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  1. <?xml version='1.0' encoding='UTF-8'?><?xml-stylesheet href="http://www.blogger.com/styles/atom.css" type="text/css"?><feed xmlns='http://www.w3.org/2005/Atom' xmlns:openSearch='http://a9.com/-/spec/opensearchrss/1.0/' xmlns:blogger='http://schemas.google.com/blogger/2008' xmlns:georss='http://www.georss.org/georss' xmlns:gd="http://schemas.google.com/g/2005" xmlns:thr='http://purl.org/syndication/thread/1.0'><id>tag:blogger.com,1999:blog-8739868238101025291</id><updated>2024-03-05T17:40:31.286+01:00</updated><category term="ELT"/><category term="NewTechnologies"/><category term="English activities"/><category term="teaching"/><category term="speaking"/><category term="writing"/><category term="ESL"/><category term="TIC"/><category term="edtech"/><category term="vocabulary"/><category term="blended learning"/><category term="resources"/><category term="CPD"/><category term="seminars"/><category term="teacher trainer"/><category term="Technology"/><category term="listening"/><category term="reading"/><category term="connectors"/><category term="grammar"/><category term="B1"/><category term="B2"/><category term="Escuela 2.0"/><category term="IATEFL"/><category term="Infographs"/><category term="PACLE"/><category term="TEFL"/><category term="educación"/><category term="inductive"/><category term="question tags"/><category term="song"/><category term="tips"/><category term="use of comparatives"/><category term="webinars"/><category term="Comunidad Valenciana"/><category term="EOI"/><category term="ESO."/><category term="ESP"/><category term="Font de Mora"/><category term="Ley antitabaco"/><category term="MOOC"/><category term="Rus"/><category term="advice"/><category term="censura"/><category term="cigarros"/><category term="containers"/><category term="context"/><category term="deductive"/><category term="fotos"/><category term="fumadores"/><category term="gobierno"/><category term="hosteleros"/><category term="huelga"/><category term="in case"/><category term="interview"/><category term="lesson"/><category term="ley omnibus"/><category term="liberalización sector"/><category term="madrid"/><category term="miopización"/><category term="ordenadores"/><category term="periodistas"/><category term="quantifiers"/><category term="sacerdote toledo dotado hector"/><category term="skills"/><category term="taxi"/><category term="turismo"/><category term="young learners"/><category term="youngerteacherself"/><title type='text'>Mike&#39;s Teaching Notes</title><subtitle type='html'>Meeting point for English teachers where we can exchange ideas, resources and experiences. </subtitle><link rel='http://schemas.google.com/g/2005#feed' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/posts/default'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/'/><link rel='hub' href='http://pubsubhubbub.appspot.com/'/><link rel='next' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default?start-index=26&amp;max-results=25'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><generator version='7.00' uri='http://www.blogger.com'>Blogger</generator><openSearch:totalResults>31</openSearch:totalResults><openSearch:startIndex>1</openSearch:startIndex><openSearch:itemsPerPage>25</openSearch:itemsPerPage><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-125460172080194450</id><published>2021-01-11T15:43:00.000+01:00</published><updated>2021-03-21T17:27:29.797+01:00</updated><title type='text'>Improve your skills: writing an opinion essay</title><content type='html'>&lt;div class=&quot;MsoNormal&quot; style=&quot;font-family: Arial, sans-serif; margin: 0in 0in 0.0001pt;&quot;&gt;
  2. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbZiGOWT3MpIIM63wVgsPA5-pGPFY9UinuLV9i_5jARthkCo-bcOfgA0dT5MgqmxxRbOHnJ8m8gbniRvZxzA1MQ7Q0qbToWPcD-VYF7AuG-q7UYlo41ireOYqNmyEsXzADE3WcnSbNMPw/s1600/Opinion+essays+paragraph+1.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; float: right; margin-bottom: 1em; margin-left: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;204&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbZiGOWT3MpIIM63wVgsPA5-pGPFY9UinuLV9i_5jARthkCo-bcOfgA0dT5MgqmxxRbOHnJ8m8gbniRvZxzA1MQ7Q0qbToWPcD-VYF7AuG-q7UYlo41ireOYqNmyEsXzADE3WcnSbNMPw/s320/Opinion+essays+paragraph+1.jpg&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;The basic five-paragraph essay structure, which you have probably used many times by this point, works extremely well for an opinion essay. It’s a starting point, and when you get to university your&amp;nbsp;&lt;span class=&quot;GramE&quot;&gt;profs&lt;/span&gt;&amp;nbsp;will expect a more complex approach to essay writing. If you feel confident about your essay-writing skills, you can certainly branch out into longer and more complex essays. But this basic five-paragraph outline is a good starting point, especially if you feel uncertain of your ability.&lt;/div&gt;
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  6. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5eUsBxZwYmsnleCa_lVZZkYE-YYDXD_3sjpXfd-v5hgk2Z6h6xMuQdrA-Nw8B6Nh08Z-R7w3cvpmiyOD9q4tX_yigDkbR-KcajsGIErKXYLsdfABMmdKkUXmvNdq4XfMHIbqtNCUcERU/s1600/Opinion+essays+paragraphs+2-4.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; float: right; margin-bottom: 1em; margin-left: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;204&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5eUsBxZwYmsnleCa_lVZZkYE-YYDXD_3sjpXfd-v5hgk2Z6h6xMuQdrA-Nw8B6Nh08Z-R7w3cvpmiyOD9q4tX_yigDkbR-KcajsGIErKXYLsdfABMmdKkUXmvNdq4XfMHIbqtNCUcERU/s320/Opinion+essays+paragraphs+2-4.jpg&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;An opinion essay exists to prove your main point – your&amp;nbsp;&lt;b&gt;thesis.&amp;nbsp;&lt;/b&gt;This should be clearly stated in your&amp;nbsp;&lt;b&gt;opening paragraph.&amp;nbsp;&lt;/b&gt;Don’t leave the reader to guess what your position is on the issue – make a clear stand!&lt;/div&gt;
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  10. &lt;b&gt;Next,&amp;nbsp;&lt;/b&gt;develop your argument in the body of your essay. Each paragraph should contain&amp;nbsp;&lt;span class=&quot;GramE&quot;&gt;a single, clear idea that support&lt;/span&gt;&amp;nbsp;your point of view. You can use examples and illustration, cause-and-effect reasoning, comparison/contrast or other methods of development to support your argument.&lt;/div&gt;
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  12. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgktc21ZSHrMANOc_Ig1w8HOYSlpVFVwyQeT1UUgPVa8O58g3rXLUx2tYJtjDBFM3QYD6BnSSKSVKyIP7rqqRCe8CVhI-wfxcY-u3zRq0bZmRZZ0ECqJkrQWKm1rhyphenhyphenBLKETs5pRvKBQDy0/s1600/Opinion+essays+paragraphs+5.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; float: right; margin-bottom: 1em; margin-left: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;204&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgktc21ZSHrMANOc_Ig1w8HOYSlpVFVwyQeT1UUgPVa8O58g3rXLUx2tYJtjDBFM3QYD6BnSSKSVKyIP7rqqRCe8CVhI-wfxcY-u3zRq0bZmRZZ0ECqJkrQWKm1rhyphenhyphenBLKETs5pRvKBQDy0/s320/Opinion+essays+paragraphs+5.jpg&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
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  16. &lt;b&gt;Research:&amp;nbsp;&lt;/b&gt;Any statements you make that would cause a reader to say, “Wait, how do you know that’s true?” need to be backed up with documentation from outside sources (“I saw something on TV about it one time” would not be considered adequate documentation). Refer to the handout “What is Research?” for further details.&lt;/div&gt;
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  20. &lt;b&gt;Remember&amp;nbsp;&lt;/b&gt;that a paragraph is three to five sentences that develop a single, clear idea.&amp;nbsp;&amp;nbsp;A good paragraph often begins with a&amp;nbsp;&lt;b&gt;topic sentence&lt;/b&gt;&amp;nbsp;that sums up your main idea.&lt;/div&gt;
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  24. &lt;span style=&quot;font-family: Symbol; font-size: 11pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-stretch: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;b&gt;&lt;span style=&quot;font-size: 11pt;&quot;&gt;Paragraph One --&amp;nbsp;&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-size: 11pt;&quot;&gt;The&amp;nbsp;&lt;b&gt;introduction.&lt;/b&gt;&amp;nbsp;&amp;nbsp;Here you state the main idea of your entire essay -- the point you are trying to make or prove.&amp;nbsp;&amp;nbsp;This paragraph should include your&amp;nbsp;&lt;b&gt;thesis statement&amp;nbsp;&lt;/b&gt;plus&amp;nbsp;&lt;b&gt;three reasons&lt;/b&gt;&amp;nbsp;why you believe this statement to be true.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
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  28. &lt;span style=&quot;font-family: Symbol; font-size: 11pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-stretch: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;b&gt;&lt;span style=&quot;font-size: 11pt;&quot;&gt;Paragraphs Two, Three and Four.&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-size: 11pt;&quot;&gt;&amp;nbsp;&amp;nbsp;These are the&amp;nbsp;&lt;b&gt;body&lt;/b&gt;&amp;nbsp;of your essay.&amp;nbsp;&amp;nbsp;Remember back in Paragraph One, you gave three reasons for your opinion? Three reasons, three body paragraphs.&amp;nbsp;&amp;nbsp;Each of the body paragraphs should take&amp;nbsp;&lt;b&gt;one&lt;/b&gt;of your reasons and explain it in more detail, citing sources where necessary.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
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  31. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 11pt;&quot;&gt;&lt;/span&gt;&lt;br /&gt;
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  35. &lt;span style=&quot;font-family: Symbol; font-size: 11pt;&quot;&gt;&lt;span&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;b&gt;&lt;span style=&quot;font-size: 11pt;&quot;&gt;Paragraph Five --&amp;nbsp;&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-size: 11pt;&quot;&gt;The&amp;nbsp;&lt;b&gt;conclusion.&lt;/b&gt;&lt;span&gt;&amp;nbsp;&amp;nbsp;&lt;/span&gt;Former Newfoundland premier Joey Smallwood once said about giving speeches: &quot;First I tell them what I&#39;m going to tell them, then I tell them, then I tell them what I told them.&quot;&lt;span&gt;&amp;nbsp;&amp;nbsp;&lt;/span&gt;That&#39;s how you write an essay.&lt;span&gt;&amp;nbsp;&amp;nbsp;&lt;/span&gt;In the conclusion, tell them what you told them.&lt;span&gt;&amp;nbsp;&amp;nbsp;&lt;/span&gt;Sum up your argument by restating your thesis statement and reminding the reader what your three reasons were.&lt;span&gt;&amp;nbsp;&amp;nbsp;&lt;/span&gt;In an argumentative essay, you can finish with a &quot;call to action&quot; -- tell the reader what you would like them to do as a result.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  36. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/125460172080194450/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2016/04/improve-your-skills-writing-opinion.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/125460172080194450'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/125460172080194450'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2016/04/improve-your-skills-writing-opinion.html' title='Improve your skills: writing an opinion essay'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbZiGOWT3MpIIM63wVgsPA5-pGPFY9UinuLV9i_5jARthkCo-bcOfgA0dT5MgqmxxRbOHnJ8m8gbniRvZxzA1MQ7Q0qbToWPcD-VYF7AuG-q7UYlo41ireOYqNmyEsXzADE3WcnSbNMPw/s72-c/Opinion+essays+paragraph+1.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-8352719438722428218</id><published>2020-09-07T11:09:00.000+02:00</published><updated>2021-03-21T17:21:45.192+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="B1"/><category scheme="http://www.blogger.com/atom/ns#" term="B2"/><category scheme="http://www.blogger.com/atom/ns#" term="EOI"/><category scheme="http://www.blogger.com/atom/ns#" term="PACLE"/><category scheme="http://www.blogger.com/atom/ns#" term="speaking"/><category scheme="http://www.blogger.com/atom/ns#" term="tips"/><title type='text'>TOP TIPS FOR EOI / PACLE SPEAKING PART</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  37. The speaking part in a certification exam is what students dread the most; you are there, in front of the examiners, and sitting next to another candidate you think is much better at English than you. Your legs are shaking and you haven&#39;t felt as nervous since you asked that girl out in high school. Well then, here are some useful tips to succeed in a speaking exam for the levels &lt;b&gt;B1 and B2 &lt;/b&gt;if you are thinking about doing the Escuela Oficial de Idiomas (EOI) certification exam or the &lt;a href=&quot;http://www.centreidiomes.es/107-es/noticias/262-pacle-junio-2016&quot; target=&quot;_blank&quot;&gt;Centre d&#39;Idiomes de la Universitat de València PACLE examinations&lt;/a&gt;.&lt;br /&gt;
  38. &lt;br /&gt;&lt;/div&gt;
  39. &lt;div style=&quot;text-align: justify;&quot;&gt;
  40. First of all remember that you&#39;ll have some time to prepare beforehand; use this time efficiently to relax on the one hand, and to read the tasks and take notes about what you are going to say afterwards. You&#39;ll be allowed to bring the notes into the examination and look at them but &lt;b&gt;you can&#39;t read them out.&lt;/b&gt;&lt;br /&gt;
