and exciting.<br /> * Timing: Classes go by quickly in a large class, and you will rarely catch yourself looking at the clock. You will regularly find yourself with extra activities that you did not complete that you can save and use in your next class.<br /> * Participation: There is always someone who is willing to answer questions even if they are just guessing. Make sure to take answers from a variety of students.<br /> * Fillers: Teachers have less need for fillers since core activities and lessons take longer to complete.<br /><br /><b>Challenges of Teaching Large Classes</b><br /><br /> * Intimacy: Remembering student's names can take a while. Teachers may feel that they do not get to know their students as well as they would like to.<br /> * Anxiety: Some teachers feel anxious being so outnumbered by the students. In addition, some students are afraid to ask questions or participate in a large class.<br /> * Student needs: Meeting individual needs can be difficult or impossible when class size is very large.<br /> * Marking: Grading assignments and tests can be very time consuming, and your pay will generally be the same for a smaller class.<br /> * Distractions: There are more distractions for teachers in large classes, such as latecomers and people chatting while you are teaching.<br /> * Preparation: Making photocopies for a large class can be very time consuming. Other teachers may be bothered by how much time you spend using the photocopier.<br /> * Noise level: Large classes can become out of hand when students are working in pairs or groups. At times you may feel more like a disciplinarian than a teacher.<br /> * Monitoring students: Teachers may find it difficult to keep students on task as they monitor pair and group work.<br /> * Space: There is limited space in a classroom for energetic activities such as role-playing.<br /> * Textbooks and resources: There may not be enough textbooks or computers available for all students.<br /><br /><b>Strategies for Coping with Large Classes</b><br /><br /> * Use a teacher's notebook: Attach a small notebook and pen to your belt loop. Take notes while you are monitoring pair or group learning. Review common errors as a whole group after an activity is complete.<br /> * Spread out: Find another space that your class can use for energetic whole group activities. Find a lobby or spare classroom in the building that your students can spread out into when they are preparing a project or performance. Take students outside if there is no indoor space available.<br /> * Create a participation grade: Make homework and attendance count by doing regular checks and making it part of their final grade. Giving a daily exam tip also encourages attendance.<br /> * Encourage competition: Establish a fun and competitive atmosphere within the class, by dividing the class into teams. You may change the teams once in a while or leave them the same throughout a semester. Teams can win points for certain accomplishments (If noise and behaviour is a problem, students can lose points too.).<br /> * Relax: Find ways to relax before class so that you don't feel anxious. Never attempt to prepare a lesson in the morning, right before class. Always have a water bottle handy. Always have an extra activity on hand in case something doesn't go as you expect it to.<br /> * Establish trust: Learn unique ways to remember names and do your best to get to know something about each of your students. Create a seating chart on the first day and ask students to stick with it for a while. Tell your students at least one or two things about yourself beyond your role of teaching.<br /> * Manage the noise: Establish a signal that you want your class to stop what they are doing and listen. This should be done from the first day, so that students become accustomed to it right away. Be careful not to use gestures or sounds that would offend anyone.<br /> * Reduce marking and preparation time: Design quizzes and tests in a way so that you can reduce the amount of marking. Use peer evaluations when possible. If students submit journals, just read them and leave a short comment and/or suggestion, rather than fixing every grammar mistake. Designate a specific time when the teacher's room is slow to do most of your photocopying for the week. This will save you from feeling guilty for taking up the photocopier for a long time when another teacher only has a few copies to make.<br /> * Enforce a late policy: Notify students of your late policy on the first day and stick to it. For example, don't let students enter your classroom after a warm-up has ended. If students miss class, make it their responsibility to catch up, not yours.<br /> * Share your e-mail address: In a large class, you will find yourself feeling drained before and after class if you let students come early or stay late to ask questions every day. This alone can make you hate your job, especially if you are not paid for hours when you are not teaching. Encourage students to e-mail you with questions, and answer them on your own time. If you don't like the e-mail suggestion, try finishing your class ten minutes early once in a while and allow your students free conversation time. Take questions on a first come basis during this time.<br /><br /><b>Activities to use in Large Classes</b><br /><br /> * Small group discussions: Use topics related to a theme, or ask students to submit topic suggestions.<br /> * Who Am I?: Tape the name of a famous person to the back of each student. Students go around the room asking questions and trying to identify themselves. Once they guess who they are they can place their nametag on the front and continue helping other students identify themselves.<br /> * Team spelling contests: Each student who gets the spelling correct gets a point for their team.<br /> * Balderdash: Large class can be split into teams. Teacher calls out a word and students have to write down the part of speech and definition. Each student to get both correct gets a point for her team.<br /> * Write the question: Large class can be split into teams. The teacher calls out an answer and the students have to write the question. (ex. "Lynn") Each student to write the correct question gets a point. (ex. answer: What's your middle name?")<br /> * Questionnaires: Students circulate around the room asking each other questions. Students can create their own questions on a given topic or theme, or you can provide the questionnaire handout. Follow up by asking each student to report the most interesting answer they received.<br /> * Categories: The teacher calls out a category, such as fruit, and each student has to name a fruit when it is his turn. If a student hesitates for more than five seconds, he or she has to choose a new category and sit out the rest of the game. The last person to get out wins.<br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-55326756051069701402009-11-28T22:58:00.000-08:002009-11-28T23:06:07.344-08:00Classical vs. Modern Education - The Principal Difference<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGvD4BtWhfeZ1Mc2104mBPAbYzd0Y2f0-IIQ3GwpmM6jvzeUnEIFaB3n-e3YZUbgyqRlvp4BNkDtTREK4x4InfQzIItYCg_McSwDf-UQwvxdIowRhFJ76AgEx7PlJ7WeELx_UU0g2lWuE/s1600/Soldier_Student_Cartoon.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px; height: 148px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGvD4BtWhfeZ1Mc2104mBPAbYzd0Y2f0-IIQ3GwpmM6jvzeUnEIFaB3n-e3YZUbgyqRlvp4BNkDtTREK4x4InfQzIItYCg_McSwDf-UQwvxdIowRhFJ76AgEx7PlJ7WeELx_UU0g2lWuE/s200/Soldier_Student_Cartoon.jpg" alt="" id="BLOGGER_PHOTO_ID_5409417499273998610" border="0" /></a>"The investigation of the truth is in one way hard, in another easy. An indication of this is found in the fact that no one is able to attain the truth adequately, while on the other hand, we do not collectively fail, but everyone says something true about the nature of things, and while individually we contribute little or nothing to the truth, by the union of all a considerable amount is amassed." - Aristotle [Metaphysics, Bk II, Chap. 1]<br /><br />Education can be viewed from many different perspectives. One view sees it partly as the transmission of the accumulated knowledge of a society, as per Aristotle, above. <span class="fullpost"><br /><br />Children are born without culture – they grow up in one, molding their behavior and beliefs towards their eventual role in their society. In primitive cultures, education often involves little formal education and perhaps no schools as such. In some, only one or perhaps a few sacred books are studied. In more complex societies the sheer quantity of accumulated knowledge can take many years of formal education to transmit to the next generation, even if broken up into specialized areas of study. Education itself in such advanced cultures becomes a matter of study since efficient and integrated means of transmission of knowledge become more and more critical. In this article we will take a brief look at classical vs. modern (principally American) progressive education, and the main reason why they do, or fail to, educate our children.#<br /><br />What do we mean by classical education? From the dictionary definition: the word classical means of, pertaining to, or in accordance with ancient Greek and Roman precedents. Classicism means aesthetic attitudes and principles based on the culture, art, and literature of ancient Greece and Rome... So classical education means the education of ancient Greece and Rome.<br /><br />What do we mean by progressive or modern education? From the dictionary definition: progressive education means of, relating to, or influenced by a theory of education characterized by emphasis on the individual needs and capacities of each child and informality of curriculum. Modern: of, or pertaining to recent times, or to the present; not ancient.<br /><br />THE AIMS OF EDUCATION. Above we mentioned that there are many views regarding education and its purposes, depending upon one's perspective. Virtually no one any longer sees education as an end in itself. Education is a means to an end. Therefore any change in the end aimed at will necessarily be reflected in the means of education selected. If our goal is only to produce good coal miners who will work until they drop and cause no problems, then their means of education will be a simple affair. If, however, our goal is to produce well-rounded, cultured gentlemen and ladies, capable of addressing any problem or situation in life with the maximum likelihood both of success and personal happiness, then the means of education to do so will be a much more complicated affair. Any change of means may affect the achievement of the end.<br /><br />As we noted above, modern, progressive education has as a goal fulfilling the individual needs, interests and capacities of the individual students. This emphasis focuses on what is individual to each student – therefore upon the differences among the students, as if such differences were paramount in determining the means of education employed. It is easy to see that if such differences as there are among students are secondary to what they share in common – their similarities – then the focus of progressive education is misplaced.<br /><br />If children share only similar physical characteristics, given that no two bodies (not even of "identical" twins post partum) are just exactly alike, then differences in height, genetic makeup, health, test-taking ability, IQ scores, and so on – all those things which individuate them from their fellows -- are indeed of primary importance since they are different in nearly all such things that can be measured physically. In that case, no two children are truly equal (except before the law, in some countries). However, if all children share something in common much more important than their similar yet differing bodies, then that shared commonality, that likeness will be of paramount importance in determining how best to educate them.<br /><br />Here we come to the crux of the matter. Different conceptions of the nature of man result in different educational goals and means. For those who think or believe that all men share a common human nature and like, immortal souls, then that reality becomes of paramount importance in determining the goals and means of education, which will certainly not be focused primarily on the less important measurable, individual differences of their physical beings (except perhaps in the most unusual cases of physical disability). Instead, education will be focused on the care of that shared human nature – on their immortal souls.<br /><br />Now the prevailing view of the ancient Greeks, certainly from the time of Socrates on, was that we do have immortal souls. So their education aimed at the care and nurturing of the soul, as being more important than the body. Even so, "a sound mind in a sound body" was one of their key educational notions, but the body was nevertheless viewed as a sort of tomb or prison for the immortal soul - merely an instrument the soul must be housed in and use in this life - from which it would be released at death. Since he believed the soul was immortal and would have some eternal fate based upon its goodness or lack thereof (as do all the major Western religions – Christianity, Islam, Judaism), Socrates' views on education reflected that belief, as did that of his ancient Greeks and the ancient Romans who followed the Greeks. Hence Socrates taught that the one thing needful for the soul was that it should strive after goodness.<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVUDINIJu1j-s_Y6sL8wBBtsHdF-lf8hv0_gfPSiYFXNfOYlLYaS3l4OAwzQoj7sXabV2DwuQamX7nt-UeKuwaBuiDWRCgre0H05xPDLr0PyvBtAw0ty_jGPWh0aJ1b5CDpoBw9Ncbz9M/s1600/Teaching_Cert._Cartoon.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 299px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVUDINIJu1j-s_Y6sL8wBBtsHdF-lf8hv0_gfPSiYFXNfOYlLYaS3l4OAwzQoj7sXabV2DwuQamX7nt-UeKuwaBuiDWRCgre0H05xPDLr0PyvBtAw0ty_jGPWh0aJ1b5CDpoBw9Ncbz9M/s400/Teaching_Cert._Cartoon.