I had this saved as a draft and when I came back to look at it now, I realized that this is one of my least favorite parts of teaching and the part I feel most helpless dealing with. What do you do when you are about to go over the homework and a student or two tell you they haven’t done it? If you tell them they can do it while everyone else reviews, you’re basically telling students it’s okay not to do the homework. If you tell them to …Continue
I mentioned last week that the TESOL Convention had ignited my interest in actual materials design i.e. what the materials look like on the page. Many years ago (about three or four) I stumbled on Jason Renshaw’s blog which features quite a bit about materials design. I have always remembered the 3:1 principle which has informed a lot of what I do.
This is a really nice video on how to make a very professional looking template with a header and a footer. I really like the results as they hit that …Continue
This is a wonderful video that presents a very clear outline of how to write an article that can get published in a magazine like Voices or TESOL Connections, written by the editor of IATEFL Voices, Alison Schwetlick.
I really like the outline that she lays out and I’ve used it for every article I’ve written since then–and both of those got published. Which doesn’t sound very encouraging until I tell you that I’d never had any articles published before. Her template is as follows in case you haven’t got time to …Continue
I honestly couldn’t watch the whole thing.
I’ve actually been reloading this one and listening to it as catchy background music while I search.
I was consulting the Michigan Academic Speech Corpus recently and discovered this passage that does wonders for demonstrating the purpose of intonation:
SU-f: where’s Jerry? he was here
SU-f: oh no
S13: okay, um, approval, of the agenda why don’t you guys take a second to look over
SU-m: who needs the agenda?
S13: the agenda?
I first read this as Where’s Jerry. He was here. Oh No! (meaning “Something horrible must have happened to Jerry”, as opposed to “Oh, I must have been wrong about him being here because I just saw the guy …Continue
These are two little exercises I whipped up to test or teach inference: Inference Exercise and Inference Conversations. Inference Conversations is just two short skeleton conversations that students can use to infer from. The Inference Exercise includes two short conversations and a news article. Students analyze the tone and selected sources of the news article to infer the author’s point of view.
It’s easy to incorporate inference into regular reading or listening lessons. We often infer so much subconsciously that we forget to point out the seemingly obvious to our students. But authors expect …Continue
Hey, just a quick note that I have become the semi-self appointed moderator of the blog of the Materials Writing Interest Section of TESOL. You can check out the blog here: http://www.mwisblog.com/. I will be posting events and news and resources over there. It’s also open to guest articles and resource sharing, so feel free to check it out.
Also, anyone is welcome to jump in with moderating and administering. I am open to any and all suggestions on anything from the color scheme to features. And especially open to offers of …Continue
Another 30 goals post on Getting Rid of the Unnecessary Weight.
Hana posts a few questions to answer and reflect on how to get rid of literal or metaphorical clutter in our professional lives or teaching. I was thinking of this in terms of my recent post on the Pareto Principle which states that you can get 80% of your output from 20% of your inputs. In other words, we should be able to dump 80% of our content and still get pretty good results from our students.
Of course, it’s debateable if …Continue
Come check out my awesome presentation orienting students to basic skills such as typing and text-formatting. Not all our students grew up as wired and even students who are great on computers in their own languages get bogged down by the American keyboard and shortcut keysYou can’t get students excited about blogging and making wikis if it still takes them ten minutes to find the letter A. If you’ve got 25 minutes, I’ll introduce some of the websites and activities I do with students.
These are all things I’ve done in …Continue