  41. &lt;b&gt;&lt;br /&gt;&lt;/b&gt;
  42. &lt;b&gt;INSTRUCTIONS&lt;/b&gt;&lt;/div&gt;
  43. &lt;div style=&quot;text-align: justify;&quot;&gt;
  44. &lt;table cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;tr-caption-container&quot; style=&quot;float: right; margin-left: 1em; text-align: right;&quot;&gt;&lt;tbody&gt;
  45. &lt;tr&gt;&lt;td style=&quot;text-align: center;&quot;&gt;&lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizCWPmYeXZvYRJo4aihsaQas4gQvEwx0lyrjnp7YAtQ8m248_KuchqnYdDn0rxBpu-QOz8olFv5BxKGzn5X9rrrF0Yvx41z5kBqAliCBcSXcxRGZiJfiEioCnE5PFnf05IFYqk6PwlKNQ/s1600/Speaking.png&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;265&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizCWPmYeXZvYRJo4aihsaQas4gQvEwx0lyrjnp7YAtQ8m248_KuchqnYdDn0rxBpu-QOz8olFv5BxKGzn5X9rrrF0Yvx41z5kBqAliCBcSXcxRGZiJfiEioCnE5PFnf05IFYqk6PwlKNQ/s400/Speaking.png&quot; width=&quot;400&quot; /&gt;&lt;/a&gt;&lt;/td&gt;&lt;/tr&gt;
  46. &lt;tr&gt;&lt;td class=&quot;tr-caption&quot; style=&quot;text-align: center;&quot;&gt;B1 speaking task&lt;/td&gt;&lt;/tr&gt;
  47. &lt;/tbody&gt;&lt;/table&gt;
  48. The instructions provided could look something like this on the right. First of all a monologue with 3-4 bullet points with details about what you should include. Then a dialogue with the other candidate in which you must defend opposite points of view. Again you have 3-4 bullet points telling you the elements to be include. Remember this is between you and the other candidate so look at them, do not look at the examiners as you would do in the monologue.&lt;/div&gt;
  49. &lt;div style=&quot;text-align: justify;&quot;&gt;
  50. &lt;br /&gt;&lt;/div&gt;
  51. &lt;div style=&quot;text-align: justify;&quot;&gt;
  52. &lt;b&gt;PREPARATION TIME&lt;/b&gt;&lt;br /&gt;
  53. In the instructions you are given three points you must include so&amp;nbsp;&lt;b&gt;plan your time&lt;/b&gt;&amp;nbsp;accurately so that you don&#39;t spend too much time on one point and hardly any talking about the other two. Read these points carefully because they will tell you the kind of grammar structures you are required to use during your speech.&lt;br /&gt;
  54. &lt;br /&gt;
  55. During this you are allowed to talk to your partner. Discuss how you are going to do the collaborative task, who will speak first and which agreement (if possible) you will make in the end. But remember you are not allowed to use mobile phones or check your notes, you will have to rely on your command of the English language.&lt;br /&gt;
  56. &lt;br /&gt;
  57. &lt;b&gt;TALKING ABOUT YOURSELF&lt;/b&gt;&lt;br /&gt;
  58. Afterwards we will talk in depth about these two tasks but right now I want discuss one more thing you are expected to do which does not appear in the instructions. I am talking about &lt;b&gt;introducing yourself&lt;/b&gt;. This will not count towards your overall mark since it is an introductory task to ease the nerves caused by the exam. As I said it does not count as such but it is important that you do it well because it can influence the examiners&#39; attitude during the examination, they will be more prone to give you a better mark in the tasks.&lt;/div&gt;
  59. &lt;div style=&quot;text-align: justify;&quot;&gt;
  60. &lt;br /&gt;&lt;/div&gt;
  61. &lt;div style=&quot;text-align: justify;&quot;&gt;
  62. So what should we say if we are asked to introduced ourselves? Since you have no more than one minute you should include details about you &lt;b&gt;studies, work and hobbies&lt;/b&gt; if you can. Something like this would sound ok:&lt;/div&gt;
  63. &lt;div style=&quot;text-align: justify;&quot;&gt;
  64. &lt;i&gt;&quot;Good morning, my name is... and I live in... although I&#39;m originally from... I came here to study... at the University of... and I decided to stay when I found my first job. Now I&#39;m working as a... I&#39;ve been working for this company for the last... years. In my free time I love... although I don&#39;t do it as often as I would like to as I spend long hours at work; and also I&#39;m quite keen on... which I do every now and again&quot;.&lt;/i&gt;&lt;/div&gt;
  65. &lt;div style=&quot;text-align: justify;&quot;&gt;
  66. As you can see, in such a short speech you have sent the message that you can use a variety of tenses (present simple and continuous, past simple, present perfect...), connectors (although, as, since...), frequency adverbs and other structures such as keen on, spend long hours at work, every now and again...&lt;/div&gt;
  67. &lt;div style=&quot;text-align: justify;&quot;&gt;
  68. &lt;br /&gt;&lt;/div&gt;
  69. &lt;div style=&quot;text-align: justify;&quot;&gt;
  70. &lt;b&gt;INDIVIDUAL TASK&lt;/b&gt;&lt;br /&gt;
  71. Let&#39;s hope now you have introduced yourself confidently you feel less nervous and are ready to start your monologue. Notice you have the bullet points with information you must include, and you have to prove you know a variety of structures and vocabulary while talking with fluency making as few mistakes as possible. My advice here is find a &lt;b&gt;balance between fluency and accuracy&lt;/b&gt;; do not try to speak very fast because you will make more mistakes but do not take one whole minute to say a couple of sentences either.&lt;br /&gt;
  72. &lt;br /&gt;
  73. &lt;table cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;tr-caption-container&quot; style=&quot;float: left; margin-right: 1em; text-align: left;&quot;&gt;&lt;tbody&gt;
  74. &lt;tr&gt;&lt;td style=&quot;text-align: center;&quot;&gt;&lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHz8b2s7TOhACypGE-yOzET9eR9_pmvyh6OkwaU6cO8aIJFFlA4MR_11WSwJbeiCVJoSpGuZQpyyv2vqkM2ucqUrjF0udBmVALy5-HAU5InTKLMBn2IJfr84UAtUPecUNAFanGltLUt_E/s1600/top+tips.png&quot; imageanchor=&quot;1&quot; style=&quot;clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;299&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHz8b2s7TOhACypGE-yOzET9eR9_pmvyh6OkwaU6cO8aIJFFlA4MR_11WSwJbeiCVJoSpGuZQpyyv2vqkM2ucqUrjF0udBmVALy5-HAU5InTKLMBn2IJfr84UAtUPecUNAFanGltLUt_E/s320/top+tips.png&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/td&gt;&lt;/tr&gt;
  75. &lt;tr&gt;&lt;td class=&quot;tr-caption&quot; style=&quot;text-align: center;&quot;&gt;Designed by freepik.com&lt;/td&gt;&lt;/tr&gt;
  76. &lt;/tbody&gt;&lt;/table&gt;
  77. In the first bullet point where you are asked to &lt;b&gt;agree or disagree&lt;/b&gt; with the statement use structures such as &lt;i&gt;I agree with this statement 100 percent... I couldn&#39;t agree with it more... There&#39;s no doubt that... I agree in part... (&lt;/i&gt;agreeing); or &lt;i&gt;I totally disagree with a statement like this... To be honest, I don&#39;t think this statement is true... I&#39;m afraid I have to disagree... I&#39;m not sure I agree with this... &lt;/i&gt;(disagreeing); and then &lt;b&gt;back up your argumen&lt;/b&gt;t giving reasons that support your opinion:&amp;nbsp;&lt;i&gt;because, since, because of, due to...&amp;nbsp;&lt;/i&gt;&lt;br /&gt;
  78. &lt;i&gt;&lt;br /&gt;&lt;/i&gt;
  79. In the second bullet point you are asked to compare your current life with that before mobile phones became an everyday object. We would all agree that the use of &lt;b&gt;comparative structures&lt;/b&gt; is mandatory here: &lt;i&gt;we may find much worse inventions than the mobile phone... I can&#39;t stand now that I&#39;m far more available than before... when I didn&#39;t have a mobile phone I wasn&#39;t as busy as I&#39;m now and this gadget helps me organise my working week... &lt;/i&gt;and we can also use the &lt;b&gt;present perfect&lt;/b&gt; to link the past with the present: &lt;i&gt;the mobile phone has seen an increase in popularity in the last 20 years... mobiles have become an object we cannot live without... since I got my first mobile phone I&#39;ve had 6 or 7 other phones...&amp;nbsp;&lt;/i&gt;&lt;br /&gt;
  80. &lt;i&gt;&lt;br /&gt;&lt;/i&gt;
  81. In the third bullet point you must discuss reasons why people love mobile phones. Here it&#39;s a good idea to &lt;b&gt;make generalisations&lt;/b&gt; as we are talking about people in general: &lt;i&gt;Generally speaking... On the whole...Most people tend to... &lt;/i&gt;and use structures that mean like and love: &lt;i&gt;mobile phones are absolutely terrific... what people love about mobile phones is... are very keen on mobile phones... the best thing about mobiles is...&lt;/i&gt;&lt;br /&gt;
  82. &lt;i&gt;&lt;br /&gt;&lt;/i&gt;
  83. In the event that you are not the first candidate speaking do not spend those extra minutes going through your notes since there is very little you can do in 3 minutes. Instead spend this time listening to your partner, analysing what they have done well so that you could use some of their expressions and &lt;b&gt;paying attention to their mistakes&lt;/b&gt; in order to avoid making the same ones.&lt;br /&gt;
  84. &lt;br /&gt;
  85. &lt;b&gt;COLLABORATIVE TASK&lt;/b&gt;&lt;br /&gt;
  86. I&#39;m 100 percent confident that with these tips you&#39;ll do great in the monologue section. Let&#39;s move now to the dialogue. The main difference with the monologue is that now you don&#39;t only depend on your skills but you have to take into account your partner. A very &lt;b&gt;weak candidate&lt;/b&gt;&amp;nbsp;can ruin the whole task for both of you whereas a &lt;b&gt;strong candidate&lt;/b&gt; might try to get control over the conversation not allowing you to speak. With weak candidates always make sure you include them in the task, addressing them and asking them questions: &lt;i&gt;I believe the best idea is to... what do you think?... do you agree with me?... do you have any other suggestions?... &lt;/i&gt;On the contrary, with candidates who want to impose themselves you will have to let them know they can&#39;t just interrupt you: &lt;i&gt;can I just finish what I was saying?... if I could finish making my point... can I say something here?... you&#39;ve made your point, now it&#39;s my turn to..&lt;/i&gt;&lt;br /&gt;
  87. &lt;i&gt;&lt;br /&gt;&lt;/i&gt;
  88. As it is said in the first bullet point you must defend your opinion so give reasons to convince your partner that you have a point and your idea is much better: &lt;i&gt;I think we should take a... and a... because... don&#39;t bother bringing a... because... we don&#39;t have to take a... we can just buy it there...&amp;nbsp;&lt;/i&gt;&lt;br /&gt;
  89. &lt;br /&gt;
  90. In the second bullet point you are asked to use &lt;b&gt;discussion language&lt;/b&gt; so again use structures for agreeing and disagreeing. But this task in particular is also great to use &lt;b&gt;conditional structures&lt;/b&gt;: &lt;i&gt;it&#39;d be a good idea to pack a raincoat in case it starts to rain... if we don&#39;t take our toiletries we&#39;ll have to buy them all there... bring lots of warm clothes unless you want to be freezing...&lt;/i&gt;&lt;br /&gt;
  91. &lt;i&gt;&lt;br /&gt;&lt;/i&gt;
  92. Finally, as it says the third bullet point, you should make an agreement (if possible). Here is where you can &lt;b&gt;make suggestions&lt;/b&gt;: &lt;i&gt;why don&#39;t we bring the... instead of the...? How about bringing a small suitcase and a big one? alright, we&#39;ll pack the... but not the...&lt;/i&gt;&lt;br /&gt;
  93. &lt;b&gt;&lt;br /&gt;&lt;/b&gt;
  94. &lt;b&gt;COMMON MISTAKES&lt;/b&gt;&lt;br /&gt;
  95. One very common mistakes people make in the individual task is to mention the information in the bullet points explicitly: &lt;i&gt;and finally about discuss the reasons why people love them so much, well I think... &lt;/i&gt;&lt;b&gt;Do not mention the bullet point&lt;/b&gt;, just do what you are required to do; if you have to compare two elements or say whether you agree or disagree just do it, examiners know what your instructions say, there&#39;s no need to remind them.&lt;br /&gt;
  96. &lt;br /&gt;
  97. Another common mistake is to keep silent when you don&#39;t know a word or you just go blank. Whenever this happens use &lt;b&gt;hesitation fillers&lt;/b&gt; to give you time to think about the right word or to paraphrase what you want to say. Some hesitation fillers are &lt;i&gt;you know... you see... how do you call it?... I&#39;ve forgotten what it&#39;s called now... it&#39;s like... &lt;/i&gt;With such expressions you&#39;ll sound more natural when speaking in English.&lt;br /&gt;
  98. &lt;i&gt;&lt;br /&gt;&lt;/i&gt;
  99. Regarding the use of language certain mistakes are usually repeated no matter whether we talk about B1 or B2. The things you should pay attention to when speaking are present simple with since and ago (&lt;i&gt;I live in Valencia since 5 years ago&lt;/i&gt;), here the use of the present perfect is required: &lt;i&gt;I&#39;ve lived in Valencia for 5 years&lt;/i&gt;. Using &lt;i&gt;must&lt;/i&gt; and &lt;i&gt;can &lt;/i&gt;followed by &lt;i&gt;to&lt;/i&gt;: &lt;i&gt;We must to bring lots of money.&lt;/i&gt;&amp;nbsp;We use &lt;i&gt;to &lt;/i&gt;with &lt;i&gt;have to&lt;/i&gt; and &lt;i&gt;ought to&lt;/i&gt; but not with &lt;i&gt;can, could, may, might or must&lt;/i&gt;. Using the infinitive when we are talking about the past is something some students do when speaking and also saying &lt;i&gt;I&#39;m agree&lt;/i&gt; is something you must be careful with.&lt;br /&gt;