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5409417874536273762" /></a>Since the fate of one's immortal soul hinged on its goodness, then the pursuit of goodness became the principal occupation for the ancient Greeks. Goodness for them consisted of the virtues or habits of good action and thought, in proper order and harmony, leading to wisdom. So to pursue wisdom, and goodness, was to be on one and the same path. But how best to advance on this path? Socrates, beyond all of his philosophical dialogues, felt that one thing in particular was most important: "[I] thought that, because I loved him, my company could make him a better man," [Socratic Aeschines fr. II c, p. 273 Dittmar]. This was the Socratic approach to education in its core: education through love. The emotions as well as the reason, since both are integral parts of human nature, must be included in any education leading to the good. Indeed, education did not mean for Socrates the cultivation of the intellect alone – to the neglect of all else – but since man is attracted to the good first by what is beautiful, education must first begin with the senses, proceed on to the memory, imagination, intuition and intellect, spurred on to all by love. Socrates clearly loved his students, who became his friends – as many as would.<br /><br />Modern, progressive education, in either denying or ignoring the soul is left with nothing else but the body – the brain, to educate (with competitive sports added helter-skelter). The brain thus conceived as a sort of computer that moves about, rather than goodness or wisdom the goal of human education becomes knowledge in the sense of data storage and retrieval (in the better of the modern schools), and mere political indoctrination in most. Love is irrelevant in such an environment. Indeed, it becomes a distraction from the business at hand and it is considered a defect in a teacher to love his students as friends.<br /><br />Here now we come to the single greatest advantage homeschooling has over modern public (or private school) education – love. No one can love a child like his or her own parents. A loving parent does, in fact, make for the better person at which Socrates aimed. What empirical science cannot measure (love and goodness), common sense and experience abundantly confirm. The opposite consequences of the absence of love are likewise confirmed.#<br /><br />What of the genuinely "abusive" home situation or parent? Hard cases make bad law. Because some men are thieves does not mean all men ought to be put in prison. A few rotten apples does not mean we all should quit eating apples. If the alleged abuse is real, then the state may step in, and some sort of public schooling may be the only alternative. But this – the unnatural case - says nothing about the norm, about how children should be educated in the vast majority of families where they are loved. In those families in does not "take a village" – it only takes a loving family.<br /><br />In the same fragment quoted from above, Socrates stated he believed, "the love I bore...[allowed me to] draw honey and milk in places where others cannot even draw water from wells." That is, love has a power to motivate, an attraction to goodness, beyond the rest of nature, bordering on the miraculous. Ignore the souls of children and so remove love from education and what do you get – modern, progressive "dumbing-down" education where fear and hatred stalk the halls and all too often explode into violence and despair.<br /><br />Very, very few can learn well in such environments – as sinking test scores and poor academic achievement (such as the growing inability of high schoolers even to read) increasingly confirm.<br /><br />Homeschooling is so successful relative to public and private school education, despite many obstacles and disadvantages, primarily because children have souls and thrive – in every way - in the loving environment of their families (however small that family may be – two can make a very loving family). Scratch the surface of a modern educator in our schools today and you will find either admirable, well-meaning, dedicated teachers who are increasing forced to truncate their personalities and genuine love for their students by a frustrating, bureaucratic, politically correct, progressive educational model, or someone who is simply up to no good. The newspapers are full of many examples of both types, almost on a daily basis.<br /><br />In the Athenian custom, the ancient Greeks homeschooled their children until their seventh year, in the poetic mode described elsewhere in this issue. Modern, progressive education pushes taking children from their homes earlier and earlier. The adoption of the German kindergarten model in this country stole one more year from the natural, early home formation of American children. Plans are afoot now to allow the schools to reach back even earlier – to age 4, 3 and even 2 – to take children from the loving culture of their homes. So "successful" are our public schools that they imagine more of the same will solve the very problems they have created.<br /><br />Classical elementary and secondary education is addressed in other articles in this issue, as is the "poetic" mode of educating via the senses, emotions and intuition. But lest we get lost in the details, it is important occasionally to remember the core of the classical, Socratic way of educating – love.<br /><br />by Patrick Carmack<br />Source: Classical Homeschooling<br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-11201365115587908722009-11-28T22:51:00.000-08:002009-11-28T22:57:15.576-08:00What makes a good teacher<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb8gIYIx8T7MPQOtihgyDDGkQ8uuiMgFrZbC3fY-PqPZ80dF4ByojIyAUjiaewjuakRfdtpei_39Ti7pRmdTkOQcNNmijUx2YD6rt1Z2QfixOAn6A8PnFvvatBmxPE5RY37FgoxWtPZoU/s1600/TeacherAndStudent1.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px; height: 200px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb8gIYIx8T7MPQOtihgyDDGkQ8uuiMgFrZbC3fY-PqPZ80dF4ByojIyAUjiaewjuakRfdtpei_39Ti7pRmdTkOQcNNmijUx2YD6rt1Z2QfixOAn6A8PnFvvatBmxPE5RY37FgoxWtPZoU/s200/TeacherAndStudent1.jpg" alt="" id="BLOGGER_PHOTO_ID_5409415500369768098" border="0" /></a>What makes a good teacher? Like all good recipes, the ingredients for a teacher's success in the classroom are simple, easy to follow, and allow for personal interpretation to enhance the result.<br /><br />Primarily, a teacher's goal is to motivate her students to reach beyond their grasp. Many children are keenly aware of their weaknesses and special education students are particularly sensitive to being "different". A good teacher helps the child realize her strengths and encourages and challenges the student to learn through those strengths. It is in the day to day process of reaching this goal that the ingredients for making a good teacher come into play. <span class="fullpost"><br /><br />The best teachers are the ones who teach to the whole child. Their vision of education is not limited to the tangibles of academic achievement but encompasses daily doses of compassion, flexibility, communication, humor, imagination, and the willingness to be open minded. Most importantly, a good teacher is someone who uses both his head and her heart in equal measure throughout the school day. Compassion is in understanding that a student may be frustrated, angry or just unable to focus on the academics at hand. A little extra attention, a hug, a query as to how he is feeling today or the simple expression that the teacher values that student and was glad he was there today is all it takes to make a potentially negative situation into a positive, personal learning experience for the child. Bad days happen to everyone. Deal with the misbehavior, and move on, but be fair and consistent in your discipline.#<br /><br />Good teachers don't speak negatively about their students to anyone. Flexibility allows the learning environment to be fluid and creative. Be upbeat and positive and ready to adapt to students moods and needs. Maybe the lesson plan can be more effectively learned if the students stand and move about, play a game with the information or talk about something else that is important to them at that moment. Communicate with the student and his parents on a regular basis. The more open and direct the dialogue is among all the parties, the more involved parents and children become in the educational process.<br /><br />A good teacher is not threatened by parent advocacy. Remember no one knows the child as well as her parents and they can become wonderful allies in developing a strong 24/7 educational plan for the child. Listen as well as talk. Humor. Learn to laugh at yourself, smile and be free to admit mistakes. This lesson is perhaps the most difficult for LD students to learn. LD is not funny, but learning to reduce their level of frustration, and be more accepting of mistakes, allows the students to relax and be more receptive to trying new things. Imagination is all about thinking outside the box. Good teachers are always willing to try new approaches for delivering the information. The unconventional might just be the ticket for helping the LD student pay attention or process the information. The end certainly justifies the means in this case. Along with this is the need to be open minded and receptive to new methodology, research, and the acknowledgement that we can all learn new things everyday. Question the curriculum if it does not benefit your students. Everything is open to change.<br /><br />But perhaps a child can best explain what make a good teacher:<br /><br /> * She smiles at me.<br /> * She really likes me a lot.<br /> * She misses me when I don't come in.<br /> * I learn a lot in my class.<br /> * It's OK, my teacher will show me how.<br /><br />(Margaret - on behalf of her 8 year old son, Wilmington, DE)<br /><br />LD OnLine exclusive.<br /><br />By: Cheryl Bell Patten (2003)<br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-19605472606376125642009-08-15T09:55:00.000-07:002009-08-15T10:04:11.181-07:00What makes a good English teacher?<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5DVg-E5sPRtAiuWCiF1AKzylKMVr99zUqaiyYbsSm3Sagr_v2euhFxVkljV_C39lfQ64L0sodhhvVyHAlJ-ONjpnozriyt9cxQFPnjRm0HCecJ0nqtF3b9wYnFSnXwFLFDTrAJZ-Rn9k/s1600-h/teacherinclass.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 132px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5DVg-E5sPRtAiuWCiF1AKzylKMVr99zUqaiyYbsSm3Sagr_v2euhFxVkljV_C39lfQ64L0sodhhvVyHAlJ-ONjpnozriyt9cxQFPnjRm0HCecJ0nqtF3b9wYnFSnXwFLFDTrAJZ-Rn9k/s200/teacherinclass.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5370237049249405698" /></a>Think back to your school days for a moment, who were your favorite teachers? Which ones did you learn more from and why?<br /><br />The chances are that they were ones who made your lessons "come alive". Engage you in your lesson as opposed to the "talk and chalk" variety!<br /><br />Whilst having a sound academic background and knowledge of your subject is one thing, having the ability to relate to your students and convey your message in understandable, motivational terms is quite another. This means not only being able to relate to your learners but being able to adapt your material to suit their needs, and put it across in the most effective (personable?) form, creating a positive, supportive learning environment. <span class="fullpost"><br /><br /><b>Teaching a Language</b><br /><br />Having been a teacher trainer for many years I have little time for the teacher who delivers the same lesson verbatim, year after year, without considering their individual students' needs and learner types, or those whose ego is so large that they are unable to relate effectively to their students.<br /><br />To my mind, teaching a language requires different skills to teaching other subjects like History or Math. We don't learn a language by talking about it; we learn a language by talking in it! Once a teacher has presented language, it is the students who should speak and use the language (as it is they who need the practice), and not the teacher talking the highest percentage of time - hence the term TTT -Teacher Taking Time.<br /><br />Language teachers also need to “rough tune” their language, speaking in terms that are slightly above the level of the learner, rather than over simplify (thus providing a false model) or bombard them with meta-language.<br /><br /><b>Core Characteristics</b><br /><br />Carl Rogers, an American psychologist suggested there are three core teacher characteristics to help create an effective learning environment.<br /><br />Respect: Being positive and non judgmental in regards to another person<br />Empathy: Being able to see things from another person's point of view<br />Authenticity: Being yourself without egoistic barriers or hiding behind a job title<br />These three qualities a far more likely to induce a more positive learning environment, where students are more inclined to take risks and take responsibility for their own learning. Communication between student and teacher becomes more open and honest and therefore a stronger bond emerges, based on mutual respect.<br /><br />These qualities should not be “clothes” that a teacher puts on in the classroom. They have to be genuine intentions. A good teacher is one who not only has knowledge of their subject but has the personality to convey it in engaging, motivational terms. Therefore demonstration and participation rather than explanation is often more effective.<br /><br />In short: An effective language teacher is one that cares more about their students' learning than they do about their own teaching!