  100. &lt;br /&gt;
  101. Well, if you are planning to do the EOI or PACLE exam, good luck with it, I hope you&#39;ve found this article useful.&lt;/div&gt;
  102. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/8352719438722428218/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2016/03/top-tips-for-eoi-pacle-speaking-part.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/8352719438722428218'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/8352719438722428218'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2016/03/top-tips-for-eoi-pacle-speaking-part.html' title='TOP TIPS FOR EOI / PACLE SPEAKING PART'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizCWPmYeXZvYRJo4aihsaQas4gQvEwx0lyrjnp7YAtQ8m248_KuchqnYdDn0rxBpu-QOz8olFv5BxKGzn5X9rrrF0Yvx41z5kBqAliCBcSXcxRGZiJfiEioCnE5PFnf05IFYqk6PwlKNQ/s72-c/Speaking.png" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-6837223461113057188</id><published>2020-02-03T15:44:00.000+01:00</published><updated>2021-03-21T17:28:27.878+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="connectors"/><category scheme="http://www.blogger.com/atom/ns#" term="English activities"/><category scheme="http://www.blogger.com/atom/ns#" term="speaking"/><category scheme="http://www.blogger.com/atom/ns#" term="teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="vocabulary"/><category scheme="http://www.blogger.com/atom/ns#" term="writing"/><title type='text'>Improve your skills: writing and speaking</title><content type='html'>&lt;b&gt;&lt;span style=&quot;font-size: large;&quot;&gt;Telling a story.&lt;/span&gt;&lt;/b&gt;&lt;br /&gt;
  103. &lt;br /&gt;
  104. &lt;div style=&quot;text-align: justify;&quot;&gt;
  105. The Oxford Advanced Learner&#39;s Dictionary defines the term &lt;i&gt;&lt;a href=&quot;http://www.oxforddictionaries.com/definition/learner/story&quot; target=&quot;_blank&quot;&gt;story&lt;/a&gt;&amp;nbsp;&lt;/i&gt;as a description of events and people that the writer or speaker has invented in order to entertain people; that would be true provided the story is imaginary. That&#39;s why another definition is provided:&lt;i&gt;&amp;nbsp;&lt;/i&gt;an account, often spoken, of what happened to somebody or of how something happened; this definition would be the correct one for real stories.&lt;/div&gt;
  106. &lt;div style=&quot;text-align: justify;&quot;&gt;
  107. &lt;br /&gt;&lt;/div&gt;
  108. &lt;div style=&quot;text-align: justify;&quot;&gt;
  109. Now we will have a look at some of the aspects that should be taken into consideration when writing or telling a story. First of all we need to express the order in which the events occur; some of the basic expressions we can use for sequencing include first, next, last, before, sometimes and now. But in order to improve the quality of our story some synonyms should be used:&lt;br /&gt;
  110. &lt;br /&gt;&lt;/div&gt;
  111. &lt;div style=&quot;text-align: justify;&quot;&gt;
  112. - First: &lt;i&gt;the first thing, at the beginning, in the first place.&lt;/i&gt;&lt;/div&gt;
  113. &lt;div style=&quot;text-align: justify;&quot;&gt;
  114. - Next:&lt;i&gt; then, after a while, shortly afterwards, as soon as.&lt;/i&gt;&lt;/div&gt;
  115. &lt;div style=&quot;text-align: justify;&quot;&gt;
  116. - Last: &lt;i&gt;at last, in the end, after a long time, eventually, finally.&lt;/i&gt;&lt;/div&gt;
  117. &lt;div style=&quot;text-align: justify;&quot;&gt;
  118. - Before: &lt;i&gt;earlier, formerly, not long ago, previously.&lt;/i&gt;&lt;/div&gt;
  119. &lt;div style=&quot;text-align: justify;&quot;&gt;
  120. - Sometimes: &lt;i&gt;at times, from time to time, periodically, occasionally.&lt;/i&gt;&lt;/div&gt;
  121. &lt;div style=&quot;text-align: justify;&quot;&gt;
  122. - Now: &lt;i&gt;recently, by now, currently, until today, meanwhile.&lt;/i&gt;&lt;/div&gt;
  123. &lt;div style=&quot;text-align: justify;&quot;&gt;
  124. &lt;i&gt;&lt;br /&gt;&lt;/i&gt;&lt;/div&gt;
  125. &lt;div style=&quot;text-align: justify;&quot;&gt;
  126. Another aspect we must pay attention to is tenses. Look at this &lt;a href=&quot;https://www.youtube.com/watch?v=aylnGGhWYB0&quot; target=&quot;_blank&quot;&gt;video&lt;/a&gt;&amp;nbsp;for a quick explanation of tenses. Since our story&amp;nbsp;(either real or invented)&amp;nbsp;is usually something that refers to the past, the use of narrative tenses is considered to be a must. The following are examples of different narrative tenses:&lt;br /&gt;
  127. &lt;br /&gt;&lt;/div&gt;
  128. &lt;div style=&quot;text-align: justify;&quot;&gt;
  129. - Past simple: &lt;i&gt;I &lt;u&gt;spent&lt;/u&gt; last summer with my grandparents at their house by the lake.&lt;/i&gt;&lt;/div&gt;
  130. &lt;div style=&quot;text-align: justify;&quot;&gt;
  131. - Past continuous: &lt;i&gt;My friend Joan and I &lt;u&gt;were swimming&lt;/u&gt; in the lake when we saw an enormous...&lt;/i&gt;&lt;/div&gt;
  132. &lt;div style=&quot;text-align: justify;&quot;&gt;
  133. - Past perfect: &lt;i&gt;We &lt;u&gt;had never seen&lt;/u&gt; such a big...&lt;/i&gt;&lt;/div&gt;
  134. &lt;div style=&quot;text-align: justify;&quot;&gt;
  135. &lt;i&gt;-&amp;nbsp;&lt;/i&gt;Past perfect continuous:&lt;i&gt; We &lt;u&gt;had been waiting&lt;/u&gt; for an hour to be rescued when Joan noticed something...&lt;/i&gt;&lt;/div&gt;
  136. &lt;div style=&quot;text-align: justify;&quot;&gt;
  137. &lt;i&gt;&lt;br /&gt;&lt;/i&gt;&lt;/div&gt;
  138. &lt;div style=&quot;text-align: justify;&quot;&gt;
  139. When telling your story your main objective should be to catch the attention of your audience. You would want your story to sound as exciting as possible, to appeal to your audience interests and make them reflect on what they have just read or listened to. Appropriate vocabulary will make the story more interesting, therefore we should choose adjectives and adverbs carefully in order to add that element of excitement. Use strong adjectives rather than gradable adjectives to emphasize what you are trying to say: &lt;i&gt;shattered, freezing, terrified, disgusting, starving, gorgeous, fabulous, hilarious, delighted, awful, fascinating, terrific, huge, tiny, devastated&lt;/i&gt;... Use adverbs to add more information, especially adverbs of degree: &lt;i&gt;absolutely, particularly, extremely, remarkably, fairly, terribly&lt;/i&gt;... and adverbs of manner: &lt;i&gt;awkwardly, fortunately, mysteriously, suddenly, unexpectedly&lt;/i&gt;...&lt;/div&gt;
  140. &lt;div style=&quot;text-align: justify;&quot;&gt;
  141. &lt;br /&gt;&lt;/div&gt;
  142. &lt;div style=&quot;text-align: justify;&quot;&gt;
  143. And finally use linking words to add coherence and cohesion to your story. Connectors can express: reasons (&lt;i&gt;due to, because, since, as&lt;/i&gt;), results (&lt;i&gt;therefore, consequently, as a result&lt;/i&gt;), contrast (&lt;i&gt;however, nevertheless, despite, although&lt;/i&gt;), giving examples (&lt;i&gt;for example, for instance&lt;/i&gt;), adding information (&lt;i&gt;in addition, furthermore, moreover, besides&lt;/i&gt;).&lt;/div&gt;
  144. &lt;div style=&quot;text-align: justify;&quot;&gt;
  145. &lt;br /&gt;&lt;/div&gt;
  146. &lt;div style=&quot;text-align: justify;&quot;&gt;
  147. To practise this here is a writing prompt that can be used in class with B1-B2 students:&lt;/div&gt;
  148. &lt;div style=&quot;text-align: justify;&quot;&gt;
  149. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlDGYvkESM2h1J5qkW-VUXrJdq8qt-T6wmpAZqp-TN2LE5GSpB5qKP_mSYCgaT44mkaY8ijKt-Q-Yo0VJIN2xU_aVfvSJGDHMsLQv1wBd2kHIqZH4rRjDTUrNyW4DLLpRFa-4BCOz6EGs/s1600/3f7fef98cbe5cb80f256bd4b95d76ce1.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; float: right; margin-bottom: 1em; margin-left: 1em;&quot;&gt;&lt;br /&gt;&lt;/a&gt;&lt;/div&gt;
  150. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  151. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlDGYvkESM2h1J5qkW-VUXrJdq8qt-T6wmpAZqp-TN2LE5GSpB5qKP_mSYCgaT44mkaY8ijKt-Q-Yo0VJIN2xU_aVfvSJGDHMsLQv1wBd2kHIqZH4rRjDTUrNyW4DLLpRFa-4BCOz6EGs/s1600/3f7fef98cbe5cb80f256bd4b95d76ce1.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; float: right; margin-bottom: 1em; margin-left: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;212&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlDGYvkESM2h1J5qkW-VUXrJdq8qt-T6wmpAZqp-TN2LE5GSpB5qKP_mSYCgaT44mkaY8ijKt-Q-Yo0VJIN2xU_aVfvSJGDHMsLQv1wBd2kHIqZH4rRjDTUrNyW4DLLpRFa-4BCOz6EGs/s320/3f7fef98cbe5cb80f256bd4b95d76ce1.jpg&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  152. &lt;div style=&quot;text-align: justify;&quot;&gt;
  153. &lt;i&gt;&lt;span style=&quot;font-size: large;&quot;&gt;You wake up in the boot of a car after two days missing. With you there is a bag full of money, a plane ticket and a wallet with a fake ID card. Little by little you start to remember things. Write the story of what has happened to you in the last couple of days.&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  154. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/6837223461113057188/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2016/02/improve-your-skills-writing-and-speaking.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/6837223461113057188'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/6837223461113057188'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2016/02/improve-your-skills-writing-and-speaking.html' title='Improve your skills: writing and speaking'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlDGYvkESM2h1J5qkW-VUXrJdq8qt-T6wmpAZqp-TN2LE5GSpB5qKP_mSYCgaT44mkaY8ijKt-Q-Yo0VJIN2xU_aVfvSJGDHMsLQv1wBd2kHIqZH4rRjDTUrNyW4DLLpRFa-4BCOz6EGs/s72-c/3f7fef98cbe5cb80f256bd4b95d76ce1.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-5086991046222152002</id><published>2019-10-01T12:40:00.001+02:00</published><updated>2021-03-21T18:03:11.766+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="question tags"/><category scheme="http://www.blogger.com/atom/ns#" term="song"/><title type='text'>Song: use of questions tags</title><content type='html'>Listen to the song A Little Time by the British pop band The Beautiful South. Fill in the blank spaces and also choose from the pairs of words.&lt;br /&gt;
  155. &lt;div style=&quot;text-align: center;&quot;&gt;
  156. &lt;br /&gt;&lt;/div&gt;
  157. &lt;div style=&quot;text-align: center;&quot;&gt;
  158. &lt;iframe width=&quot;560&quot; height=&quot;315&quot; src=&quot;https://www.youtube.com/embed/2lGzJwksSv4&quot; title=&quot;YouTube video player&quot; frameborder=&quot;0&quot; allow=&quot;accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture&quot; allowfullscreen&gt;&lt;/iframe&gt;
  159. &lt;div style=&quot;text-align: center;&quot;&gt;
  160. &lt;br /&gt;&lt;/div&gt;
  161. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  162. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I need a little time &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  163. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  164. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;To _____ it _____ &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  165. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  166. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I need a little place/space &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  167. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  168. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;Just _____ _____ _____ &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  169. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  170. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I need a little time &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  171. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  172. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;To find my freedom&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  173. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  174. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;&amp;nbsp;I need a little... &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  175. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  176. &lt;br /&gt;&lt;/div&gt;
  177. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  178. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;Funny how quick the milk turns sour/flour&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  179. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  180. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;_____ it? _____ it? &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  181. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  182. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;Your face has been looking like that for hours &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  183. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  184. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;_____ it? _____ it? &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  185. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  186. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;Promises, promises turn to bust/dust &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  187. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  188. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;Wedding bells just turn to rust/gust &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  189. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  190. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;Trust into mistrust &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  191. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  192. &lt;br /&gt;&lt;/div&gt;
  193. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  194. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I need a little room &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  195. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  196. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;To find myself &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  197. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  198. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I need a little space/place &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  199. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  200. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;To _____ it _____ &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  201. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  202. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I need a little room / moon &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  203. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  204. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;All alone &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  205. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  206. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I need a little... &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  207. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  208. &lt;br /&gt;&lt;/div&gt;
  209. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  210. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;You need a little room for your big bread/head &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  211. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  212. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;_____ you? _____ you? &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  213. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  214. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;You’ll need a little space for a thousand beds/bells&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  215. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  216. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;&amp;nbsp;_____ you? _____ you? &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  217. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  218. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;Lips that promise - fear the worst/thirst &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  219. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  220. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;Tongue so sharp - the bubble cursed/burst &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  221. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  222. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;Just into unjust&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  223. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  224. &lt;br /&gt;&lt;/div&gt;
  225. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  226. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I _____ _____ a little time &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  227. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  228. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;To find the proof/truth &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  229. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  230. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;Now I _____ _____ a little room &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  231. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  232. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;To check what’s wrong/gone &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  233. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  234. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I _____ _____ a little time &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  235. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  236. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;And I still love you &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  237. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  238. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I _____ _____ a little... &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  239. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  240. &lt;br /&gt;&lt;/div&gt;
  241. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  242. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;You had a little time &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  243. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  244. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;And you had a little run/fun&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  245. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  246. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;&amp;nbsp;_____ you? _____ you? &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  247. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  248. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;While you had yours &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  249. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  250. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;Do you think I had gone/none &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  251. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  252. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;_____ you? _____ you? &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  253. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  254. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;The freedom that you wanted bad/back &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  255. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  256. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;Is yours _____ _____ &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  257. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  258. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I hope you’re glad/mad &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  259. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  260. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;Sad into unsad &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  261. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  262. &lt;br /&gt;&lt;/div&gt;
  263. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  264. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I had a little time &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  265. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  266. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;To _____ it _____ &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  267. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  268. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;Had a little room &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  269. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  270. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;To _____ it _____ &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  271. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  272. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I found a little garage/courage &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  273. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  274. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;To _____ it _____ &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  275. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  276. &lt;br /&gt;&lt;/div&gt;
  277. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  278. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I’ve had a little time… &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  279. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  280. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I’ve had a little time…&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  281. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  282. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I’ve had a little time… &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  283. &lt;div style=&quot;text-align: center;&quot;&gt;
  284. &lt;/div&gt;
  285. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt; text-align: center;&quot;&gt;
  286. &lt;span face=&quot;&amp;quot;arial&amp;quot; , sans-serif&quot; lang=&quot;EN-GB&quot; style=&quot;mso-ansi-language: EN-GB;&quot;&gt;I’ve had a little time…&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  287. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/5086991046222152002/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/12/song-use-of-questions-tags.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/5086991046222152002'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/5086991046222152002'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/12/song-use-of-questions-tags.html' title='Song: use of questions tags'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://img.youtube.com/vi/2lGzJwksSv4/default.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-7670472080430170266</id><published>2019-05-07T15:59:00.000+02:00</published><updated>2021-03-21T17:58:35.339+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="inductive"/><category scheme="http://www.blogger.com/atom/ns#" term="lesson"/><category scheme="http://www.blogger.com/atom/ns#" term="reading"/><category scheme="http://www.blogger.com/atom/ns#" term="speaking"/><category scheme="http://www.blogger.com/atom/ns#" term="vocabulary"/><category scheme="http://www.blogger.com/atom/ns#" term="writing"/><title type='text'>Lesson plan: JK Rowling</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  288. Taking an interview with JK Rowling, famous writer of the Harry Potter novels, I have created this lesson in which students will practise reading, speaking and writing while reviewing past modals of deduction. This is to celebrate International Women&#39;s Day.&lt;br /&gt;
  289. &lt;/div&gt;
  290. &lt;div&gt;
  291. &lt;div style=&quot;text-align: justify;&quot;&gt;
  292. The lesson is appropriate for level B2 and you will need to allow 35 minutes to complete the tasks.&lt;/div&gt;
  293. &lt;/div&gt;
  294. &lt;div&gt;
  295. &lt;div style=&quot;text-align: justify;&quot;&gt;
  296. &lt;br /&gt;&lt;/div&gt;
  297. &lt;/div&gt;
  298. &lt;div&gt;
  299. &lt;div style=&quot;text-align: justify;&quot;&gt;
  300. The reading activity is an interview with the author with a multiple matching exercise. Students must match the questions to the answers. The text is completed with a grammar point where students will review the use of past modals of deduction following an inductive approach. In the vocabulary section they must find the verbs that match the definitions.&lt;/div&gt;
  301. &lt;/div&gt;
  302. &lt;div&gt;
  303. &lt;div style=&quot;text-align: justify;&quot;&gt;
  304. &lt;br /&gt;&lt;/div&gt;
  305. &lt;/div&gt;
  306. &lt;div&gt;
  307. &lt;div style=&quot;text-align: justify;&quot;&gt;
  308. In the speaking sections students aregiven for newspaper headlines and they must make deductions about the story based on the headlines.&lt;/div&gt;
  309. &lt;/div&gt;
  310. &lt;div&gt;
  311. &lt;div style=&quot;text-align: justify;&quot;&gt;
  312. &lt;br /&gt;&lt;/div&gt;
  313. &lt;/div&gt;
  314. &lt;div&gt;
  315. &lt;div style=&quot;text-align: justify;&quot;&gt;
  316. Once they have worked in pairs to guess what the stories are about, for homework they must write the articles following their deductions.&lt;/div&gt;
  317. &lt;/div&gt;
  318. &lt;div&gt;
  319. &lt;div style=&quot;text-align: justify;&quot;&gt;
  320. &lt;br /&gt;&lt;/div&gt;
  321. &lt;/div&gt;
  322. &lt;div&gt;
  323. &lt;div style=&quot;text-align: justify;&quot;&gt;
  324. You can download the activity &lt;a href=&quot;https://drive.google.com/file/d/0Bx4KKTZANLs-SE04Z042SWpfLXc/view?usp=sharing&quot; target=&quot;_blank&quot;&gt;here&lt;/a&gt;.&lt;/div&gt;
  325. &lt;/div&gt;