<br /><br />(Written by Gill Hart)<br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-83807675707847355402009-08-05T01:35:00.001-07:002009-08-05T01:36:33.385-07:0015 Ways to boost your teaching confidence<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdsDNZ93C6cQf0C3V-uDIf58CGck5SjTPPNRiVdm3o5Xh33HCLHSD8bRp0zgWM_uL3VBwN7LXLLw09xB9IzL4fBXGhTac6z7ut9OMSnyYNkhCh3MxJlO7I7VDSaBYlq8kl_CL71uA5hzI/s1600-h/confidence.gif"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 184px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdsDNZ93C6cQf0C3V-uDIf58CGck5SjTPPNRiVdm3o5Xh33HCLHSD8bRp0zgWM_uL3VBwN7LXLLw09xB9IzL4fBXGhTac6z7ut9OMSnyYNkhCh3MxJlO7I7VDSaBYlq8kl_CL71uA5hzI/s200/confidence.gif" border="0" alt="" id="BLOGGER_PHOTO_ID_5366394326701249730" /></a><b>1. Read or reread a teaching basics book. For example, </b>How to Teach English by Jeremy Harmer (rather than The Practice of English Language Teaching, which has got rather complicated since my days on the CTEFLA) or the Oxford Basics Series.<br /><br />This will: give you a boost by showing you how much of that stuff that you struggled with you can now cope with; help you get whatever fundamentals you are still working on right; and give you a sense of perspective on the things you are worrying about that are not even mentioned in a book for beginning teachers. <span class="fullpost"><br /><br /><b>2. Peer observations</b><br />Watching another teacher at work will give you a sense of perspective about how much perfection you are asking from yourself in your own classes, and will help you pick up some teaching tips. To make sure you don’t just focus on the points in which the teacher you are watching is better than you, go into the class with a specific observation feedback sheet. This can even be specifically designed to give you an ego boost, having boxes to fill in such as “Things I also do”.<br /><br /><b>3. Observation with that aim</b><br />As well as or instead of any observations that usually take part in your school, there is no harm in telling the DoS or another teacher “I’m feeling about a bit down about my teaching, can you come into my class and give me a bit of encouragement?” Again, it can help to have a feedback task that is specifically designed for that purpose.#<br /><br /><b>4. Ask the right student feedback questions</b><br />For example “Which activity/ game/ class/ part of the lesson did you like best?” rather than “What did you think of…?”<br /><br /><b>5. Do something easier</b><br />For example, use a back-to-basics textbook like Language to Go, teach Intermediate levels, take on a class that another teacher has already trained up to do pairwork etc, or get your DoS to give you a class that other teachers have said is a pleasure to teach.<br /><br /><b>6. Redo a favourite lesson</b><br />You’ll probably find that it is a favourite lesson with this class too, and perhaps better for them than all the experimental or ambitious stuff that you have been forcing yourself and them to use. If you can’t find any way of tying any of your favourite lessons in with the syllabus of your present classes or what you have identified as their main needs, try cutting that favourite activity down so you can use it as just a warmer, or use it as a treat or break after a test or similarly difficult lessons.<br /><br /><b>8. Rewrite your CV</b><br />You’ll be amazed at the things you couldn’t write on there before but now can. Things to put on it include levels taught, students who have passed EFL exams with your help, other responsibilities in the school, positive student or management feedback, contributions you have made to workshops (even if you weren’t the workshop leader), number of observations you have been put through, other CPD you have taken part in, TEFL books and magazines you have read, your teaching and other personality strengths etc. You can cut all this down to the usual one or two pages later when you really apply for a job, as the main aim at this point is just to brainstorm positive stuff. Even if you don’t find you can add many of the things mentioned here yet, seeing that your CV will consist of concrete stuff like this rather than things you are worrying about like how happy your students seem could also help you get a sense of perspective.<br /><br /><b>9. Write down all the things you couldn’t do</b><br />For example, things you had no idea about before you started your TEFL training or things that you still hadn’t managed to get the hang of during your TEFL course or that were new challenges once you started your job (e.g. teaching 25 hours a week or teaching beginners). Then mark all the things you can do now or have at least improved in.<br /><br /><b>10. Write down the things you can’t do</b><br />Then put a “but…” after each thing, e.g. “I can’t teach as well as the other teachers, but I do get on with all the teachers and have managed to stay out the factions” or “My students might not learn as much in my class as in the classes of the DELTA-qualified teachers’ lessons, but they might be making up for it with the extra practice they get because I socialize with them, unlike those grumpy old geezer teachers”<br /><br /><b>11. Write about a bad teacher, e.g. your school French teacher</b><br />If they were an English or foreign language teacher, all the better, but the main aim is to point out all the things you could be doing wrong but aren’t. If you find you do actually share some practices with that teacher (in a similar way to parenting, it is very difficult not to subconsciously copy teaching styles you are familiar with even when you have decided they are wrong), at least knowing what you need to work on rather than having a vague feeling of not doing things right should be an improvement.#<br /><br /><b>12. A haircut</b><br />It could be that the lack of confidence comes at least partly from outside the classroom, and even if it doesn’t the effects of feeling better because you look better could start positive reinforcement of teaching better because you feel better and then feeling better about your teaching etc. Similar effects could come from a new suit, a tan, losing weight, a qualification (even if it isn’t connected to English or teaching), a new relationship, lots of friends, an active social life, doing something good for society etc.<br /><br /><b>13. A new start</b><br />It might be that the problems you have with your classes now is not so much because of your teaching now but because of them losing confidence in you or getting confused when you were going through a bad patch or when you were in your first few weeks of trying to cope with 25 classroom hours a week (rather than 8 hours in 4 weeks like a CELTA or Cert TESOL). If so, having a new class could be all you need to see how much your teaching has improved since that dodgy period.<br /><br /><b>14. A class that reading about really helps for/ that you can improve quickly</b><br />Some things in class really just take the passing of classroom time to improve, e.g. your speaking speed and level of speech, which few people have problems with after 3 years of teaching but few people really get the hang of in less than 500 classroom hours. For such things, reading a book about it will have an effect but certainly won’t even double your natural speed of improvement. There are some other kinds of classes, however, that book knowledge really helps for. Examples include exam classes (reading up on knowledge of the exam and what language and tactics can most help the students), high level classes (reading up on the complex and obscure grammar) and ESP classes (learning everything about Financial English etc).<br /><br /><b>15. Specializing</b><br />Similar to the point above, if you become the person in school who knows most about getting into UK universities, a new teaching methodology you went to a workshop on, teaching a nationality that doesn’t usually come to your school etc, that will boost your own confidence and hopefully lead to positive comments that do so even more.<br /><br />by Alex Case<br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-57826844249696517442009-07-26T19:48:00.000-07:002009-07-27T08:55:50.992-07:00Unit 12: Water Sports<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8MNBHrG_ZcRnDj0ScKll4q8EGI1oqRy95vSZNChPkIbW54GvSCUNvn5Y0MFzOgR-jwBXOcB_o7D2AVk-lskfPSaDsXHaTqd_Nhwgc8z2IpZk0_PtGM68aV5QW52A24faWr0t_Bt4kM7s/s1600-h/English12_Unit12.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8MNBHrG_ZcRnDj0ScKll4q8EGI1oqRy95vSZNChPkIbW54GvSCUNvn5Y0MFzOgR-jwBXOcB_o7D2AVk-lskfPSaDsXHaTqd_Nhwgc8z2IpZk0_PtGM68aV5QW52A24faWr0t_Bt4kM7s/s200/English12_Unit12.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5362966712073130194" /></a><b><div style="text-align: center;">Part: Reading</div></b><br /><b>I. Objectives:</b><br /><br /><b>1. Aim</b>: By the end of this lesson, students learn about water sports and they have knowledge to play it<br /><br /><b>2. Knowledge</b>:<br /><br />- General knowledge: Students can understand rules of playing water sports<br />- Language:<br />- New words: Words related to water sports<br /><br /><b>3. Skills</b>: - Guessing meaning from context<br />- Passage comprehension<br />- Reading for specific information <span class="fullpost"><br /><br /><b>II. Teaching aids</b>: Textbook, posters.<br /><br /><b>III. Methods</b>: groupwork, pairwork, integrated, mainly communicative<br /><br /><b>IV. Procedure</b>:<br /><br /><a href="http://www.blogger.com/com=" files="" 2008="" 7="" 29="" 2024714=""></a><a href="http://www.fileden.com/files/2008/7/29/2024714/Lesson%20Plans/Lesson%20Plans%20English%2012_Unit%2012.doc">Download here</a><br /><a href="http://www.blogger.com/com=" files="" 2008="" 7="" 29="" 2024714=""></a><br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-75650039551441582262009-07-26T19:35:00.000-07:002009-07-26T19:42:49.486-07:00Unit 11: Books<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg78Wam-ORsc-qsxpbbxsWF-vgEr5MBH33PZZ5LQ7u4KanvgOfs9BKcx9CToE2hceXzLXq9j4Pi8jWquzVhALj3X4YlUZwjrHEmCCO2CL-vVxs8kxeMJtoc-AEKXnXiz0CIek3FqUKU6oM/s1600-h/English12_Unit11.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg78Wam-ORsc-qsxpbbxsWF-vgEr5MBH33PZZ5LQ7u4KanvgOfs9BKcx9CToE2hceXzLXq9j4Pi8jWquzVhALj3X4YlUZwjrHEmCCO2CL-vVxs8kxeMJtoc-AEKXnXiz0CIek3FqUKU6oM/s200/English12_Unit11.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5362963627483396498" /></a><b><div style="text-align: center;">Part: Reading</div></b><br /><b>I. Objectives:</b><br /><br /><b>1.General knowledge</b>: By the end of the lesson ,students can know about all kinds of books and ways of reading a book.<br /><br /><b>2. Skills</b>: develop Ss’ reading skill such as guessing meaning in context, scanning for specific information and passage comprehension.<br /><br /><b>3. Attitude</b>: try to understand the topic and realize the suitable ways of reading <span class="fullpost"><br /><br /><b>II. Teaching aids</b>: Textbook, handouts.<br /><br /><b>III. Methods</b>: groupwork, pairwork, integrated, mainly communicative<br /><br /><b>IV. Procedure</b>:<br /><br /><a href="http://www.fileden.com/files/2008/7/29/2024714/Lesson%20Plans%20English%2012_Unit%2011.doc">Download here</a><br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-21951109479326601742009-07-26T08:19:00.000-07:002009-07-26T19:19:09.873-07:00Unit 10:Endangered Species<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJmIxQHdI22z1lA0tJh6eWXzoZ6qZMer4HLxOIdoM6cUxCMs-UsXyP2SFtCuMsVhprrTACZjTrdwoIG5ic8lV5mh3v2kTwI5ErrIb1cSBKK60wmrZwMuKGfaHuAnFFveZmGDhSio4Ih04/s1600-h/English12_Unit10.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJmIxQHdI22z1lA0tJh6eWXzoZ6qZMer4HLxOIdoM6cUxCMs-UsXyP2SFtCuMsVhprrTACZjTrdwoIG5ic8lV5mh3v2kTwI5ErrIb1cSBKK60wmrZwMuKGfaHuAnFFveZmGDhSio4Ih04/s200/English12_Unit10.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5362958748888435042" /></a><div style="text-align: center;"><b>Part: Reading. Objectives</b>:</div><br /><b>1.General knowledge: By the end of the lesson</b><br /><br />- General knowledge: Ss know some endangered species are plant and animal species<br />- Language: Common knowledge of environment,…<br />- New words: Words related to the topic (endangered animals,plants....)<br /><br /><b>2. Skills</b>: develop Ss’ writing skill such as Guessing meaning in context, scanning for specific information and passage comprehension..<br /><br /><b>3. Attitude</b>: be aware of endangered species. <span class="fullpost"><br /><br /><b>II. Teaching aids</b>: Textbook, handouts.<br /><br /><b>III. Methods</b>: individual work, pairwork, Integrated, mainly communicative<br /><br /><b>IV. Procedure</b>:<br /><br /><a href="http://www.fileden.com/files/2008/7/29/2024714/LessonPlans_English%2012_Unit%2010.doc">Download here</a><br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-76452599189473180922009-07-21T01:43:00.000-07:002009-07-21T01:47:06.508-07:00Unit 9: Deserts<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkmtaB012DSeYlpGBwnNFaSi-cOlq0mIi3sJSmvYYfM1KNPFAI7bWZNqnYfgAEr2HUVbWue2Wndv4XfVAa5yXrCmh6SPmGXwMpOgy22FyXEYW_5-vSIdxUuzMf95td7WYIk2UOgNA2xHA/s1600-h/English12_Unit9.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkmtaB012DSeYlpGBwnNFaSi-cOlq0mIi3sJSmvYYfM1KNPFAI7bWZNqnYfgAEr2HUVbWue2Wndv4XfVAa5yXrCmh6SPmGXwMpOgy22FyXEYW_5-vSIdxUuzMf95td7WYIk2UOgNA2xHA/s200/English12_Unit9.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5360831910802666114" /></a><b><div style="text-align: center;">Part: Reading</div></b><div><br /></div><b>I. Objectives</b>:<div><br /><b>1.General knowledge</b>: By the end of the lesson , ss will be able to know about deserts in Australia.</div><div><br /><b>2. Skills</b>: develop Ss’ reading skill.</div><div><br /><b>3. Attitude</b>: try think about deserts in the world.<br /><b>II. Teaching aids</b>: Textbook, handouts, pictures.</div><div> <span class="fullpost"><br /><b>III. Methods</b>: pairwork, individual work, groupwork</span></div><div><span class="fullpost"><br /><b>IV. Procedure</b>:<br /><br /><a href="http://www.fileden.com/files/2008/7/29/2024714/Lesson%20Plans/Lesson%20Plans%20English%2012_Unit%209.doc">Download here</a><br /></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-7344313906003231632009-07-21T01:40:00.000-07:002009-07-21T01:43:18.857-07:00Unit 8: Life in the Future<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsec97Mu84S6oZOpWb5XsaYuhLYpUnPtd7VBGT0BAqESgyF3F4j3XwnZ3ZOOgLihbwyujz6W6gEoCgsE3FOd94yCC3IY3hdfqkOKDR2a7eNX_dlX1HQHu7GplIrx1GMwxmYXHk7bPx5MY/s1600-h/English12_Unit8.