  326. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/7670472080430170266/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2016/03/lesson-plan-jk-rowling.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/7670472080430170266'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/7670472080430170266'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2016/03/lesson-plan-jk-rowling.html' title='Lesson plan: JK Rowling'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-2325660764825364914</id><published>2018-11-05T17:33:00.000+01:00</published><updated>2021-03-21T17:57:28.897+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="blended learning"/><category scheme="http://www.blogger.com/atom/ns#" term="edtech"/><category scheme="http://www.blogger.com/atom/ns#" term="ELT"/><category scheme="http://www.blogger.com/atom/ns#" term="English activities"/><category scheme="http://www.blogger.com/atom/ns#" term="listening"/><category scheme="http://www.blogger.com/atom/ns#" term="NewTechnologies"/><category scheme="http://www.blogger.com/atom/ns#" term="PACLE"/><category scheme="http://www.blogger.com/atom/ns#" term="skills"/><title type='text'>Improve your skills: Listening</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  327. &lt;/div&gt;
  328. &lt;br /&gt;
  329. Watch and listen to the interview with Tony Wheeler, co-founder of the Lonely Planet travel guide books. Choose the best option that finishes each statement.&lt;br /&gt;
  330. &lt;div style=&quot;text-align: justify;&quot;&gt;
  331. &lt;/div&gt;
  332. &lt;br /&gt;
  333. &lt;br /&gt;
  334. &lt;iframe allowfullscreen=&quot;&quot; frameborder=&quot;0&quot; height=&quot;520&quot; src=&quot;https://edpuzzle.com/embed/media/5669b959f862754541b4c9f2&quot; width=&quot;650&quot;&gt;&lt;/iframe&gt;</content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/2325660764825364914/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2016/04/improve-your-skills-listening.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/2325660764825364914'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/2325660764825364914'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2016/04/improve-your-skills-listening.html' title='Improve your skills: Listening'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-2337204702644461094</id><published>2018-06-04T14:14:00.000+02:00</published><updated>2021-03-21T17:56:35.003+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="B1"/><category scheme="http://www.blogger.com/atom/ns#" term="B2"/><category scheme="http://www.blogger.com/atom/ns#" term="connectors"/><category scheme="http://www.blogger.com/atom/ns#" term="ELT"/><category scheme="http://www.blogger.com/atom/ns#" term="grammar"/><category scheme="http://www.blogger.com/atom/ns#" term="Infographs"/><category scheme="http://www.blogger.com/atom/ns#" term="teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="tips"/><category scheme="http://www.blogger.com/atom/ns#" term="use of comparatives"/><category scheme="http://www.blogger.com/atom/ns#" term="vocabulary"/><category scheme="http://www.blogger.com/atom/ns#" term="writing"/><title type='text'>10 Most Common Mistakes Spanish People Make in English</title><content type='html'>&lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  335. We &lt;i&gt;are &lt;/i&gt;all agree that making mistakes is part of the learning process.&amp;nbsp;&lt;i&gt;The&lt;/i&gt;&amp;nbsp;Spanish people &lt;i&gt;is&lt;/i&gt;&amp;nbsp;aware of some of the mistakes they make when speaking or writing in &lt;i&gt;english&lt;/i&gt;, and no matter&amp;nbsp;&lt;i&gt;wich&lt;/i&gt;&amp;nbsp;drills are used in class to&amp;nbsp;correct those mistakes, students seem to repeat them again and again.&amp;nbsp;&lt;/div&gt;
  336. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  337. &lt;br /&gt;&lt;/div&gt;
  338. &lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  339. Despite &lt;i&gt;of&lt;/i&gt;&amp;nbsp;the fact that most of them &lt;i&gt;learn&lt;/i&gt;&amp;nbsp;English &lt;i&gt;since&lt;/i&gt;&amp;nbsp;many years &lt;i&gt;ago&lt;/i&gt;, some mistakes seem to be rooted in their linguistic repertoire and I would say they feel &lt;i&gt;/comforteibol/ &lt;/i&gt;making them. Thus, we can &lt;i&gt;to&amp;nbsp;&lt;/i&gt;argue that the solution to this problem does not depend only &lt;i&gt;of&lt;/i&gt; the teacher but there are other factors involved such as L1 interference (negative transfer).&lt;/div&gt;
  340. &lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  341. The factor of negative transfer makes us &lt;i&gt;to &lt;/i&gt;think that certain mistakes are more likely to occur on speakers who share the same L1. Let&#39;s have a &lt;i&gt;more &lt;/i&gt;closer look at the &lt;b&gt;10 most common mistakes&lt;/b&gt; Spanish people make.&lt;/div&gt;
  342. &lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  343. &lt;br /&gt;&lt;/div&gt;
  344. &lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  345. &lt;b&gt;&lt;u&gt;Connectors&lt;/u&gt;&lt;/b&gt;&lt;/div&gt;
  346. &lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  347. All teachers must have seen their students saying or writing &lt;i&gt;despite of&lt;/i&gt;. This is due to a &lt;a href=&quot;https://en.wikipedia.org/wiki/Language_transfer&quot; target=&quot;_blank&quot;&gt;negative transfer&lt;/a&gt; since in Spanish we say &lt;i&gt;a pesar de&lt;/i&gt;, and the preposition &lt;i&gt;of&lt;/i&gt; is explicit. This also causes &lt;a href=&quot;http://grammar.about.com/od/fh/g/hpercorrterm.htm&quot; target=&quot;_blank&quot;&gt;hypercorrection&lt;/a&gt; with the connector &lt;i&gt;in spite of&lt;/i&gt; as most students tend to drop the preposition &lt;i&gt;of&lt;/i&gt;.&amp;nbsp;&lt;/div&gt;
  348. &lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  349. &lt;b&gt;&lt;u&gt;&lt;br /&gt;&lt;/u&gt;&lt;/b&gt;&lt;/div&gt;
  350. &lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  351. &lt;b&gt;&lt;u&gt;Verb patterns&lt;/u&gt;&lt;/b&gt;&lt;/div&gt;
  352. &lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  353. Spanish students are taught in early stages of their learning process that the verb &lt;i&gt;like&lt;/i&gt; is followed by a noun or another verb in &lt;i&gt;-ing&lt;/i&gt;. When presented with another structure with &lt;i&gt;like&lt;/i&gt; such as &lt;i&gt;would like&lt;/i&gt;, some students tend to &lt;a href=&quot;http://grammar.about.com/od/mo/g/Overgeneralization.htm&quot; target=&quot;_blank&quot;&gt;overgeneralize&lt;/a&gt; and use a verb in &lt;i&gt;-ing&lt;/i&gt; as well. On the contrary we can see an example of hypercorrection when students use an infinitive after &lt;i&gt;look forward to&lt;/i&gt; instead of&lt;i&gt; -ing&lt;/i&gt;.&amp;nbsp;&lt;/div&gt;
  354. &lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  355. &lt;br /&gt;&lt;/div&gt;
  356. &lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  357. &lt;u&gt;&lt;b&gt;Articles&lt;/b&gt;&lt;/u&gt;&lt;/div&gt;
  358. &lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  359. Using the definite article when talking in general is probably another example of negative transfer as the definitive article is widely used in Spanish, even in situations in which we would not use an article in English.&lt;/div&gt;
  360. &lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  361. &lt;b&gt;&lt;u&gt;&lt;br /&gt;&lt;/u&gt;&lt;/b&gt;&lt;/div&gt;
  362. &lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  363. &lt;b&gt;&lt;u&gt;Modal verbs&lt;/u&gt;&lt;/b&gt;&lt;/div&gt;
  364. &lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  365. A common mistake is also using &lt;i&gt;infinitive with to&lt;/i&gt; after modal verbs such as &lt;i&gt;can&lt;/i&gt; or &lt;i&gt;must&lt;/i&gt;. This may be due to overgeneralization since students feel that there should be &lt;i&gt;to&lt;/i&gt; before an infinitive as with most verbs.&lt;/div&gt;
  366. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  367. &lt;/div&gt;
  368. &lt;table cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;tr-caption-container&quot; style=&quot;float: right; margin-left: 1em; text-align: right;&quot;&gt;&lt;tbody&gt;
  369. &lt;tr&gt;&lt;td style=&quot;text-align: center;&quot;&gt;&lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyCf3tSyt8bVpa_EXeIFjtwJnweT-o_OKlF6yTDhyphenhyphen6bulktnj0zYXlGtcuAsqQuZ-LfKLJHVKiMqxtoYuDfABUvJODQ-AYjvxV6Z1HUEz2hMgbsLvk68LP87HFi8nWFNQtN1uEZxXGGBY/s1600/1458770897.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyCf3tSyt8bVpa_EXeIFjtwJnweT-o_OKlF6yTDhyphenhyphen6bulktnj0zYXlGtcuAsqQuZ-LfKLJHVKiMqxtoYuDfABUvJODQ-AYjvxV6Z1HUEz2hMgbsLvk68LP87HFi8nWFNQtN1uEZxXGGBY/s1600/1458770897.jpg&quot; /&gt;&lt;/a&gt;&lt;/td&gt;&lt;/tr&gt;
  370. &lt;tr&gt;&lt;td class=&quot;tr-caption&quot; style=&quot;text-align: center;&quot;&gt;Infographic made with www.easel.ly&lt;/td&gt;&lt;/tr&gt;
  371. &lt;/tbody&gt;&lt;/table&gt;
  372. &lt;div style=&quot;text-align: justify;&quot;&gt;
  373. &lt;br /&gt;&lt;/div&gt;
  374. &lt;div style=&quot;text-align: justify;&quot;&gt;
  375. &lt;b&gt;&lt;u&gt;Subject-verb agreement&lt;/u&gt;&lt;/b&gt;&lt;/div&gt;
  376. &lt;div style=&quot;text-align: justify;&quot;&gt;
  377. &lt;i&gt;People is &lt;/i&gt;is a very frequent mistake among Spanish speakers. In Spanish the word &lt;i&gt;people &lt;/i&gt;is often translated as &lt;i&gt;gente &lt;/i&gt;which is followed by a singular verb.&lt;/div&gt;
  378. &lt;div style=&quot;text-align: justify;&quot;&gt;
  379. &lt;br /&gt;&lt;/div&gt;
  380. &lt;div style=&quot;text-align: justify;&quot;&gt;
  381. &lt;b&gt;&lt;u&gt;Comparatives&lt;/u&gt;&lt;/b&gt;&lt;/div&gt;
  382. &lt;div style=&quot;text-align: justify;&quot;&gt;
  383. Another example of overgeneralization is using a double comparative with a short adjectives (&lt;i&gt;more faster&lt;/i&gt;). This is quite frequent in early stages but it is then corrected.&lt;/div&gt;
  384. &lt;div style=&quot;text-align: justify;&quot;&gt;
  385. &lt;br /&gt;&lt;/div&gt;
  386. &lt;div style=&quot;text-align: justify;&quot;&gt;
  387. &lt;u&gt;&lt;b&gt;-ed/-ing adjectives&lt;/b&gt;&lt;/u&gt;&lt;/div&gt;
  388. &lt;div style=&quot;text-align: justify;&quot;&gt;
  389. Confusing -ed and -ing adjectives is also very common. Spanish students tend to simplify and use -ed adjectives for everything and say things like &lt;i&gt;the film is bored.&lt;/i&gt;&lt;/div&gt;
  390. &lt;div style=&quot;text-align: justify;&quot;&gt;
  391. &lt;i&gt;&lt;br /&gt;&lt;/i&gt;&lt;/div&gt;
  392. &lt;div style=&quot;text-align: justify;&quot;&gt;
  393. Now let&#39;s have a look at the top three mistakes. The ones that probably annoy teachers the most, or at least me:&lt;/div&gt;
  394. &lt;div style=&quot;text-align: justify;&quot;&gt;
  395. &lt;br /&gt;&lt;/div&gt;
  396. &lt;div style=&quot;text-align: justify;&quot;&gt;
  397. &lt;b&gt;&lt;u&gt;Vocabulary&lt;/u&gt;&lt;/b&gt;&lt;/div&gt;
  398. &lt;div style=&quot;text-align: justify;&quot;&gt;
  399. Using the verb &lt;i&gt;to be&lt;/i&gt;&amp;nbsp;before &lt;i&gt;agree&lt;/i&gt; is something teachers are used to correcting at different stages. This is due to negative transfer as it is traslated in Spanish as &lt;i&gt;estar de acuerdo &lt;/i&gt;with the verb &lt;i&gt;to be&lt;/i&gt; explicit in the structure.&lt;/div&gt;
  400. &lt;div style=&quot;text-align: justify;&quot;&gt;
  401. &lt;br /&gt;&lt;/div&gt;
  402. &lt;div style=&quot;text-align: justify;&quot;&gt;
  403. &lt;u&gt;&lt;b&gt;Pronunciation&lt;/b&gt;&lt;/u&gt;&lt;/div&gt;
  404. &lt;div style=&quot;text-align: justify;&quot;&gt;
  405. Certain words ending in &lt;i&gt;-able&lt;/i&gt; such as &lt;i&gt;comfortable&lt;/i&gt; and &lt;i&gt;vegetables &lt;/i&gt;are pronounced by Spanish people like &lt;i&gt;table&lt;/i&gt;. This is due to a wrong hypothesis that makes them think all words ending in &lt;i&gt;-able&lt;/i&gt; are pronounced that way.&lt;/div&gt;
  406. &lt;div style=&quot;text-align: justify;&quot;&gt;
  407. &lt;i&gt;&lt;br /&gt;&lt;/i&gt;&lt;/div&gt;
  408. &lt;div style=&quot;text-align: justify;&quot;&gt;
  409. &lt;b&gt;&lt;u&gt;Tenses&lt;/u&gt;&lt;/b&gt;&lt;/div&gt;
  410. &lt;div style=&quot;text-align: justify;&quot;&gt;
  411. And finally it is time for my favourite: using the &lt;i&gt;present simple&lt;/i&gt; with &lt;i&gt;since&lt;/i&gt; and &lt;i&gt;ago&lt;/i&gt;. This structure is very common in Spanish (&lt;i&gt;Vivo en España desde hace 5 años&lt;/i&gt;) and students copy the structure in English word by word. Usually the also mispronounce the word &lt;i&gt;since saying something like /sains/.&lt;/i&gt;&lt;/div&gt;
  412. &lt;div style=&quot;text-align: justify;&quot;&gt;
  413. &lt;i&gt;&lt;br /&gt;&lt;/i&gt;&lt;/div&gt;
  414. &lt;div style=&quot;text-align: justify;&quot;&gt;
  415. We can see students making these mistakes at different levels so we can assume they are also examples of fossilization.&lt;/div&gt;
  416. &lt;div style=&quot;text-align: justify;&quot;&gt;
  417. &lt;br /&gt;&lt;/div&gt;
  418. &lt;div style=&quot;text-align: justify;&quot;&gt;
  419. There are also some other recurrent mistakes that didn&#39;t make this top 10 list but that could be included as well:&lt;/div&gt;
  420. &lt;div style=&quot;text-align: justify;&quot;&gt;
  421. &lt;br /&gt;&lt;/div&gt;
  422. &lt;div style=&quot;text-align: justify;&quot;&gt;
  423. - Using the preposition &lt;i&gt;of&lt;/i&gt; after the verb &lt;i&gt;depend&lt;/i&gt; as they would say in Spanish.&lt;/div&gt;
  424. &lt;div style=&quot;text-align: justify;&quot;&gt;
  425. - Dropping the first -h- from the relative pronoun &lt;i&gt;which &lt;/i&gt;(wich). Obviously this is only found in writing.&lt;/div&gt;
  426. &lt;div style=&quot;text-align: justify;&quot;&gt;
  427. - Saying &lt;i&gt;for to + infinitive&lt;/i&gt; or &lt;i&gt;for + -ing&lt;/i&gt; when using the infinitive of purpose:&lt;i&gt; I went to the park for to see my friends.&lt;/i&gt;&lt;/div&gt;
  428. &lt;div style=&quot;text-align: justify;&quot;&gt;
  429. - Using the verb &lt;i&gt;have&lt;/i&gt; when talking about their age: &lt;i&gt;I have 34 years old.&lt;/i&gt;&lt;/div&gt;
  430. &lt;div style=&quot;text-align: justify;&quot;&gt;
  431. - Using the verb &lt;i&gt;lose &lt;/i&gt;(sometimes &lt;i&gt;loose&lt;/i&gt;) when &lt;i&gt;miss&lt;/i&gt; should be used: &lt;i&gt;I&#39;m late because I lost the bus.&lt;/i&gt;&lt;/div&gt;
  432. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  433. &lt;/div&gt;
  434. - Using &lt;i&gt;to infinitive&lt;/i&gt; after &lt;i&gt;make me&lt;/i&gt; or &lt;i&gt;let me&lt;/i&gt;: &lt;i&gt;My parents make me to tidy my bedroom every week.&lt;/i&gt;&lt;br /&gt;
  435. - Saying &lt;i&gt;use to + infinitive&lt;/i&gt; to talk about present habits. This mistake usually happens after explaining &lt;i&gt;used to + infinitive&lt;/i&gt; to talk about habits in the past.&lt;br /&gt;
  436. &lt;br /&gt;
  437. If there are any other mistakes you think are worth mentioning or should be on the list please add you comments below.</content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/2337204702644461094/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2016/03/10-most-common-mistakes-spanish-people.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/2337204702644461094'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/2337204702644461094'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2016/03/10-most-common-mistakes-spanish-people.html' title='10 Most Common Mistakes Spanish People Make in English'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyCf3tSyt8bVpa_EXeIFjtwJnweT-o_OKlF6yTDhyphenhyphen6bulktnj0zYXlGtcuAsqQuZ-LfKLJHVKiMqxtoYuDfABUvJODQ-AYjvxV6Z1HUEz2hMgbsLvk68LP87HFi8nWFNQtN1uEZxXGGBY/s72-c/1458770897.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-3835501609382255897</id><published>2018-03-05T18:48:00.000+01:00</published><updated>2021-03-21T17:55:54.262+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="advice"/><category scheme="http://www.blogger.com/atom/ns#" term="blended learning"/><category scheme="http://www.blogger.com/atom/ns#" term="edtech"/><category scheme="http://www.blogger.com/atom/ns#" term="English activities"/><category scheme="http://www.blogger.com/atom/ns#" term="NewTechnologies"/><category scheme="http://www.blogger.com/atom/ns#" term="reading"/><category scheme="http://www.blogger.com/atom/ns#" term="resources"/><category scheme="http://www.blogger.com/atom/ns#" term="writing"/><title type='text'>Improve your skills: reading &amp; writing</title><content type='html'>Fiona has written a letter asking for advice because her husband works too much time and that is affecting their relationship. Fill in the gaps with an appropriate word.&lt;br /&gt;
  438. &lt;div&gt;
  439. &lt;/div&gt;
  440. &lt;div&gt;
  441. &lt;br /&gt;
  442. &lt;object classid=&quot;clsid:D27CDB6E-AE6D-11cf-96B8-444553540000&quot; codebase=&quot;http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=9,0,28,0&quot; height=&quot;550&quot; id=&quot;objSwf&quot; name=&quot;objSwf&quot; width=&quot;820&quot;&gt;        &lt;param name=&quot;movie&quot; value=&quot;http://www.educaplay.com/es/actividades/2206039/actividad.swf?time=1449159761&quot; /&gt;&lt;param name=&quot;quality&quot; value=&quot;high&quot; /&gt;&lt;param name=&quot;allowFullScreen&quot; value=&quot;true&quot; /&gt;&lt;param name=&quot;FlashVars&quot; value=&quot;actividad=2206039&quot; /&gt;&lt;embed  id=&quot;objSwf&quot; name=&quot;objSwf&quot; allowFullScreen=&quot;true&quot; src=&quot;http://www.educaplay.com/es/actividades/2206039/actividad.swf?time=1449159761&quot; quality=&quot;high&quot; pluginspage=&quot;http://www.adobe.com/shockwave/download/download.cgi?P1_Prod_Version=ShockwaveFlash&quot; type=&quot;application/x-shockwave-flash&quot; width=&quot;650&quot; height=&quot;480&quot; flashvars=&quot;actividad=2206039&quot;&gt;&lt;/embed&gt;      &lt;/object&gt;  &lt;/div&gt;
  443. &lt;div&gt;
  444. Now you have completed the task, what advice would you give Fiona to solve her problem? Write your comments in the comments section below.&lt;/div&gt;
  445. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/3835501609382255897/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/12/improve-your-skills-reading-writing.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/3835501609382255897'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/3835501609382255897'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/12/improve-your-skills-reading-writing.html' title='Improve your skills: reading &amp; writing'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-4561657799800716664</id><published>2017-11-07T16:06:00.000+01:00</published><updated>2021-03-21T17:50:24.746+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="CPD"/><category scheme="http://www.blogger.com/atom/ns#" term="ESP"/><category scheme="http://www.blogger.com/atom/ns#" term="resources"/><category scheme="http://www.blogger.com/atom/ns#" term="seminars"/><category scheme="http://www.blogger.com/atom/ns#" term="teacher trainer"/><category scheme="http://www.blogger.com/atom/ns#" term="teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="vocabulary"/><title type='text'>WRITING A SUCCESSFUL CV</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  446. Over the past few weeks I&#39;ve had the opportunity to get immersed in ESP, English for Specific Purposes. I was the instructor of a workshop aimed at students at my school on how to write a successful CV. Several students have had the possibility to attend these classes where they learnt the different parts of a CV, the layout and design, tips to catch the attention of potential recruiters and specific vocabulary and key expressions that would to improve the quality of their CV.&lt;br /&gt;
  447. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&lt;/div&gt;
  448. &lt;div style=&quot;text-align: justify;&quot;&gt;
  449. &lt;br /&gt;&lt;/div&gt;
  450. &lt;div style=&quot;text-align: justify;&quot;&gt;
  451. During the two hours each workshop lasted, apart from what I have mentioned above, they could also practise their listening and speaking skills since they were encouraged to participate in the listening exercises and pair discussions. Combining listening and speaking activities helped to create a more dynamic class where students became an active part of it.&amp;nbsp;&lt;/div&gt;
  452. &lt;div style=&quot;text-align: justify;&quot;&gt;
  453. &lt;br /&gt;&lt;/div&gt;
  454. &lt;div style=&quot;text-align: justify;&quot;&gt;
  455. These first series of workshops are the first attempt to create a more complete course where students, besides writing their CV, could also learn how to write an effective cover letter and improve their vocabulary and confidence to attend a job interview. Still many people nowadays, even those with a very good command of English, do not know how to do such things successfully, sometimes due to their level of English, but most of the time because they lack the confidence to do it so.&lt;/div&gt;
  456. &lt;div style=&quot;text-align: justify;&quot;&gt;
  457. &lt;br /&gt;&lt;/div&gt;
  458. &lt;div style=&quot;text-align: justify;&quot;&gt;
  459. &lt;iframe allowfullscreen=&quot;&quot; frameborder=&quot;0&quot; height=&quot;390&quot; marginheight=&quot;0&quot; marginwidth=&quot;0&quot; scrolling=&quot;no&quot; src=&quot;//es.slideshare.net/slideshow/embed_code/key/hqzfD1nrzl39XT&quot; style=&quot;border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;&quot; width=&quot;625&quot;&gt; &lt;/iframe&gt; &lt;br /&gt;
  460. &lt;div style=&quot;margin-bottom: 5px;&quot;&gt;
  461. &lt;strong&gt; &lt;a href=&quot;https://es.slideshare.net/MiguelDiaz106/presentation-write-effective-cvs&quot; target=&quot;_blank&quot; title=&quot;Presentation write effective CVs&quot;&gt;Presentation write effective CVs&lt;/a&gt; &lt;/strong&gt; from &lt;strong&gt;&lt;a href=&quot;https://www.slideshare.net/MiguelDiaz106&quot; target=&quot;_blank&quot;&gt;Miguel Angel Cortés Diaz&lt;/a&gt;&lt;/strong&gt; &lt;/div&gt;
  462. &lt;/div&gt;
  463. &lt;div style=&quot;text-align: justify;&quot;&gt;
  464. &lt;br /&gt;&lt;/div&gt;
  465. &lt;div style=&quot;text-align: justify;&quot;&gt;
  466. The first part of the workshop included a video with general tips about writing a CV. The idea was to catch their attention with a video and to provide a general overview of the topic. Then the different parts of a CV were explained and which information should and shouldn&#39;t be included was also discussed. Key vocabulary was also introduced, this being one of the aspects they most struggled with since they were not used to this kind of expressions.&lt;/div&gt;
  467. &lt;div style=&quot;text-align: justify;&quot;&gt;
  468. &lt;br /&gt;&lt;/div&gt;
  469. &lt;div style=&quot;text-align: justify;&quot;&gt;
  470. In the second part we discussed the layout and design of a CV. It would depend on the type of CV we are writing, either skills-based or in reverse chronological order; but it would also depend on whether we are applying to a research/lecturing position at a university or other kind of job.&lt;/div&gt;
  471. &lt;div style=&quot;text-align: justify;&quot;&gt;
  472. &lt;br /&gt;&lt;/div&gt;
  473. &lt;div style=&quot;text-align: justify;&quot;&gt;
  474. The final part included a revision of some common mistakes we should avoided and a deconstruction of a badly written CV. Students really enjoyed this part as they had the opportunity to analyse a CV by themselves and discuss which areas could be improved. Once the session was over all students were encouraged to design their own CV and send it over to receive feedback on what they had done.&lt;/div&gt;
  475. &lt;div style=&quot;text-align: justify;&quot;&gt;
  476. &lt;br /&gt;&lt;/div&gt;
  477. &lt;div style=&quot;text-align: justify;&quot;&gt;
  478. I strongly believe students find workshops like this very useful and interesting and here at the University of Valencia Language School we try to offer a wide range of courses and workshops that meet our students&#39; needs and interests.&lt;/div&gt;
  479. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/4561657799800716664/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/06/writing-successful-cv.html#comment-form' title='1 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/4561657799800716664'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/4561657799800716664'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/06/writing-successful-cv.html' title='WRITING A SUCCESSFUL CV'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><thr:total>1</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-4646082926391072365</id><published>2017-06-06T12:39:00.000+02:00</published><updated>2021-03-21T17:54:28.208+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="connectors"/><category scheme="http://www.blogger.com/atom/ns#" term="ELT"/><category scheme="http://www.blogger.com/atom/ns#" term="English activities"/><category scheme="http://www.blogger.com/atom/ns#" term="resources"/><category scheme="http://www.blogger.com/atom/ns#" term="teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="writing"/><title type='text'>Improve your skills: Writing</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  480. In the second paragraph state the advantages. Mention a couple at least and provide examples that support your arguments.&lt;/div&gt;
  481. &lt;div style=&quot;text-align: justify;&quot;&gt;
  482. &lt;br /&gt;&lt;/div&gt;
  483. &lt;div style=&quot;text-align: justify;&quot;&gt;
  484. In the third paragraph state the disadvantages. Again mention at least a couple and provide examples as well.&lt;/div&gt;
  485. &lt;div style=&quot;text-align: justify;&quot;&gt;
  486. &lt;br /&gt;&lt;/div&gt;
  487. &lt;div style=&quot;text-align: justify;&quot;&gt;
  488. In the final paragraph state your conclusion giving your own personal opinion about the topic.&lt;/div&gt;
  489. &lt;div style=&quot;text-align: justify;&quot;&gt;
  490. &lt;br /&gt;&lt;/div&gt;
  491. &lt;div style=&quot;text-align: justify;&quot;&gt;
  492. Below you&#39;ve got a sample of what a discursive composition might look like and what the position of connectors would be. You can write a for and against composition using this model on any of the following topics:&lt;/div&gt;
  493. &lt;div style=&quot;text-align: justify;&quot;&gt;
  494. &lt;br /&gt;&lt;/div&gt;
  495. &lt;div style=&quot;text-align: justify;&quot;&gt;
  496. - Men watch too much sport.&lt;/div&gt;
  497. &lt;div style=&quot;text-align: justify;&quot;&gt;
  498. - People don&#39;t care enough about the environment.&lt;/div&gt;
  499. &lt;div style=&quot;text-align: justify;&quot;&gt;
  500. - Fast food is very bad for your health.&lt;/div&gt;
  501. &lt;div style=&quot;text-align: justify;&quot;&gt;
  502. - Men are better at sports than wome.&lt;/div&gt;
  503. &lt;div style=&quot;text-align: justify;&quot;&gt;
  504. &lt;br /&gt;&lt;/div&gt;