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsec97Mu84S6oZOpWb5XsaYuhLYpUnPtd7VBGT0BAqESgyF3F4j3XwnZ3ZOOgLihbwyujz6W6gEoCgsE3FOd94yCC3IY3hdfqkOKDR2a7eNX_dlX1HQHu7GplIrx1GMwxmYXHk7bPx5MY/s200/English12_Unit8.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5360830945051724450" /></a><b><div style="text-align: center;">Part: Reading</div></b><b>I. Objectives</b>:<div><br /><b>1.General knowledge</b>: By the end of the lesson Ss will be able to develop their reading skill through</div><div><br />+Guessing meaning from the context<br />+Deciding on True or False statements</div><div><br /><b>2. Skills</b>: develop Ss’ reading skill.</div><div><br /><b>3. Attitude</b>: try to think about the life in the future.</div><div><br /><b>II. Teaching aids</b>: Textbook, handouts, pictures. </div><div><span class="fullpost"><br /><b>III. Methods</b>: pairwork, individual work, groupwork</span></div><div><span class="fullpost"><br /><b>IV. Procedure</b>:<br /><br /><a href="http://www.fileden.com/files/2008/7/29/2024714/Lesson%20Plans/Lesson%20Plans%20English%2012_Unit%208.doc">Download here</a><br /></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-76686126220096811752009-07-21T01:35:00.000-07:002009-07-21T01:39:40.603-07:00Unit 7: Economic Reforms<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW_uoPDn3ohtUjDwvwii0NlcXgqOoPn8ARvZ_9BqAG98mb0x5fhyphenhyphenUXP4LcmMEs8pfg3kldVbyqqGhFZ95gg_XIpLT7bRLMUvQJHDDtlFeANwhpyL2-Vss3-DCiINNCPefnyA1ha3Ob2nY/s1600-h/English12_Unit7.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW_uoPDn3ohtUjDwvwii0NlcXgqOoPn8ARvZ_9BqAG98mb0x5fhyphenhyphenUXP4LcmMEs8pfg3kldVbyqqGhFZ95gg_XIpLT7bRLMUvQJHDDtlFeANwhpyL2-Vss3-DCiINNCPefnyA1ha3Ob2nY/s200/English12_Unit7.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5360829636910867458" /></a><b><div style="text-align: center;">Part: Reading</div></b><div><br /></div><b>I. Objectives</b>:<div><br /><b>1.General knowledge</b>: By the end of the lesson, Ss will be able to write a letter of request to apply for an undergraduate programme in a university in England. </div><div><br /><b>2. Skills</b>: develop Ss’ writing skill.</div><div><br /><b>3. Attitude</b>:try to use vocab and structures about a letter of request and expresss their hope to study in England.</div><div><br /><b>II. Teaching aids</b>: Textbook, cassette.</div><div> <span class="fullpost"><br /><b>III. Methods</b>: pairwork, individual work, groupwork</span></div><div><span class="fullpost"><br /><b>IV. Procedure</b>:<br /><br /><a href="http://www.fileden.com/files/2008/7/29/2024714/Lesson%20Plans/Lesson%20Plans%20English%2012_Unit%207.doc">Download here</a><br /></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-47689721104063662902009-07-21T01:30:00.000-07:002009-07-21T01:33:53.448-07:00Unit 6: Future Jobs<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFx1yv7pSk_ZFYyVEZRokxvYMG6bMxMLYFMwv2IU5zWeRFyxwVs2Hj3cAhzM43gQUN1mmOdseJsDW-kowafMHDK_Klgyoi4mnymOWAWW5s3IxN4yDaBcPK_d_nRhIUKBpzcr6Cbfxiyr4/s1600-h/English12_Unit6.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFx1yv7pSk_ZFYyVEZRokxvYMG6bMxMLYFMwv2IU5zWeRFyxwVs2Hj3cAhzM43gQUN1mmOdseJsDW-kowafMHDK_Klgyoi4mnymOWAWW5s3IxN4yDaBcPK_d_nRhIUKBpzcr6Cbfxiyr4/s200/English12_Unit6.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5360828347191688066" /></a><b><div style="text-align: center;">Part: Reading</div></b><b>I. Objectives</b>:<div><br /><b>1.General knowledge</b>: By the end of the lesson, Ss will know more factors that can help them succeed in a job interview...</div><div><br /><b>2. Skills</b>: develop reading skill (reading for specific information, guessing meanig from context) as well as speaking skill.</div><div><br /><b>3. Attitude</b>: Ss may apply the factors to their choices of jobs in the future.</div><div><br /><b>II. Teaching aids</b>: Textbook, handouts, posters. </div><div><span class="fullpost"><br /><b>III. Methods</b>: pairwork, individual work, groupwork</span></div><div><span class="fullpost"><br /><b>IV. Procedure</b>:<br /><br /><a href="http://www.fileden.com/files/2008/7/29/2024714/Lesson%20Plans/Lesson%20Plans%20English%2012_Unit%206.doc">Download here</a><br /></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-50729677388127193242009-07-21T01:22:00.000-07:002009-07-21T01:29:32.024-07:00Unit 5: Higher Education<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvDicam72dGV8yi4CUwG37xisA6zNluDECjvjoOfagx3ZKnt4MykdjH7kfr3mbxYxUN7n3Epr8omM1OBSh01SUuMi-wvAOldiKHRmYvSQwu8DfdGhk1hfYRATwww5LpFCopNKXcbO8m_Y/s1600-h/English12_Unit5.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvDicam72dGV8yi4CUwG37xisA6zNluDECjvjoOfagx3ZKnt4MykdjH7kfr3mbxYxUN7n3Epr8omM1OBSh01SUuMi-wvAOldiKHRmYvSQwu8DfdGhk1hfYRATwww5LpFCopNKXcbO8m_Y/s200/English12_Unit5.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5360826327515739330" /></a><b><div style="text-align: center;">Part: Reading</div></b><b>I. Objectives</b>:<div><br /><b>1.General knowledge</b>: By the end of the lesson, Ss will be able to write a letter of request to apply for an undergraduate programme in a university in England.</div><div><br /><b>2. Skill</b>: develop Ss’ writing skill.</div><div><br /><b>3. Attitude</b>:try to use vocab and structures about a letter of request and expresss their hope to study in England.</div><div><br /><b>II. Teaching aids</b>: Textbook, cassette. </div><div><span class="fullpost"><br /><b>III. Methods</b>: pairwork, individual work, groupwork</span></div><div><span class="fullpost"><br /><b>IV. Procedure</b>:<br /><br /><a href="http://www.fileden.com/files/2008/7/29/2024714/Lesson%20Plans/Lesson%20Plans%20English%2012_Unit%205.doc">Download here</a><br /></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-61040937626396516762009-07-21T01:17:00.000-07:002009-07-21T01:29:15.048-07:00Unit 4: School Education System<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwf21npJ3fWCIaHE8m3s2VXlC5lApNHS1yrN6UgcxqBLPUswBGmTlPzVcgG4EGBfs9RS1XzBnHHiVu7BQIq9B8UDHC1PRuLnnungM4E1mVRFskB-ndCinXLdgRKPfZHRKPRCMgIiobp7Y/s1600-h/English12_Unit4.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwf21npJ3fWCIaHE8m3s2VXlC5lApNHS1yrN6UgcxqBLPUswBGmTlPzVcgG4EGBfs9RS1XzBnHHiVu7BQIq9B8UDHC1PRuLnnungM4E1mVRFskB-ndCinXLdgRKPfZHRKPRCMgIiobp7Y/s200/English12_Unit4.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5360825057945479554" /></a><b><div style="text-align: center;">Part: Reading</div></b><div><br /><b>I. Objectives</b>:</div><div><br /><b>1.General knowledge</b>: Ss can write complete sentence basing on words given. Ss can also reorder sentences into paragraghs.</div><div><br /><b>2. Skills</b>: develop Ss’writng skill</div><div><br /><b>3. Attitude</b>: understand the ways of writing apologies.</div><div><br /><b>II. Teaching aids</b>: Textbook, handouts. </div><div><span class="fullpost"><br /><b>III. Methods</b>: pairwork, individual work</span></div><div><span class="fullpost"><br /><b>IV. Procedure</b>:<br /><br /><a href="http://www.fileden.com/files/2008/7/29/2024714/Lesson%20Plans/Lesson%20Plans%20English%2012_Unit%204.doc">Download here</a><br /></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-3474715881722270892009-07-20T22:30:00.000-07:002009-07-21T01:10:17.154-07:00Unit 3: Ways of Socialising<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0Z8bBpriUsNZdD4XorB5nFppv21ZaMQbJns03OsCEEWv2QQMsOTv4L8Nrm50I0eACYD3c5foXbcmbtGjjV_i7e9Hz4yweFr7wsiD_DmL8rfmBEPT_LpbXpMmZ1dIoPpefg4IJ-qgUDMY/s1600-h/English12_Unit3.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0Z8bBpriUsNZdD4XorB5nFppv21ZaMQbJns03OsCEEWv2QQMsOTv4L8Nrm50I0eACYD3c5foXbcmbtGjjV_i7e9Hz4yweFr7wsiD_DmL8rfmBEPT_LpbXpMmZ1dIoPpefg4IJ-qgUDMY/s200/English12_Unit3.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5360788731417496418" /></a><div style="text-align: center;"><span class="Apple-style-span" style="font-weight: bold; ">Part: Reading</span></div><br /><b>I. Objectives:</b><br /><br /><b>1.General knowledge</b>: Ss can read and understand how to use non-verbal forms of communication to attract one’s attention through some social situations.<br /><br /><b>2. Skills</b>: develop Ss’ reading skill<br /><br /><b>3. Attitude</b>: try to read and understand the passage, see the use of non-verbal forms of communication in everydaylife. <span class="fullpost"><br /><br /><b>II. Teaching aids</b>: textbook, pictures, handouts<br /><br /><b>III. Methods</b>: whole class, pairwork, groupwork<br /><br /><b>IV. Procedure</b>:<br /><br /><a href="http://www.fileden.com/files/2008/7/29/2024714/Lesson%20Plans/Lesson%20Plans%20English%2012_Unit%203.doc">Download here</a></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-23368860363035066492009-07-20T01:01:00.000-07:002009-07-21T01:05:31.628-07:00Unit 2: Cultural Diversity<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqMAh_vB5vdPxrEJT5rdmJzipc4_6xnCw-ez9zM5wYb-FeqEbiTdv3Gox0Opluyy7QcdpwCHBha2eK7lDoLuXt0gUEJS6K1zLa8DDYu7MKoLr3tpwsb1GDRJNx84sbHBKFsfSfeMwhhGA/s1600-h/English12_Unit2.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqMAh_vB5vdPxrEJT5rdmJzipc4_6xnCw-ez9zM5wYb-FeqEbiTdv3Gox0Opluyy7QcdpwCHBha2eK7lDoLuXt0gUEJS6K1zLa8DDYu7MKoLr3tpwsb1GDRJNx84sbHBKFsfSfeMwhhGA/s200/English12_Unit2.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5360820754737906882" /></a><b><div style="text-align: center;">Part: Reading</div></b><b>I. Objectives</b>:<div><br /><b>1.General knowledge</b>: Ss can understand different opinions about love and marriage of American, Chinese and Indian’s students.</div><div><br /><b>2. Skills</b>: develop Ss’ reading skill such as passage comprehension.</div><div><br /><b>3. Attitude</b>: try to read and understand the passage. </div><div><span class="fullpost"><br /><b>II. Teaching aids</b>: Textbook, handouts</span></div><div><span class="fullpost"><br /><b>III. Methods</b>: pairwork, groupwork, questions and answers</span></div><div><span class="fullpost"><br /><b>IV. Procedure</b>:<br /><br /><a href="http://www.fileden.com/files/2008/7/29/2024714/Lesson%20Plans/Lesson%20Plans%20English%2012_Unit%202.doc">Download here</a><br /></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-2057436176940742622009-07-20T00:46:00.000-07:002009-07-21T01:00:04.795-07:00Unit 1: Home Life<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhu_5sPUnAyVCT9MCyr-Olz-T2GnOclklsj6a-qAkV1ALLCR20lWD0tKpv8xHgAPZCCOR4cHXFLb9d2DUUEWVzq1-_pRN1Ju-3TTOTAkD4_SHUI2vj-G0j5UJsZjkITfzBn7tFAy1aBkwc/s1600-h/English12_Unit1.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhu_5sPUnAyVCT9MCyr-Olz-T2GnOclklsj6a-qAkV1ALLCR20lWD0tKpv8xHgAPZCCOR4cHXFLb9d2DUUEWVzq1-_pRN1Ju-3TTOTAkD4_SHUI2vj-G0j5UJsZjkITfzBn7tFAy1aBkwc/s200/English12_Unit1.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5360817353224244434" /></a><div style="text-align: center;"><span class="Apple-style-span" style="font-weight: bold; ">Part: Speaking</span></div><br /><b>I. Objectives</b>:<br /><br /><b>1.General knowledge</b>: Ss can carry on dialogues about household chores and family life.<br /><br /><b>2. Skills</b>: develop Ss’speaking skill<br /><br /><b>3. Attitude</b>: discuss and share ideas with their friends <span class="fullpost"><br /><br /><b>II. Teaching aids</b>: Textbook<br /><br /><b>III. Methods</b>: pairwork, individual work, groupwork<br /><br /><b>IV. Procedure</b>:<br /><br /><a href="http://www.fileden.com/files/2008/7/29/2024714/Lesson%20Plans/Lesson%20Plans%20English%2012_Unit%201.doc">Download here</a><br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-4872210383477351762009-07-15T19:33:00.000-07:002009-07-15T19:35:05.192-07:00Powerpoint Templates<a href="http://www.fileden.com/files/2008/7/29/2024714/Powerpoint%20Backgound.zip">Click here to download</a> <span class="fullpost"><br /><br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-12720039492778698192009-07-03T10:53:00.000-07:002009-07-03T11:02:06.998-07:00Left Vs. Right . Which side are you on?<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmlhUGyxW6iPp1oKZB6-_IMcYnzp_kAS7Be1ETAJxDPL6-09O120mXWUNv1ks8zN0JA9a4Tde4cccUeqx1zbM4CzZIy1JxwFu-MKhvmpsBOg2HOoXN8HXCKy3RRJa5SiY7w4BCNmz4JzQ/s1600-h/rightBrain.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px; height: 138px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmlhUGyxW6iPp1oKZB6-_IMcYnzp_kAS7Be1ETAJxDPL6-09O120mXWUNv1ks8zN0JA9a4Tde4cccUeqx1zbM4CzZIy1JxwFu-MKhvmpsBOg2HOoXN8HXCKy3RRJa5SiY7w4BCNmz4JzQ/s200/rightBrain.jpg" alt="" id="BLOGGER_PHOTO_ID_5354295411355997474" border="0" /></a>In general the left and right hemispheres of your brain process information in different ways. We tend to process information using our dominant side. However, the learning and thinking process is enhanced when both side of the brain participate in a balanced manner. This means strengthening your less dominate hemisphere of the brain. Listed below are information processing styles that are characteristically used by your right or left brain hemisphere. Read the information below to help you understand how your brain processes information. Pay attention to your less dominant style so that you can learn how to improve it.<span class="fullpost"><br /><br /><span style="font-weight: bold; color: rgb(0, 0, 0);">Linear Vs. Holistic Processing</span><br /><br />The left side of the brain processes information in a linear manner. It processes from part to whole. It takes pieces, lines them up, and arranges them in a logical order; then it draws conclusions. The right brain however, processes from whole to parts, holistically. It starts with the answer. It sees the big picture first, not the details.<br /><br />If you are right-brained, you may have difficulty following a lecture unless you are given the big picture first. That is why it is absolutely necessary for a right-brained person to read an assigned chapter or background information before a lecture or to survey a chapter before reading. If an instructor doesn't consistently give an overview before he or she begins a lecture, you may need to ask at the end of class what the next lecture will be and how you can prepare for it.<br /><br />If you are predominantly right-brained, you may also have trouble outlining (You've probably written many papers first and outlined them latter because an outline was required). You're the student who needs to know why you are doing something. Left-brained students would do well to exercise their right-brain in such a manner.<br /><br /><span style="font-weight: bold; color: rgb(0, 0, 0);">Sequential Vs. Random Processing</span><br /><br />In addition to thinking in a linear manner, the left brain processes in sequence. The left brained person is a list maker. If you are left brained, you would enjoy making master schedules and and daily planning. You complete tasks in order and take pleasure in checking them off when they are accomplished. Likewise, learning things in sequence is relatively easy for you. For example, spelling involves sequencing - if you are left-brained, you are probability a good speller. The left brain is also at work in the linear and sequential processing of math and in following directions.<br /><br />By, contrast, the approach of the right-brained student is random. If you are right-brained, you may flit from one tack to another. You will get just as much done, but perhaps without having addressed priorities. An assignment may be late or incomplete, not because you weren't working but because you were working on something else.<br /><br />You were ready to rebel when asked to make study schedules for the week. But because of the random nature of your dominant side, you must make lists, and you must make schedules. This may be your only hope for survival in college. You should also make a special effort to read directions. Oh yes, the mention of spelling makes you cringe. Use the dictionary, carry a Franklin speller, use the spell checker on your computer. Never turn in an assignment without proofing for spelling. Because the right side of the brain is color sensitive, you might try using colors to learn sequence, making the first step green, the second blue, the last red. Or you may want to "walk" a sequence, either by physically going from place to place or by imagining it.<br /><br />For the first step of the sequence, you might walk to the frond door; for the second, to the kitchen; for the third, to the den, etc. Or make Step One a certain place or thing in you dorm room or study place, and Step Two another. If you consistently use the same sequence, you will find that this strategy is transferable to many tasks involving sequence.<br />Symbolic Vs. Concrete Processing<br /><br />The left brain has no trouble processing symbols. Many academic pursuits deal with symbols-such as letters, words, and mathematical notations. The left brained person tends to be comfortable with linguistic and mathematical endeavors. Left-brained students will probably just memorize vocabulary words or math formulas. The right brain, on the other hand, wants things to be concrete. The right brain person wants to see, feel, or touch the real object.<br /><br />Right brain students may have had trouble learning to read using phonics. They prefer to see words in context, to see how the formula works. To use your right brain, create opportunities for hands-on activities, use something real whenever possible. You may also want to draw out a math problem or illustrate your notes.<br /><br /><span style="font-weight: bold; color: rgb(0, 0, 0);">Logical Vs. Intuitive Processing</span><br /><br />The left brain processes in a linear, sequential, logical manner. When you process on the left side, you use information piece by piece to solve a math problem or work out a science experiment. When you read and listen, you look for the pieces so that you can draw logical conclusions.<br /><br />If you process primarily on the right side of the brain, you use intuition. You may know the right answer to a math problem but not be sure how you got it. You may have to start with the answer and work backwards. On a quiz, you have a gut feeling as to which answers are correct, and you are usually right.<br /><br />In writing, it is the left brain that pays attention to mechanics such as spelling, agreement, and punctuation. But the right side pays attention to coherence and meaning; that is, your right brain tells you it "feels" right.<br /><br /><span style="font-weight: bold; color: rgb(0, 0, 0);">Verbal Vs. Nonverbal Processing</span><br /><br />Left brain students have little trouble expressing themselves in words. Right brain students may know what they mean, but often have trouble finding the right words. The best illustration of this is to listen to people give directions.<br /><br />The left brain person will say something like "From here, go west three blocks and turn north on Vine Street. Go three or four miles and then turn east onto Broad Street." The right brain person will sound something like this: "Turn right (pointing right), by the church over there (pointing again).<br /><br />Then you will pass a McDonalds and a Walmart. At the next light, turn right toward the BP station." So how is this relevant to planning study strategies? Right brain students need to back up everything visually. If it's not written down, they probably won't remember it. And it would be even better for right brain students to illustrate it. They need to get into the habit of making a mental video of things as they hear or read them.<br /><br />Right brain students need to know that it may take them longer to write a paper and the paper may need more revision before it says what they want it to say. This means allowing extra time when a writing assignment is due.<br /><br /><span style="font-weight: bold; color: rgb(0, 0, 0);">Reality-Based Vs. Fantasy-Oriented Processing</span><br /><br />The left side of the brain deals with things the way they are-with reality. When left brain students are affected by the environment, they usually adjust to it. Not so with right brain students. They try to change the environment! Left brain people want to know the rules and follow them.<br /><br />In fact, if there are no rules for situations, they will probably make up rules to follow! Left brain students know the consequences of not turning in papers on time or of failing a test. But right brain students are sometimes not aware that there is anything wrong. So, if you are right brain, make sure you constantly ask for feedback and reality checks. It's too late the day before finals to ask if you can do extra credit. Keep a careful record of your assignments and tests. Visit with your professor routinely.<br /><br />While this fantasy orientation may seem a disadvantage, in some cases it is an advantage. The right brain student is creative. In order to learn about the digestive system, you may decide to "become a piece of food! And since emotion is processed on the right side of the brain, you will probably remember well anything you become emotionally involved in as you are trying to learn.<br /><br />These are just some of the differences that exist between the left and right hemispheres, but you can see a pattern. Because left brain strategies are the ones used most often in the classroom, right brain students sometimes feel inadequate. However, you now know that you can be flexible and adapt material to the right side of your brain. Likewise, those of you who are predominantly left brain know that it would be wise to use both sides of the brain and employ some right brain strategies.<br /><br />(Source: Web_us.com)</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-50078626113112465822009-07-03T10:44:00.000-07:002009-07-03T10:50:13.442-07:00The factors that influence the acquisition of a second language<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn8MDk9BeojNj0hk-V9bmN0sNjVbfdeuZe5wu2QOVIWCzswY2YDEnI1pWoDyDKfgFkIwPu7SleIpv09i5x2TUU8ekfy_qmryDPRqvc18OA-Zdp2Tdh2imlzZsiJ5jalVdNvSi9O_OZ2zE/s1600-h/factorsInfluence.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn8MDk9BeojNj0hk-V9bmN0sNjVbfdeuZe5wu2QOVIWCzswY2YDEnI1pWoDyDKfgFkIwPu7SleIpv09i5x2TUU8ekfy_qmryDPRqvc18OA-Zdp2Tdh2imlzZsiJ5jalVdNvSi9O_OZ2zE/s200/factorsInfluence.jpg" alt="" id="BLOGGER_PHOTO_ID_5354292431269250834" border="0" /></a>Some students learn a new language more quickly and easily than others. This simple fact is known by all who have themselves learned a second language or taught those who are using their second language in school. Clearly, some language learners are successful by virtue of their sheer determination, hard work and persistence. However there are other crucial factors influencing success that are largely beyond the control of the learner. These factors can be broadly categorized as internal and external. It is their complex interplay that determines the speed and facility with which the new language is learned.<span class="fullpost"><br /><br /><span style="font-weight: bold; color: rgb(0, 0, 0);">Internal factors</span><br /><br />Internal factors are those that the individual language learner brings with him or her to the particular learning situation.<br /><br />* Age: Second language acquisition is influenced by the age of the learner. Children, who already have solid literacy skills in their own language, seem to be in the best position to acquire a new language efficiently. Motivated, older learners can be very successful too, but usually struggle to achieve native-speaker-equivalent pronunciation and intonation.<br /><br />* Personality: Introverted or anxious learners usually make slower progress, particularly in the development of oral skills. They are less likely to take advantage of opportunities to speak, or to seek out such opportunities. More outgoing students will not worry about the inevitability of making mistakes. They will take risks, and thus will give themselves much more practice.<br /><br />* Motivation: Intrinsic motivation has been found to correlate strongly with educational achievement. Clearly, students who enjoy language learning and take pride in their progress will do better than those who don't.<br /><br /> Extrinsic motivation is also a significant factor. ESL students, for example, who need to learn English in order to take a place at an American university or to communicate with a new English boy/girlfriend are likely to make greater efforts and thus greater progress.<br /><br />* Experiences: Learners who have acquired general knowledge and experience are in a stronger position to develop a new language than those who haven't. The student, for example, who has already lived in 3 different countries and been exposed to various languages and cultures has a stronger base for learning a further language than the student who hasn't had such experiences.<br /><br />* Cognition: In general, it seems that students with greater cognitive abilities will make the faster progress. Some linguists believe that there is a specific, innate language learning ability that is stronger in some students than in others.<br /><br />* Native language: Students who are learning a second language which is from the same language family as their first language have, in general, a much easier task than those who aren't. So, for example, a Dutch child will learn English more quickly than a Japanese child.<br /><br /><span style="font-weight: bold; color: rgb(0, 0, 0);">External factors</span><br /><br />External factors are those that characterize the particular language learning situation.<br /><br />* Curriculum: For ESL students in particular it is important that the totality of their educational experience is appropriate for their needs. Language learning is less likely to place if students are fully submersed into the mainstream program without any extra assistance or, conversely, not allowed to be part of the mainstream until they have reached a certain level of language proficiency.<br />* Instruction: Clearly, some language teachers are better than others at providing appropriate and effective learning experiences for the students in their classrooms. These students will make faster progress.<br /> The same applies to mainstream teachers in second language situations. The science teacher, for example, who is aware that she too is responsible for the students' English language development, and makes certain accommodations, will contribute to their linguistic development.<br />* Culture and status: There is some evidence that students in situations where their own culture has a lower status than that of the culture in which they are learning the language make slower progress.<br />* Motivation: Students who are given continuing, appropriate encouragment to learn by their teachers and parents will generally fare better than those who aren't. For example, students from families that place little importance on language learning are likely to progress less quickly.<br />* Access to native speakers: The opportunity to interact with native speakers both within and outside of the classroom is a significant advantage. Native speakers are linguistic models and can provide appropriate feedback. Clearly, second-language learners who have no extensive access to native speakers are likely to make slower progress, particularly in the oral/aural aspects of language acquisition.<br /><br />(Source: esl.fis.edu)</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-49830115492703318372009-07-03T10:30:00.000-07:002009-07-03T10:38:16.500-07:00Using Cognitive Strategies to Develop English Language and Literacy<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzzGAOfdEiSlAet-aijBFRvoomAVgz9WeRv_GcGJglJzf7OSspuBXiof76zbkuab_gqX3bVbmP0tgnjOw2JgTmLunafwYJdXJ8AZLGrfmYW5ZF6_vQ-_-e6AVf_cm4IUydxiXBegDF7lY/s1600-h/CognitiveStrategies.