  505. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  506. &lt;strike style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8o-sHTeEhZHbBQDPIMCCGNh0qLasVonuB3Yj4lFWNy1-n1J3YGSr63G06fFrUDIIptvExbwgqsbKhZ-W9yf5M5vic2DppoUaUVoPgAqF5RsPGhtzEK0j4ZRlb7BHmSG022wUHFgYLsHU/s1600/for+and+against+composition.png&quot; /&gt;&lt;/strike&gt;&lt;/div&gt;
  507. &lt;div style=&quot;text-align: right;&quot;&gt;
  508. &lt;/div&gt;
  509. &lt;br /&gt;
  510. &lt;div class=&quot;MsoBodyTextIndent&quot; style=&quot;margin: 0cm 0cm 0.0001pt; text-align: justify;&quot;&gt;
  511. Some of the aspects that are taken into consideration when evaluating your piece of writing are the following:&lt;/div&gt;
  512. &lt;div class=&quot;MsoBodyTextIndent&quot; style=&quot;margin: 0cm 0cm 0.0001pt; text-align: justify;&quot;&gt;
  513. &lt;span lang=&quot;EN-GB&quot; style=&quot;color: #cc0000;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  514. &lt;div class=&quot;MsoBodyTextIndent&quot; style=&quot;margin: 0cm 0cm 0.0001pt; text-align: justify;&quot;&gt;
  515. &lt;span lang=&quot;EN-GB&quot;&gt;&lt;b&gt;Organisation&lt;/b&gt;: i&lt;/span&gt;s the organisation of your piece of writing clear for the reader? Bear in mind the number of paragraphs and the information in each paragraph.&lt;/div&gt;
  516. &lt;div class=&quot;MsoBodyTextIndent&quot; style=&quot;margin: 0cm 0cm 0.0001pt; text-align: justify;&quot;&gt;
  517. &lt;br /&gt;&lt;/div&gt;
  518. &lt;div class=&quot;MsoBodyTextIndent&quot; style=&quot;margin: 0cm 0cm 0.0001pt; text-align: justify;&quot;&gt;
  519. &lt;span lang=&quot;EN-GB&quot;&gt;&lt;b&gt;Style&lt;/b&gt;: h&lt;/span&gt;ave you used in your text a level of formality in accordance to the type of writing? Bear in mind the use of contractions, vocabulary, connectors…&amp;nbsp;&lt;/div&gt;
  520. &lt;div class=&quot;MsoBodyTextIndent&quot; style=&quot;margin: 0cm 0cm 0.0001pt; text-align: justify;&quot;&gt;
  521. &lt;br /&gt;&lt;/div&gt;
  522. &lt;div class=&quot;MsoBodyTextIndent&quot; style=&quot;margin: 0cm 0cm 0.0001pt; text-align: justify;&quot;&gt;
  523. &lt;span lang=&quot;EN-GB&quot;&gt;&lt;b&gt;Accuracy&lt;/b&gt;: h&lt;/span&gt;ave you used grammar and vocabulary appropriately and correctly? It is very important that verb tenses are introduced properly and the vocabulary is carefully selected.&lt;/div&gt;
  524. &lt;div class=&quot;MsoBodyTextIndent&quot; style=&quot;margin: 0cm 0cm 0.0001pt; text-align: justify;&quot;&gt;
  525. &lt;br /&gt;&lt;/div&gt;
  526. &lt;div class=&quot;MsoBodyTextIndent&quot; style=&quot;margin: 0cm 0cm 0.0001pt; text-align: justify;&quot;&gt;
  527. &lt;span lang=&quot;EN-GB&quot;&gt;&lt;b&gt;Cohesion&lt;/b&gt;: h&lt;/span&gt;ave connectors been introduced correctly in order to link sentences and paragraphs so that the text has coherence?&lt;/div&gt;
  528. &lt;div class=&quot;MsoBodyTextIndent&quot; style=&quot;margin: 0cm 0cm 0.0001pt; text-align: justify;&quot;&gt;
  529. &lt;br /&gt;&lt;/div&gt;
  530. &lt;div class=&quot;MsoBodyTextIndent&quot; style=&quot;margin: 0cm 0cm 0.0001pt; text-align: justify;&quot;&gt;
  531. &lt;span lang=&quot;EN-GB&quot;&gt;&lt;b&gt;Quality&lt;/b&gt;: d&lt;/span&gt;epending on the level, the student is required to introduce certain grammar structures and vocabulary which are part of the syllabus for that particular level.&amp;nbsp;&lt;/div&gt;
  532. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/4646082926391072365/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/11/imrove-your-skills-writing.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/4646082926391072365'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/4646082926391072365'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/11/imrove-your-skills-writing.html' title='Improve your skills: Writing'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8o-sHTeEhZHbBQDPIMCCGNh0qLasVonuB3Yj4lFWNy1-n1J3YGSr63G06fFrUDIIptvExbwgqsbKhZ-W9yf5M5vic2DppoUaUVoPgAqF5RsPGhtzEK0j4ZRlb7BHmSG022wUHFgYLsHU/s72-c/for+and+against+composition.png" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-1131567310050217474</id><published>2017-02-01T19:00:00.000+01:00</published><updated>2021-03-21T17:48:01.348+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="CPD"/><category scheme="http://www.blogger.com/atom/ns#" term="ELT"/><category scheme="http://www.blogger.com/atom/ns#" term="IATEFL"/><category scheme="http://www.blogger.com/atom/ns#" term="NewTechnologies"/><category scheme="http://www.blogger.com/atom/ns#" term="teacher trainer"/><category scheme="http://www.blogger.com/atom/ns#" term="teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="webinars"/><title type='text'>CONTINUING PROFESSIONAL DEVELOPMENT ON A BUDGET</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  533. Continuing Professional Development (CPD) is mandatory for teachers in order to stay up-to-date with current trends and innovations in your profession. Not everyone is able to enrol in development courses or start an MA due to time limitatons but also to money issues, but thanks to the Internet it is now possible to improve the quality of your work without spending too much (money and time). There are a lot of actions we can take to improve our CPD and I will comment on the ones I have found particularly useful recently.&lt;br /&gt;
  534. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&lt;/div&gt;
  535. &lt;div style=&quot;text-align: justify;&quot;&gt;
  536. &lt;br /&gt;&lt;/div&gt;
  537. &lt;div style=&quot;text-align: justify;&quot;&gt;
  538. 1. Learn from your peers: this is probably the first step you should take; your workmates can provide very useful feedback if you allow them to attend your classes and &amp;nbsp;share with other colleagues their opinions about the classes observed. Constructive feedback will make everyone aware of what you are doing well in class and what the areas for improvement are. Many teachers may feel overwhelmed by having a colleague in class but if you realise how helpful it can be then they should be at ease with it.&amp;nbsp;&lt;/div&gt;
  539. &lt;div style=&quot;text-align: justify;&quot;&gt;
  540. &lt;br /&gt;&lt;/div&gt;
  541. &lt;div style=&quot;text-align: justify;&quot;&gt;
  542. At the school you can also organise &lt;a href=&quot;http://es.slideshare.net/MiguelDiaz106/seminar-e-dtech-for-teachers&quot; target=&quot;_blank&quot;&gt;workshops&lt;/a&gt; and seminars. Every single teacher from the school can contribute with their ideas because I am sure everyone has a set of activities they know work well with students. Sharing is the key here, and therefore all teachers can benefit from these gatherings. Bearing in mind that these are activities for language learning, teachers from other departments (French, German, Italian...) can join these sessions too and share their experiences and also learn from the others.&lt;/div&gt;
  543. &lt;div style=&quot;text-align: justify;&quot;&gt;
  544. &lt;br /&gt;&lt;/div&gt;
  545. &lt;div style=&quot;text-align: justify;&quot;&gt;
  546. &lt;table cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;tr-caption-container&quot; style=&quot;float: right; margin-left: 1em; text-align: right;&quot;&gt;&lt;tbody&gt;
  547. &lt;tr&gt;&lt;td style=&quot;text-align: center;&quot;&gt;&lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieyyQWYnCfxSKMqLOyjTeY1G0f1_efc5QpZdBOONkQVbl-eNSh4qldCbIJKJ9m1L88XcmyvFGXpynNmz9e-jLyhI8AtmLpFREnzR6mcEkmBmPgv1DsGk67DAawRiG4QuCbnD_JJDD12YE/s1600/2015-05-09+13.38.27.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;150&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieyyQWYnCfxSKMqLOyjTeY1G0f1_efc5QpZdBOONkQVbl-eNSh4qldCbIJKJ9m1L88XcmyvFGXpynNmz9e-jLyhI8AtmLpFREnzR6mcEkmBmPgv1DsGk67DAawRiG4QuCbnD_JJDD12YE/s200/2015-05-09+13.38.27.jpg&quot; width=&quot;200&quot; /&gt;&lt;/a&gt;&lt;/td&gt;&lt;/tr&gt;
  548. &lt;tr&gt;&lt;td class=&quot;tr-caption&quot; style=&quot;text-align: center;&quot;&gt;Cambridge University Press conference&lt;/td&gt;&lt;/tr&gt;
  549. &lt;/tbody&gt;&lt;/table&gt;
  550. 2. Attend conferences and seminars: publishing companies organise annual events for language teachers where they bring teacher trainers to discuss current trends in English Language Teaching. These events are usually free to attend, you only have to register online. Of course, they will present and make publicity of their materials but apart from that this is a great opportunity to meet up with other professionals from other schools, chat during coffee breaks about the talks and exchange opinions. I have recently attended two seminars, one organised by Pearson and the other by Cambridge University Press and both held in Valencia. The experience was fantastic and I am sure I will repeat next year.&lt;/div&gt;
  551. &lt;div style=&quot;text-align: justify;&quot;&gt;
  552. &lt;br /&gt;&lt;/div&gt;
  553. &lt;div style=&quot;text-align: justify;&quot;&gt;
  554. 3. Webinars: many publishing companies such as &lt;a href=&quot;http://www.macmillanenglish.com/webinar-archive/&quot; target=&quot;_blank&quot;&gt;MacMillan&lt;/a&gt;, &lt;a href=&quot;http://www.cambridge.org/gb/elt/marketing/item7421565/?site_locale=en_GB&quot; target=&quot;_blank&quot;&gt;CUP&lt;/a&gt;, &lt;a href=&quot;https://elt.oup.com/events?cc=global&amp;amp;selLanguage=en&amp;amp;mode=hub&quot; target=&quot;_blank&quot;&gt;OUP&lt;/a&gt; or &lt;a href=&quot;http://www.pearsonelt.gr/webinars_videos.asp&quot; target=&quot;_blank&quot;&gt;Pearson&lt;/a&gt; and teacher organisations like &lt;a href=&quot;https://iatefl.britishcouncil.org/2015/sessions&quot; target=&quot;_blank&quot;&gt;IATEFL&lt;/a&gt; or &lt;a href=&quot;http://www.beltabelgium.com/category/recordings/&quot; target=&quot;_blank&quot;&gt;BELTA&lt;/a&gt; offer free online webinars on a variety of topics. You may find them on their website but also posted on &lt;a href=&quot;https://www.youtube.com/playlist?list=PL-oYKB0D9-E0jhYdYscPMrcPwFjR4xqJm&quot; target=&quot;_blank&quot;&gt;youtube&lt;/a&gt;. You may follow them live or wait until the webinar is uploaded onto their website. The advantage of watching them live is to participate in the discussions that usually accompany such webinars. The &lt;a href=&quot;http://www.teachingenglish.org.uk/webinars&quot; target=&quot;_blank&quot;&gt;British Council&lt;/a&gt; also offer these events on their website; all you have to do is register and enjoy them.&lt;/div&gt;
  555. &lt;div style=&quot;text-align: justify;&quot;&gt;
  556. &lt;br /&gt;&lt;/div&gt;
  557. &lt;div style=&quot;text-align: justify;&quot;&gt;
  558. 4. Blogs: there are plenty of ELT professionals willing to share their ideas online. They often suggest activities, tools or their own reflections on English language Teaching and Learning. Subscribe to these blogs and you will be sent the latest updates directly to your email account. Some of the blogs I am subscribed to include &lt;a href=&quot;http://shellyterrell.com/&quot; target=&quot;_blank&quot;&gt;Shelley Terrell&#39;s&lt;/a&gt;, &lt;a href=&quot;https://myeltrambles.wordpress.com/&quot; target=&quot;_blank&quot;&gt;Joanna Malefaki&#39;s&lt;/a&gt;, &lt;a href=&quot;http://teflgeek.net/about/&quot; target=&quot;_blank&quot;&gt;David Petrie&#39;s&lt;/a&gt;, &lt;a href=&quot;https://sandymillin.wordpress.com/&quot; target=&quot;_blank&quot;&gt;Sandy Millin&#39;s&lt;/a&gt;&amp;nbsp;or &lt;a href=&quot;https://vickyloras.wordpress.com/&quot; target=&quot;_blank&quot;&gt;Vicky Loras&#39;s&lt;/a&gt;; they are all very active in the online community.&lt;/div&gt;
  559. &lt;div style=&quot;text-align: justify;&quot;&gt;
  560. &lt;br /&gt;&lt;/div&gt;
  561. &lt;div style=&quot;text-align: justify;&quot;&gt;
  562. Besides, starting your own blog will make you reflect on your job as an English Language Teacher and it will help you understand your areas for improvement. Share your ideas, share the activities you do with your students, share your insights, there are people who want to hear what you have to say. You won&#39;t regret it.&lt;/div&gt;
  563. &lt;div style=&quot;text-align: justify;&quot;&gt;
  564. &lt;br /&gt;&lt;/div&gt;
  565. &lt;div style=&quot;text-align: justify;&quot;&gt;
  566. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqkXpQuPEMe1WoMfGKBmT5NfV7XHvrl0mJtadg6iZcoRgbpns6XAdc1PS292x_rauecENGNbbjxX_rvwAQqm6GDDr76I9u4PKWHiuRhT7bavDrF-y94pcWzmYTnhTZdxXZESOvOruLzWQ/s1600/Sin+t%25C3%25ADtulo.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; float: right; margin-bottom: 1em; margin-left: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;197&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqkXpQuPEMe1WoMfGKBmT5NfV7XHvrl0mJtadg6iZcoRgbpns6XAdc1PS292x_rauecENGNbbjxX_rvwAQqm6GDDr76I9u4PKWHiuRhT7bavDrF-y94pcWzmYTnhTZdxXZESOvOruLzWQ/s320/Sin+t%25C3%25ADtulo.jpg&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;5. MOOCs: these Massive Online Open Courses are totally free (you may pay for the certificate of participation if you want to) and cover different aspects of teaching. They are usually organised by universities from all over the world, just find the one that suits your needs and get ready to engage in lively discussions. &lt;a href=&quot;https://www.futurelearn.com/courses/categories/languages-and-cultures&quot; target=&quot;_blank&quot;&gt;Futurelearn&lt;/a&gt; and &lt;a href=&quot;https://www.edx.org/course#&quot; target=&quot;_blank&quot;&gt;EdX&lt;/a&gt;&amp;nbsp;are the two main learning platforms offering MOOCs and both of them have very user-friendly websites.&lt;br /&gt;