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px; height: 192px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzzGAOfdEiSlAet-aijBFRvoomAVgz9WeRv_GcGJglJzf7OSspuBXiof76zbkuab_gqX3bVbmP0tgnjOw2JgTmLunafwYJdXJ8AZLGrfmYW5ZF6_vQ-_-e6AVf_cm4IUydxiXBegDF7lY/s200/CognitiveStrategies.jpg" alt="" id="BLOGGER_PHOTO_ID_5354288754880997378" border="0" /></a>Immigrant students of secondary school age face a number of obstacles as they make the transition to schooling in the United States. In addition to adjusting to a new country and school system, they must also learn academic content in a new language. Because these students come from a variety of ethnic, educational, and economic backgrounds, representing a host of cultures, languages, and educational needs, it is often difficult to provide instruction tailored to their specific needs.<br /><br />Developing the English language proficiency of these students so they can participate effectively in mainstream English classes has long been a major focus of those working with newcomers in secondary school.<span class="fullpost"><br /><br />However, educators are also looking for ways to help them achieve at high academic levels, which involves reading English well, understanding academic discourse, writing coherently, and speaking English at cognitively complex and abstract levels. These students usually have only a few years to master these skills.<br /><br />This digest describes ways to develop students' English language and literacy skills and to make academic content challenging, interesting, and accessible. They include the following: 1) building conceptual frameworks for new knowledge, 2) teaching learning strategies, 3) focusing on reading in all classes, 4) giving students opportunities to engage in free reading, and 5) helping students move beyond the text. (See Crandall, Jaramillo, Olsen, & Peyton, 2001, for a fuller discussion of these and other strategies.)<br /><br /><span style="font-weight: bold;">Building Conceptual Frameworks</span><br /><br />Teachers can employ various methods to help students see how ideas or concepts relate to one another and fit into a larger picture. Understanding the relationships among concepts helps students grasp them more quickly and efficiently and develop well-structured mental pictures about the content they are learning (Goldman & Rakestraw, 2000). Many English language learners are unable to see how the content presented from lesson to lesson is connected. They may be able to retain facts about social studies or science, for example, but have difficulty performing more demanding cognitive tasks such as relating those facts to historical trends or relating the study of the earth's surface to the study of the moon and the solar system (Warren & Rosebery, 1995).<br /><br />Schemas are interpretive frames that help individuals make sense of information by relating it to previous experiences (Schank & Abelson, 1977). Providing students with a graphic organizer—a visual aid that displays the chunks of information to be studied—gives them an interpretive frame from which to approach the information. A story map is one example of a graphic organizer (see Figure 1). A story map breaks down the components of a story—characters, setting, and dialogue in a series of events or conflicts leading to a resolution—into chunks of text that can help students organize and comprehend the events of the story. It also illustrates what the students are responsible for learning. Use of a story map repeatedly for the study of various types of literature provides a schema for the study of literature.<br /><br />Graphic organizers can help teachers clarify their instructional goals. Teachers can ask themselves what they want their students to learn and how they can display this information graphically to help their students connect ideas. For example, after studying various geometric shapes in a math class, the teacher might ask the students to create a concept map showing the relationships among the different shapes and to write the ways in which they are related, moving from the general (e.g., they are made with straight lines) to the more specific (e.g., they have parallel sides). Discussions might take place as students clarify the connections, clear up misconceptions, and come to consensus on the structure of the map (Crandall, Jaramillo, Olsen, & Peyton, 2001, p. 54).<br /><br /><span style="font-weight: bold;">Teaching Learning Strategies</span><br /><br />Research has shown that all students can benefit from instruction in learning strategies. Chamot and O'Malley's (1994) work with second language learners reinforces the notion that students who learn to consciously monitor their own learning, and who have a storehouse of strategies to use when learning becomes difficult, fare better than students who do not have such strategies. When teaching a learning strategy, teachers should identify the strategy, explain why it is useful, demonstrate its use, give students practice in applying it to a learning situation, and show them how to evaluate its effectiveness and what to do if it does not work (Duffy et al., 1986).<br /><br />One reading strategy that can enhance students’ understanding of texts is for them to think about "under-the-surface" questions. This type of question begins with words such as why, how, should, and could and cannot be answered by pointing to an obvious fact on a page. For example, students in a literature class who have read a chapter from John Reynolds Gardiner's novel, Stone Fox, might be asked first to respond to questions whose answers can be found easily in the story, such as, What kind of farm do the main characters live on? Then the teacher might move to questions that do not have an easy answer (e.g., Why is Willie's grandfather not speaking? How do you think Willie could help his grandfather?). After modeling several under-the-surface questions, the teacher can ask the students to construct some of these questions themselves.<br /><br />When teachers help students learn how to learn, students may examine how they think about a particular problem, think about what they know about the problem before they learn about it, think about how they are going to go about accomplishing a task, make predictions about how a lesson studied yesterday is connected to a lesson being studied today, and summarize what they have read when they have finished a particular section in a text.<br /><br /><span style="font-weight: bold;">Focusing on Reading in All Classes</span><br /><br />Because academic and cognitive demands increase with every grade level, the need for continual improvement in students' reading ability becomes especially urgent for students struggling to achieve at the same levels as their native-English-speaking peers.<br /><br />Teachers can use a variety of strategies to ensure that students are actively engaged in reading. They can explicitly teach what good readers do and give students opportunities to interact with both teacher-selected and self-selected texts. For example, in reciprocal teaching (Palinscar & Brown, 1984) teachers instruct students in four distinct reading strategies: questioning, predicting, clarifying, and summarizing.<br /><br />A well-designed unit might include practice in all four reciprocal teaching strategies. For example, students might practice predicting by creating questions about a text based on reading the first paragraph. They can learn how to summarize by looking at a series of statements and deciding which are necessary for the summary and which can be omitted. The teacher can model how to create questions about what is happening in the text, how to hypothesize what might happen next, how to ask for clarification, and how to state the most important ideas in what has just been read. When students gain sufficient skill, they can work in groups on selected portions of text and take turns using the four strategies.<br /><br />Teachers can also give students opportunities to respond to reading texts using a number of teacher-designed tasks. These may include reading logs, in which students copy quotes from the text and then write their own response; "first-response writes," in which students read and then quickly write about the ideas that came to them as they were reading; or graphic logs, in which students write quotes from the text and respond with a drawing or symbol that corresponds to the quote.<br /><br /><span style="font-weight: bold;">Giving Students Opportunities for Free Reading</span><br /><br />Free voluntary reading and sustained silent reading can build students’ vocabulary and develop reading habits that extend beyond the classroom (Cho & Krashen, 1994; Coady, 1997). In a voluntary reading program, English language learners have something they may not have at home: access to books.<br /><br />Teachers who want to implement a voluntary reading program can use a variety of methods to heighten students' interest. They can conduct research on what their students would like to read by asking other teachers, seeing what kinds of books students check out on their own, or asking students themselves. The idea is to get students to read so they will want to read more.<br /><br />It is best to make reading time extended and consistent. For example, reading may take place at the beginning of class every day for 15 minutes. Students may need to be taught how to select an appropriate book. When teachers see students struggling to maintain focus on their reading, they should help them select a book more appropriate to their reading level or interest.<br /><br /><span style="font-weight: bold;">Helping Students Move Beyond the Text</span><br /><br />At the end of a unit, lesson, or theme, teachers can plan tasks that move students back to the text or content to reexamine, reconnect, and rethink the major ideas or concepts. Students have the chance to gain deeper understanding of the content by representing the text in new and different ways. At this point, the classroom may be filled with posters, drawings, and writings that students have created after studying a particular piece of literature, historical era or figure, scientific concept, or thematic unit incorporating several subject areas. A good end-of-the-study task builds on students' strengths by giving them the chance to express themselves in a variety of formats.<br /><br />"Beyond-the-text" tasks force students to go back to the text, reflect on its meaning, clarify and question, and reread with a different purpose in mind. One type of beyond-the-text task has students transform a piece of writing from one genre to another (e.g., rewrite a short story as a poem or play). Another is an "open-mind" activity to help students understand what a character is thinking or feeling. In this activity, students draw or are given a picture of an empty head. Inside the head, they can draw pictures of what the character sees, write questions the character might be wondering about, or write key words that show the character’s feelings or ideas.<br /><br /><span style="font-weight: bold;">Conclusion</span><br /><br />In the recent past, the focus of education for newcomers to U.S. schools was primarily the mastery of English. By extending this focus to include the development of literacy and higher order skills and the belief that these students can achieve at high levels in school, we come closer to ensuring that no child is left behind. The strategies described in this digest are designed with this new focus in mind.<br /><br />(Source: cal.org)</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-88631246934095329652009-07-03T10:18:00.000-07:002009-07-03T10:28:23.232-07:00Questions and questioning: the most powerful technologies of all<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgehxryC3JUUkctuURkv1y49XNMa0q8NGdtL0sWadXcLnxhgyjWC6SFLD92Mqo83D1uhMz64iZ2h-WOQgFKhpTKSOOYA3mxMPmjLel-F51gWUAMLIzLU61VdWhN8UATZsJVasfWE6Zqbao/s1600-h/thinking.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px; height: 194px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgehxryC3JUUkctuURkv1y49XNMa0q8NGdtL0sWadXcLnxhgyjWC6SFLD92Mqo83D1uhMz64iZ2h-WOQgFKhpTKSOOYA3mxMPmjLel-F51gWUAMLIzLU61VdWhN8UATZsJVasfWE6Zqbao/s200/thinking.jpg" alt="" id="BLOGGER_PHOTO_ID_5354286609546452274" border="0" /></a>Questions and questioning may be the most powerful technologies of all. How might this be so?<br /><br />Questions allow us to make sense of the world. They are the most powerful tools we have for making decisions and solving problems, for inventing, changing and improving our lives as well as the lives of others.<br /><br />Questioning is central to learning and growing. An unquestioning mind is one condemned to "feeding" on the ideas and solutions of others. An unquestioning mind may have little defense against the data smog so typical of life in this Information Age. An unquestioning mind is like a sloop without a rudder.<span class="fullpost"><br /><br />In a democratic society, questions empower citizens to challenge and steer authority to do the most good for the most people.<br /><br />In a fascist society, questions and questioning are viewed with suspicion. They are discouraged unless they stay within "safe" zones such as science and technology.<br /><br />Questions enable us to make changes in life, to invent new and better ways of doing things. They carve into what has been (the conventional wisdom or way things are "spozed to be") in order to sculpt a new tomorrow. They are the "mindware" that enable us to weigh the value of the other tools, determining the best uses for computers, networks, databases and media.<br /><br />Life is such a puzzle . . . all those fragments confounding us with thousands of pieces of some huge jigsaw laid out across the oaken table of a summer cottage. Each day we return to the table. We struggle to move the pieces around until some picture emerges, until we discover a pattern or a trend, until we can make sense of nonsense. We wrestle with the information flow and flux. We squint. We frown. We dig. We probe. We sift and sort. We reach into our questioning toolkit and find the right net or lasso or scalpel to bring us closer to some Truth that may serve us well.<br /><br /> <span style="font-weight: bold; font-style: italic;">The scientific mind does not so much provide the right answers as ask the right questions.</span><br />(Claude Lévi-Strauss)<br /><br />Because the new information landscape is streaming by us at supersonic speeds, we find ourselves working overtime to "get our minds around" the essential issues, trends and data of our times. Making meaning is harder than ever before. Quick fixes, wizards and templates abound as substitutes for deeper understanding, but the ultimate answer to information abundance and degradation is powerful thinking. The better we are at interpreting the data and challenging the assumptions behind them, the greater our chances of handling the riddles, the conundrums and the paradoxes so prevalent.<br /><br />Supersonic speeds? We open our e-mail and watch a stream of messages flow into out mailboxes, some of them correspondence, some of them spam and many of them information "alerts" we have set in motion by subscribing to many of the services that may be tailored to our interests and needs. Hard to keep up with this torrent.<br /><br /><span style="font-weight: bold;">Coping with Info-Glut and Charlatans</span><br /><br />When we turn to our desktops for information, we often find millions of documents within a single "mouseclick.." Are they worth reading? Will they satisfy our curiosity? Cast light on our biggest concerns?<br /><br />Looking for financial projections? We uncover thousands. Many are by amateurs and those of questionable credentials. Many predictions contradict the augury of others. Divination is widely practiced but poorly supervised. The Greeks may have done better with their omens, with their seers, prophets and soothsayers, but we must "suffer fools" and wade through the fortune telling and visioning of prophets who are unlicensed and unschooled.<br /><br />How do we sort and sift our way past the charlatans and self anointed frauds of this new electronic marketplace? How do we protect ourselves from the fraudulent and the deceitful? For those who work in schools, how do we raise young people to find their way through this maze?<br /><br />Powerful questioning is the answer.<br /><br />Powerful questioning leads to Information Power - the ability to fashion solutions, decisions and plans that are original, cogent and effective.<br /><br />When we come to a Web page or online article, we immediately ask who put it there and whether their ideas can be trusted. We might also challenge the author of a book. What is their background? their experience? their bias? their funding? their track record? their reputation?<br /><br />None of us can be expert in everything. We must rely to some extent upon others to help us interpret the world, but we must also be wary of "experts" lacking in wisdom, discretion or reliability. We cannot take the time to conduct original, primary source research each time we look for good ideas. We must turn to the sages.<br /><br />Prior to the Internet, "experts" usually had to pay dues and win various licenses or credentials. It was difficult to win “air time” without passing through some kind of scrutiny or review.<br /><br />The Internet has made the life of charlatans much easier. We find Web sites proudly dispensing hogwash and blather of the worst kind . . . history that is not history and medicine that is not medicine.<br /><br />We open e-mail “stock tips” from spammers who are paid to recommend securities. We visit search engines and directories that spotlight information that has paid for “shelf space.” In the 1950s, this was called “payola” and thought of as bribery. At the turn of this century it is a simple fact of e-commerce that advice is often tainted by conflicts of interests and inappropriate partnerships.<br /><br /> <span style="font-weight: bold; font-style: italic;">We never stop investigating. We are never satisfied that we know enough to get by. Every question we answer leads on to another question. This has become the greatest survival trick of our species.</span><br />(Desmond Morris)<br /><br /><span style="font-weight: bold;">Matters of Definition</span><br /><br />Why have we allowed vendors and merchants to misappropriate the word "technology," applying it primarily to tools that plug into the wall and operate on electrical power? Why do we create a special subject area in schools separate from the real classrooms and call it "technology?" Why do we set up skills lists, tests and outcome statements that encourage the use of electronic tools apart from curriculum content?<br /><br /> <span style="font-weight: bold; font-style: italic;">In the animal kingdom, the rule is, eat or be eaten; in the human kingdom, define or be defined.</span><br />(Thomas Szasz)<br /><br />How can anyone justify spreadsheeting away from real questions as a worthwhile endeavor? or PowerPointing? or Interneting?<br /><br />Yet we see this trendy approach to information and to learning sweeping through schools and towns with little opposition or concern. Being good at technology, we are assured, is crucial if we wish a comfortable future for our children.<br /><br />Definitions help to sell product. They carve out territory. They help to establish turf. They focus the spotlight. They shape budgets and priorities.<br /><br /><span style="font-weight: bold;">Matters of Priority and Quality</span><br /><br />Even though print books are technologies - information delivery systems with distinct advantages over some of their new, electronic relatives - they have been pushed aside in some places (along with libraries and librarians) by the information Gold Rush, and they have been relegated to basement status. Even though much of the new information is of inferior quality, the glitz, the glamour, the ratings and the profits go to the electronic sources.<br /><br /> Internet users stampeded to visit the Encyclopaedia Britannica's sleek new Web site last week, the venerable intellectual icon was nearly road kill on the information highway.<br /><br /> "The Nation: Encyclopedia Green; The High Road at a High Cost." by Edward Wyatt, New York Times, October 24, 1999, article<br /><br />Traditional publishers such as Encyclopedia Britannica are threatened with extinction, according to this New York Times article as they find the online world and software companies offering electronic encyclopedias of far lesser scholarship at bargain (often bundled) rates.<br /><br />The creation of scholarly encyclopedias is costly and unlikely to continue, according to this article, as the commoditization of information moves forward relentlessly.<br /><br />Families too often find the cheaper, substandard, bundled encyclopedia articles quite sufficient for most school reports and family questions. Mind bytes and mind candy abound as the lives of presidents, poets and revolutionaries are reduced to simple paragraphs and formulaic summaries.<br /><br /><span style="font-weight: bold;">Simple Answers to Complex Questions</span><br /><br />In all too many cases, the questioning process has been reduced and oversimplified to a search for pre-packaged answers. Artificial intelligence abounds.<br /><br />Questions are intended to provoke thought and inspire reflection, but all too often the process is short circuited by the simple answer, the quick truth or the appealing placebo.<br /><br />We know that the most important questions in life defy such formulaic responses and that recipe books require frequent revision in times of rapid change. Strong questioning skills fuel and steer the inventive process required to "cook up" something new. Without such skills, we and our students are prisoners of conventional wisdom and the trend or bandwagon of the day.<br /><br />Synthesis - the development of new possibilities by modifying and rearranging elements - cannot be managed without analysis, the probing questioning process that explores the underlying principles, characteristics and possibilities of any given situation. Analysis is the underpinning of new thinking and wise choices.<br /><br />If we hope to see inventive thought infused with critical judgment, questions and questioning must become a priority of schooling and must gain recognition as a supremely important technology. We must lay aside the forked branches of earlier times, the divining rods of soothsayers, technologists and futurists. Rather than reading the entrails or taking the omens to determine the future, we wield powerful questions as tools to construct a future of our own choosing.<br /><br />(Source: fno.org)</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-36158999133311310252009-07-03T10:13:00.000-07:002009-07-03T10:16:56.909-07:00Emotional Intelligence and ELT<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDJNwyR-onTogkLatrse1wrjMOQnI9I91oIt2lpAe9OgYoOhM4Varq1njXX5OEbVHQ1YH8o13lNg8ZMJE66eIKW7fvxH1-oONXu6MWQ7jEa7rAV8qOz-Ub7uO72b24k-t3Z-lv39J4i7s/s1600-h/boy_desk_thinking.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 145px; height: 200px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDJNwyR-onTogkLatrse1wrjMOQnI9I91oIt2lpAe9OgYoOhM4Varq1njXX5OEbVHQ1YH8o13lNg8ZMJE66eIKW7fvxH1-oONXu6MWQ7jEa7rAV8qOz-Ub7uO72b24k-t3Z-lv39J4i7s/s200/boy_desk_thinking.jpg" alt="" id="BLOGGER_PHOTO_ID_5354283731614883874" border="0" /></a>The theory of Emotional Intelligence and its measurement, the Emotional Quotient (EQ) were developed in the 1970s and 80s but popularised by Daniel Goleman in the mid-90s. EQ is one of many concepts and models originating in psychology which are being incorporated into language teaching. Goleman defines EQ as ‘the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.’<br /><br />The theory has been applied extensively in the business world, but has also become a focus of attention in education as the result of research which shows that successive generations are becoming less emotionally aware. Changes in family structure, the reduced role of parents in education, mobility and technology are seen as contributing factors leading to the necessity to develop EQ at all levels of education and across the curriculum.<span class="fullpost"><br /><br /><span style="font-weight: bold; color: rgb(0, 0, 0);">EQ Theory</span><br /><br />EQ theory argues that conventional measurements of intelligence ignore behaviour and character and that success in education or the business world requires academic ability but also equivalent social skills. EQ might be seen as a complement to Multiple Intelligence theory, while there are very strong links between EQ and behavioural models and theories such as Transactional Analysis,Neuro-Lingustic Programming and Maslow’s hierarchy of human needs. Daniel Goleman identifies five ‘domains’ of EQ:#<br /><br /> * Self-awareness - Recognising and being able to name our feelings.<br /> * Motivation - The ability to keep going despite failures.<br /> * Self-regulation - The way we handle our emotions to avoid negative effects.<br /> * Empathy - The ability to read the emotions of others.<br /> * Adeptness - Being sensitive to the feelings of others and handling them appropriately to build positive relationships.<br /><br /><span style="font-weight: bold; color: rgb(0, 0, 0);">EQ and ELT</span><br /><br />Because EQ is about understanding and assessing behaviour patterns it is relevant to the development of both the individual and the organisation. In education, it applies to the institution, teachers and students through promoting academic success while reducing anxiety and negative feelings during the learning process. At the same time, patterns for future life are established while skills are developed that are in demand by employers.<br /><br />At an institutional level, the emphasis is on creating an environment conducive to raising students’ EQ. Much of this involves creating a sense of identity, safety and value. In this way, institutions and teachers are responsible for fostering:<br /><br /> * Attachment – A sense of belonging to the school or university.<br /> * Reassurance – That others experience difficulties.<br /> * Bonding – Facilitating the formation of friendships.<br /> * Induction – Informing students of what is available.<br /> * Training – In study skills, time management and stress reduction.<br /> * Holism – Balancing academic learning with physical and social activities.<br /><br />In the language classroom, all the above apply and are the responsibility of the teacher, but attention to EQ faces the additional considerations of emotional literacy (the ability to express emotions) in L2, and the necessity for good group dynamics and student interaction.<br /><br />In the days of rote-learning and the teacher-centre classroom, interrelationships among the group were not vital, but in communicative language teaching, where pair and groupwork are the norm, support and co-operation between learners is essential.<br /><br />Teenage learners in particular are often reluctant to co-operate, often as a result of repressed fear, anxiety and anger rather than linguistic inability, and are unlikely to learn much in a student-centred classroom. Thus, the teacher needs to focus on areas of language used to express emotions, and on classroom techniques which will reduce tension and produce better group dynamics.</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5957498129655797600.post-70075591400781284692009-02-18T21:44:00.000-08:002010-02-19T18:05:52.845-08:00Lesson Plans for All Levels<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKX4TVCfhdpKJKG55UQtPbIMV1RF3qoVr1nYylYO_roumoBDynpG57sTVDwL8vyLFOKswR_8gWTHHAFU9silm4xY_I8yW4nBUbV3T5gPIg9nWW29u7j0d7zvSvd_zoZ24In4CvJy6KIZA/s1600-h/english4student.blogspot.com_SeachingMaterials.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px; height: 134px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKX4TVCfhdpKJKG55UQtPbIMV1RF3qoVr1nYylYO_roumoBDynpG57sTVDwL8vyLFOKswR_8gWTHHAFU9silm4xY_I8yW4nBUbV3T5gPIg9nWW29u7j0d7zvSvd_zoZ24In4CvJy6KIZA/s200/english4student.blogspot.com_SeachingMaterials.jpg" alt="" id="BLOGGER_PHOTO_ID_5439828963028698690" border="0" /></a><b>Beginner Level</b><br /><br /> * Alphabetical Order (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkMWYxNWJjZWItNGJlNi00ZjQyLWE2ZTktYTg1ZmNhMWY2YTZh&hl=en">Preview</a>) with Answers (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkYmE0ZDU0OTEtNjMwNS00NTZhLWE4NzktNzBkYzdhMzA1Nzhk&hl=en">Preview</a>)<br /> * Business English- Present Simple & Continuous guessing game (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkMWZhZDNhNDktOGUyOS00MjdmLWEzNTEtOThmODU4N2MxNzk0&hl=en">Preview</a>)<br /> * Christmas- Adverbs of Frequency (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkMzdlZWNmZWItOTdmZC00YzVlLTlmNDItMzk3ZmU1ZGMyYTEw&hl=en">Preview</a>) with Answers (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkMWZhZDNhNDktOGUyOS00MjdmLWEzNTEtOThmODU4N2MxNzk0&hl=en">Preview</a>)<br /> * Christmas- Going to for plans and predictions with present evidence (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkMWJiOWVlZmUtYzdmOS00OTRkLTk1YjMtZjllYWI3MTcwMmY4&hl=en">Preview</a>)<br /> * Christmas- Past Tense Mimes (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkM2Q3ZTIyNzQtZGNkNS00ZTVlLWFjZTctNzQ1MGRlNjA3ZTVk&hl=en">Preview</a>)<br /> * Christmas- Present Simple & Continuous Mimes (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkNzQyM2U3YWItMzA5Yy00MzMyLThmYmMtZDY3NTE0ZTlkMTQx&hl=en">Preview</a>)<br /> * Colours Word Puzzle (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkOWM0NjVhNjctM2Y4MC00MTA3LThhMDUtNDU1YjI4ZTFhMTUz&hl=en">Preview</a>) with Answers (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkZDZmNTMwNTQtOTk4OS00OTczLTg1NWMtODU3NjI0NzFhMWE0&hl=en">Preview</a>)<br /> * Conjunctions (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkZmYxOWVmMjktNGNhYS00YTY1LTllM2ItNDJmZThmNjczNmM0&hl=en">Preview</a>)<br /> * Countries and Nationalities- Speaking Game (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkYTc4YTIwZGUtNWIzOS00YzQ1LTgwYzYtNTJjYzM0YjZmNTIy&hl=en">Preview</a>)<br /> * Driving Rules (Modal Verbs) (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkNWU1NTk0NzQtMjdiYy00NjMxLTk4YzUtOTE3ZDE0OTgyYTlh&hl=en">Preview</a>) with Answers (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkZWZkNTg1MjYtMDEyMy00OWQyLTlmOWEtNGE0Y2Q0NDExN2Yw&hl=en">Preview</a>)<br /> * Easily Confused Words (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkNTEwZDkzMDEtODljYi00YWM2LWJlYjctZDVhMDQxODVjMWEx&hl=en">Preview</a>) with Answers (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkYTZmZjBiOTYtNmM0Yy00NDhkLTlhNmQtMjA1ODMzMTcwM2E5&hl=en">Preview</a>)<br /> * Elementary Revision Rotating Board Game (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkYWU4YmJiMTYtNmY2MC00MWYxLWExY2QtM2ZhYjhkMDU3MGEy&hl=en">Preview</a>) <span class="fullpost"><br /> * Food Vocabulary- Brainstorming Game (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkZDlmMTQxMzctYWEwZC00ZmJkLWIyYjQtOTIxMGZmYWMxODgx&hl=en">Preview</a>)<br /> * Formal Letter Writing (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkZDViYTgwOTQtYmEwYi00NDdiLTg2MjItNzUzNzc1OTg5NDcy&hl=en">Preview</a>) with Answers (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkZTk1MGU0N2ItNDc0OC00MGIxLTk1YzYtZGRkODc4ZjNhODdm&hl=en">Preview</a>)<br /> * In, On or At (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkNDNhNzZkYTYtNDViNS00MGNmLTg5Y2YtM2U3OTIxMTY5Mjkz&hl=en">Preview</a>)<br /> * Irregular Adjectives Word Puzzle (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkMjdjZjhjMzgtZmNjYy00YjU3LWE2NzctYWZjZGZmNjlkMGNl&hl=en">Preview</a>) with Answers (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkNzUyOWU2YzYtZmNjYy00MDIzLWFiNjItMWRmM2RkYzFhMmJm&hl=en">Preview</a>)<br /> * Likes & Dislikes- Snakes and Ladders Game (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkNjUxNWFhYjgtODcyNS00ZDJiLWJiZTctMzYxZDI0N2RhOGM1&hl=en">Preview</a>)<br /> * New Year Resolutions- Adverbs of Frequency (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkZDBkMzM2MTktYjVjMS00ZDgwLWI2MTYtMzBiNTRlZDg2NjNl&hl=en">Preview</a>)<br /> * Phonetics Exercise 1 (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkYjlhNjdmODEtOTYwNS00NTJhLTk5YzQtMTczMWY0OGQxMTY3&hl=en">Preview</a>) with Answers (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkMDE0ZTY0MDYtYjdkYi00MzVjLTkwZjUtOTQ3ZjMxOTc3MDg3&hl=en">Preview</a>)<br /> * Phonetics Exercise 2 (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkOTFjY2U2ZDQtY2EzZC00OWM4LTk5ZDAtYjM2YmRiMzA4NDBj&hl=en">Preview</a>) with Answers (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkMDI4M2IzMGQtMDU2YS00ODEyLWFiZGItYTY2ODhjZmI0MzE2&hl=en">Preview</a>)<br /> * Prepositions of Location (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkNGQ3Njg1MzMtNTc5NS00NWE0LWFiODEtYTllYTM4NDNmODE0&hl=en">Preview</a>) with Answers (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkMmQ5MjYyMzQtZjk3NC00ZTZkLTgxZTMtZjViMDUxM2M0Y2U2&hl=en">Preview</a>)<br /> * Prepositions of Location- Find What's Wrong (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkYzU0ZDNjYTktMGZhNS00ODg2LTgyM2YtN2VlMjBhYWYzMDZm&hl=en">Preview</a>)<br /> * Prepositions of Place and Location (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkMmNjY2NhODUtMmM1ZC00OTdiLTkxMjMtYjFlYzYxMTQ5ZWRl&hl=en">Preview</a>)<br /> * Prepositions of Time (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkYmVjYTZjNGMtN2IyYy00OGU0LTgwZmUtYjU0ZmVkNjczMWVh&hl=en">Preview</a>)<br /> * Present Simple (Adverbs of Frequency) Completion Game (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkNmQ4MTZlOWMtZTg1ZC00NzdhLTk1OGEtNGNmY2Q5MzQ2Yzgw&hl=en">Preview</a>)<br /> * Present Simple and Progressive (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkOWVmZmQyNzgtZjQ0Zi00NmUxLWFhNTEtNzIzZmU1NTBhMmY4&hl=en">Preview</a>)<br /> * Present Simple Men and Women Guessing (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkYmFiMWE2ZTgtZTM5YS00NWM4LTgxNmUtNzE2ODUwYjFjOWIx&hl=en">Preview</a>) with Answers (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkOWMwZjI3MDYtMjUzMC00YTcxLTgzNTktNTRkNzNhMDczNGIy&hl=en">Preview</a>)<br /> * Professions Word Puzzle (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkMjRjZWJiYWItYzk3My00MjdmLThjZjEtMDMwYWVlNTUzNDA5&hl=en">Preview</a>) with Answers (<a href="http://docs.google.com/fileview?id=0BzhbG9SloFBkODdlOWRmYTgtN2ExOC00NzljLWFhOGItNTI0ZDQ4ZDdmNWU5&hl=en">Preview</a>)<br /> * Pronunciation of Regular Past Tense Verbs with Answers<br /> * Scrambled Sentences with Answers<br /> * Social English - Polite Offers<br /> * Sports and Hobbies Collocations Pellmanism Game withTeachers' Notes<br /> * Telling the Time - Part 2<br /> * Telling the Time - What Time Is It?<br /> * Verb Patterns Pellmanism Game (Beginner) withTeachers' Notes<br /><br /><b>Intermediate Level</b><br /><br /> * Adjectives that look like Adverbs Word Puzzle with Answers<br /> * Although & Even Though with Answers<br /> * Business English 'Going to' Game<br /> * Business English Advice Guessing Game<br /> * Business English Alibi Game Worksheet withTeachers' Notes<br /> * Business English- First Lesson Questions withTeachers' Notes<br /> * Business English- Present Continiuous Mimes<br /> * Business English- Silent letters and syllables with Answers<br /> * Business English- tense review with Answers<br /> * Business English- Words that can and cannot be shortened<br /> * Business Writing Comparatives Game<br /> * Cambridge PET Sentence Completion Part 1 with Answers<br /> * Cambridge PET Sentence Completion Part 2 with Answers<br /> * Christmas and New Year Tense Review- Mimes<br /> * Christmas Superstitions- 1st Conditional<br /> * Christmas Trivia- Numbers Pairwork<br /> * Christmas Trivia- Numbers Pairwork 2<br /> * Christmas- Describing Foods Bluff Game<br /> * Christmas- Modals of deduction withTeachers' Notes<br /> * Christmas- Predictions with 'will'<br /> * Conversation - Smiling on the outside<br /> * Gerunds and Present & Past Participles with Answers<br /> * History vocabulary for ESL students- The Middle Ages<br /> * Holidays<br /> * How British is your English? Questionnaire and Speaking<br /> * How do you say it? withTeachers' Notes<br /> * Jobs- Compound Nouns Matching Pairwork with Answers<br /> * Language Learning- Opinions<br /> * Modal Auxiliaries - Winter Conditions<br /> * Modal Auxiliaries: Possibility and Prediction<br /> * Modals and Conditional Sentences withTeachers' Notes<br /> * Movie Genres with Answers<br /> * Narrative Tenses- Guess the Year Game<br /> * New Year- Continuous State Verbs<br /> * New Year- Future Perfect<br /> * Number Practice- Idioms & Proverbs<br /> * Office Equipment Inventions- Past Tense review<br /> * Office Vocabulary - Compound Noun Stress withTeachers' Notes<br /> * Personality & Gender- Guessing Game<br /> * Phrasal verbs- Reversi Game withTeachers' Notes<br /> * Postcards- Chain Writing<br /> * Prepositions - Hallway with Answers<br /> * Present Perfect Games & Activities<br /> * Present Simple and Continuous- Create a Town<br /> * Presentations - Advice on Cultural Differences with Answers<br /> * Pronunciation of 'ough' with Answers<br /> * Punctuation with Answers<br /> * Second Conditional- Elections<br /> * Short Answers with Answers<br /> * Spelling with Answers<br /> * Taboo Topics- Present Simple & Continuous Game<br /> * Technical English Mimes<br /> * Technical English Words and Expressions that can and cannot be shortened in English<br /> * Telephone Problems- Board Game<br /> * Telephoning- Communication Breakdown Roleplay<br /> * The Language of Interrupting withTeachers' Notes<br /> * The language of trends- Spot the difference<br /> * The Passive Voice<br /> * Timetable Battleships<br /> * Travel English Pairwork- Pronunciation of B & V<br /> * Until<br /> * Verb Patterns Pellmanism Game (Intermediate) withTeachers' Notes<br /> * Zero Conditional Completion Game<br /><br /><b>Advanced Level</b><br /><br /> * 101 IELTS Speaking Part Two tasks about people, places, actions, things and times<br /> * 101 IELTS Speaking Part Two tasks about sports and hobbies<br /> * 101 IELTS Speaking Part Two tasks about the Past, Present and Future<br /> * 101 IELTS Speaking Part Two topic cards that tie in with IELTS Speaking Part One<br /> * A Minister Resigns with Answers<br /> * Adverbs of Frequency - Gender Policy<br /> * Bird Flu with Answers<br /> * Business & Technical English- Easily Confused Words<br /> * Business English- Christmas Cards Do's & Don't's with Answers<br /> * CAE Reading Paper Part 2 Practice- Match the Famous Quotes<br /> * Christmas Party- Negotiations<br /> * Christmas Traditions- Passives Bluff Game withTeachers' Notes<br /> * Earthquake in Iran with Answers<br /> * Editing Skills - Punctuation with Answers<br /> * Editing Skills - Spelling with Answers<br /> * Editing Skills - Spelling (2) with Answers<br /> * Editing Skills - Unnecessary Words with Answers<br /> * Editing Skills - Word Choice with Answers<br /> * Electoral Reform with Answers<br /> * Fresher Week- Academic Vocabulary Game withTeachers' Notes<br /> * Gap Fill with Answers<br /> * Gender Roles Case Studies with Answers<br /> * General Election called in the UK with Answers<br /> * How British is your Financial English? with Answers<br /> * IELTS Speaking Part 1- Tense Review<br /> * IELTS Speaking Part 2- Unusual or difficult topics<br /> * IELTS Speaking Part 2- Transport & Travel<br /> * IELTS Speaking Parts 1 & 2- Past and Future Questions<br /> * IELTS Speaking Parts 1 & 2- Work Prepositions<br /> * IELTS Speaking- Candidate & Examiner Game withTeachers' Notes<br /> * IELTS Speaking- Spot the Mistakes<br /> * IELTS- Work & Study Vocabulary Game<br /> * Language Learning Course Case Study withTeachers' Notes<br /> * Lebanese Politician Assassinated with Answers<br /> * Multiple Literacies with Answers<br /> * North Korea's War on Long Hair with Answers<br /> * Personality Traits withTeachers' Notes<br /> * State of Emergency in Nepal with Answers<br /> * Student Loans with Answers<br /> * Teaching Science with Answers<br /> * The English Language with Answers<br /> * The Fox and the Crow with Answers<br /> * The Fox and the Grapes with Answers<br /> * Tokyo Share Crisis with Answers<br /> * Topic Sentences with Answers<br /> * Verb Patterns Pellmanism Game (Advanced) withTeachers' Notes<br /> * World History Past modals of possibility and probability discussion questions<br /> * World History Second Conditional Discussion Questions<br /> * World History Third Conditional Discussion Questions<br /><br /><b>All Levels</b><br /><br /> * Common IPA (International Phonetic Alphabet) Symbols<br /> * Fun for all the Family 1- 22 Games to Practise Numbers<br /> * Fun for all the Family 2- 26 Alphabet & Spelling Games<br /> * Fun for all the Family 3- Games to Practise Articles and Determiners<br /> * Irregular Verb List<br /> * Needs Analysis- Level Check First Lesson<br /> * Needs Analysis- Level Check Interview Form withTeachers' Notes<br /><br /><b>Preview and Download Instruction</b><br /><br />- After clicking on the link named Preview, a new window will be opened as follow:<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9wJCRIC8-OqJhplj-3kvseywzWtBaeSvcizbBEeYFulUsF7iUO6_QdcNpb57ZVjg6pNK2Nfh1-F6odAIIhLXluATGADdhgbqlZBc0OG3GNCkNGaf2S2G1L8A-CEmRGx7nBptSGbdMFu8/s1600-h/english4student.blogspot.com_PreviewAndDownloadInstruction.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 115px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9wJCRIC8-OqJhplj-3kvseywzWtBaeSvcizbBEeYFulUsF7iUO6_QdcNpb57ZVjg6pNK2Nfh1-F6odAIIhLXluATGADdhgbqlZBc0OG3GNCkNGaf2S2G1L8A-CEmRGx7nBptSGbdMFu8/s400/english4student.blogspot.com_PreviewAndDownloadInstruction.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5439844059417597394" /></a><br />- Then, press "Download" on the top to download. Enjoy your download and Good Luck!<br /></span>Unknownnoreply@blogger.com0