  567. &lt;br /&gt;
  568. I have recently finished a course on English language teaching and learning organised by the University of Southampton, and I am currently doing two more courses: Beginner&#39;s Guide to Writing in English by the University of Reading and Education Technologies organised by the UPV.&lt;/div&gt;
  569. &lt;div style=&quot;text-align: justify;&quot;&gt;
  570. &lt;br /&gt;&lt;/div&gt;
  571. &lt;div style=&quot;text-align: justify;&quot;&gt;
  572. 6. Twitter: this social network is perfect for ELT professionals. People share their thoughts and insights on language learning and teaching plus resources and activities ready to use in class. There are also weekly chats you can join and discuss that week&#39;s topic. Two chats I have found to be very interesting and engaging are &lt;a href=&quot;http://eltchat.org/wordpress/&quot; target=&quot;_blank&quot;&gt;#ELTchat&lt;/a&gt;&amp;nbsp;and &lt;a href=&quot;https://eltchinwag.wordpress.com/&quot; target=&quot;_blank&quot;&gt;#eltchinwag&lt;/a&gt;. The first one takes place every Wednesday evening whereas the latter takes place every second Monday in the evening as well. Just a tip when using twitter: ignore the SPAMMERS!!&lt;br /&gt;
  573. &lt;br /&gt;
  574. There is plenty of information available on the Internet and sometimes we may waste a bit too much time going through everything, so my piece of advice is to be selective and focus on one aspect at a time or you would be overwhelmed with so much info.&lt;br /&gt;
  575. &lt;br /&gt;
  576. Share, read, comment, reflect, attend, post, retweet, watch, produce and you will be working towards a better professional development!&lt;/div&gt;
  577. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/1131567310050217474/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/05/continuing-professional-development-on.html#comment-form' title='2 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/1131567310050217474'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/1131567310050217474'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/05/continuing-professional-development-on.html' title='CONTINUING PROFESSIONAL DEVELOPMENT ON A BUDGET'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieyyQWYnCfxSKMqLOyjTeY1G0f1_efc5QpZdBOONkQVbl-eNSh4qldCbIJKJ9m1L88XcmyvFGXpynNmz9e-jLyhI8AtmLpFREnzR6mcEkmBmPgv1DsGk67DAawRiG4QuCbnD_JJDD12YE/s72-c/2015-05-09+13.38.27.jpg" height="72" width="72"/><thr:total>2</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-5522905709632585337</id><published>2016-10-03T17:36:00.000+02:00</published><updated>2021-03-21T17:46:19.531+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="blended learning"/><category scheme="http://www.blogger.com/atom/ns#" term="containers"/><category scheme="http://www.blogger.com/atom/ns#" term="edtech"/><category scheme="http://www.blogger.com/atom/ns#" term="grammar"/><category scheme="http://www.blogger.com/atom/ns#" term="listening"/><category scheme="http://www.blogger.com/atom/ns#" term="NewTechnologies"/><category scheme="http://www.blogger.com/atom/ns#" term="quantifiers"/><category scheme="http://www.blogger.com/atom/ns#" term="speaking"/><category scheme="http://www.blogger.com/atom/ns#" term="TIC"/><category scheme="http://www.blogger.com/atom/ns#" term="writing"/><title type='text'>LESSON IDEAS: WHAT&#39;S IN YOUR FRIDGE?</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  578. This is a lesson plan that combines new technologies with classroom practice and introduces the concept of flipped classroom or student-centred learning where strong focus is given to the student whereas the teacher takes the role of the guide in the learning process. This methodology means a lot of work outside the classroom on the part of the student but turns into more engaging lessons for the. Click on this &lt;a href=&quot;http://www.knewton.com/flipped-classroom/&quot; target=&quot;_blank&quot;&gt;&lt;b&gt;link&lt;/b&gt;&lt;/a&gt;&amp;nbsp;to see a very helpful infographic about this concept of flipping your classes.&lt;br /&gt;
  579. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&lt;/div&gt;
  580. &lt;div style=&quot;text-align: justify;&quot;&gt;
  581. In this class we will combine vocabulary about &lt;b&gt;containers&lt;/b&gt; we can use to describe things in our fridge with the grammar point about&amp;nbsp;&lt;b&gt;quantifiers&lt;/b&gt;&amp;nbsp;which can be used to describe the amount of food we may find in the fridge. We can introduce the topic with a video-based listening activity; there are lots of videos on &lt;b&gt;youtube&lt;/b&gt;&amp;nbsp;of people giving a tour of their fridges. I have donloaded one of them, and using &lt;a href=&quot;http://elearningeproject.blogspot.com.es/2015/04/new-technologies-in-classroom-using.html&quot; target=&quot;_blank&quot;&gt;&lt;b&gt;EDpuzzle&lt;/b&gt;&lt;/a&gt;&amp;nbsp;you can create a listening activity. I have decided to use the one below because of the amount of useful vocabulary and grammar structures in it. Click play to do the True/False listening activity:&lt;/div&gt;
  582. &lt;br /&gt;
  583. &lt;div style=&quot;text-align: center;&quot;&gt;
  584. &lt;iframe allowfullscreen=&quot;&quot; frameborder=&quot;0&quot; height=&quot;432&quot; src=&quot;https://edpuzzle.com/embed/m/553cd8b20fd6f78027efe00a&quot; width=&quot;500&quot;&gt;&lt;/iframe&gt;&lt;/div&gt;
  585. &lt;div style=&quot;text-align: center;&quot;&gt;
  586. &lt;br /&gt;&lt;/div&gt;
  587. &lt;div style=&quot;text-align: justify;&quot;&gt;
  588. Students can watch the video at home (it&#39;s got the key) or in class (followed by futher discussion) and then we can introduce the topic of the lesson: containers &amp;amp; quantifiers.&lt;/div&gt;
  589. &lt;div style=&quot;text-align: justify;&quot;&gt;
  590. &lt;br /&gt;&lt;/div&gt;
  591. &lt;div style=&quot;text-align: justify;&quot;&gt;
  592. In order to present the vocabulary and grammar structures we want our students to practise, I have created a video lesson using &lt;b&gt;&lt;a href=&quot;https://www.movenote.com/&quot; target=&quot;_blank&quot;&gt;Movenote&lt;/a&gt;,&lt;/b&gt;&amp;nbsp;but this is something we can explain easily in class. Movenote is an online tool that allows you to record presentations with audio and video and share them easily with you audience or embed them in your blog as I have done. As you can see so far the idea of the lesson is to avoid using too many photocopies and new technologies are very useful in this way.&amp;nbsp;&lt;/div&gt;
  593. &lt;div style=&quot;text-align: justify;&quot;&gt;
  594. &lt;br /&gt;&lt;/div&gt;
  595. &lt;div style=&quot;text-align: justify;&quot;&gt;
  596. Click play to watch the video:&lt;/div&gt;
  597. &lt;div style=&quot;text-align: justify;&quot;&gt;
  598. &lt;br /&gt;&lt;/div&gt;
  599. &lt;div style=&quot;text-align: center;&quot;&gt;
  600. &lt;iframe frameborder=&quot;0&quot; src=&quot;https://www.movenote.com/v/1OCUamrk4Oabs?integration=embed&quot; style=&quot;height: 280px; width: 640px;&quot;&gt;&lt;/iframe&gt;&lt;/div&gt;
  601. &lt;div style=&quot;text-align: center;&quot;&gt;
  602. &lt;br /&gt;&lt;/div&gt;
  603. &lt;div style=&quot;text-align: justify;&quot;&gt;
  604. Once we have presented the vocabulary and grammar structures it is time for some practice. I had &amp;nbsp;previously asked students to send me pictures of their own fridges and in groups of three/four they would look at them and describe the food and drinks they see in each fridge.&lt;/div&gt;
  605. &lt;div style=&quot;text-align: justify;&quot;&gt;
  606. &lt;br /&gt;&lt;/div&gt;
  607. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  608. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdc1EppdS2p8yd8ISVQQTdSihUeKZIgT4PcQJp_kizWyr0S64VqWe8RUGFYO46tN17I_rhyqakMFiSyk5_0hbsYgao6lqlQcBppR45tzEy4HF5PUO586m0CRRyTWIpmYO8UJvrBtQW4Rk/s1600/IMG_20150427_223739.jpg&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;200&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdc1EppdS2p8yd8ISVQQTdSihUeKZIgT4PcQJp_kizWyr0S64VqWe8RUGFYO46tN17I_rhyqakMFiSyk5_0hbsYgao6lqlQcBppR45tzEy4HF5PUO586m0CRRyTWIpmYO8UJvrBtQW4Rk/s1600/IMG_20150427_223739.jpg&quot; width=&quot;150&quot; /&gt;&lt;/a&gt;&lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj27GUkpevrFv0yu4FlfQQkT4AYmr1FIdigLfV_B2jXNQA8E0oX_NOJi_i1cRXp7YyPMe2vkcq7gngQPyyd5irmmkA5BiznSCN8rGQBFzkZcaDU9wOpNN-yeLoOCKvgfrVfk1WCYz-6mZA/s1600/IMG_20150427_223723.jpg&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;200&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj27GUkpevrFv0yu4FlfQQkT4AYmr1FIdigLfV_B2jXNQA8E0oX_NOJi_i1cRXp7YyPMe2vkcq7gngQPyyd5irmmkA5BiznSCN8rGQBFzkZcaDU9wOpNN-yeLoOCKvgfrVfk1WCYz-6mZA/s1600/IMG_20150427_223723.jpg&quot; width=&quot;170&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  609. &lt;div style=&quot;text-align: justify;&quot;&gt;
  610. &lt;br /&gt;&lt;/div&gt;
  611. &lt;div style=&quot;text-align: justify;&quot;&gt;
  612. The purpose of this activity is not only to describe what they can see in the fridges using containers and quantifiers: &lt;i&gt;&#39;There is a bottle of ketchup with hardly any ketchup&#39; &lt;/i&gt;but also to guess whose fridge is the one they are describing and give reasons for it: &lt;i&gt;&#39;That fridge might belong to Laura because she really likes pasta&#39;.&amp;nbsp;&lt;/i&gt;&lt;/div&gt;
  613. &lt;div style=&quot;text-align: justify;&quot;&gt;
  614. &lt;i&gt;&lt;br /&gt;
  615. &lt;/i&gt;&lt;/div&gt;
  616. &lt;div style=&quot;text-align: justify;&quot;&gt;
  617. Again, with the help of new technologies we can move that discussion online, using twitter for example, and practise writing skills; we can post the pictures online under a #hashtag we have created for this activity or one we would have specifically for that class. Below you can see a couple of examples of such discussion:&lt;/div&gt;
  618. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  619. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4r_UgxzdqMsiIZDo_LTGBz0IvJiBLuU6y4okiXzaW6orT-Svxmsk9TCUZTTsRxpIskMN4C5DWhyphenhyphenMr-NiUdt_D9GmRaAGcxlIf6tIP7uKtac2QGjizM-TL1ecDIai5N2M-YPZzqjxgIiw/s1600/Tweet+2.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: justify;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;58&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4r_UgxzdqMsiIZDo_LTGBz0IvJiBLuU6y4okiXzaW6orT-Svxmsk9TCUZTTsRxpIskMN4C5DWhyphenhyphenMr-NiUdt_D9GmRaAGcxlIf6tIP7uKtac2QGjizM-TL1ecDIai5N2M-YPZzqjxgIiw/s1600/Tweet+2.jpg&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  620. &lt;div style=&quot;text-align: justify;&quot;&gt;
  621. &lt;span style=&quot;font-size: xx-small;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  622. &lt;div style=&quot;text-align: justify;&quot;&gt;
  623. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFn9VLr-Z37n5ZtW2tjNKTqYtaQMeFtcK7kAQVo3prCkftlrfdpJIXP35kk0uNrqnSBVka6nQl9gjFXmRm9OuH7eLt9s4FyO-gan4UIaKoPlZHbZC5eUzw5KWqg3zjH4G9xH6y-c_4Kms/s1600/Tweet+1.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; float: right; margin-bottom: 1em; margin-left: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;52&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFn9VLr-Z37n5ZtW2tjNKTqYtaQMeFtcK7kAQVo3prCkftlrfdpJIXP35kk0uNrqnSBVka6nQl9gjFXmRm9OuH7eLt9s4FyO-gan4UIaKoPlZHbZC5eUzw5KWqg3zjH4G9xH6y-c_4Kms/s1600/Tweet+1.jpg&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;Using online tools for discussion such as twitter or asking students to bring their own pictures to class relies on the concept of flipping the classroom and making your students participate actively in the development of the class, which is a great motivator.&lt;/div&gt;
  624. &lt;br /&gt;
  625. &lt;b&gt;Extension:&lt;/b&gt; Provided they already know how to give advice, once we know who each fridge belongs to, we can finish the lesson with the students giving advice to each other about their eating habits and how they can improve them in order to follow a healthy life-style.</content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/5522905709632585337/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/05/lesson-ideas-whats-in-your-fridge.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/5522905709632585337'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/5522905709632585337'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/05/lesson-ideas-whats-in-your-fridge.html' title='LESSON IDEAS: WHAT&#39;S IN YOUR FRIDGE?'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdc1EppdS2p8yd8ISVQQTdSihUeKZIgT4PcQJp_kizWyr0S64VqWe8RUGFYO46tN17I_rhyqakMFiSyk5_0hbsYgao6lqlQcBppR45tzEy4HF5PUO586m0CRRyTWIpmYO8UJvrBtQW4Rk/s72-c/IMG_20150427_223739.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-5325835921872393930</id><published>2016-03-01T13:45:00.000+01:00</published><updated>2021-03-21T17:44:11.885+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="blended learning"/><category scheme="http://www.blogger.com/atom/ns#" term="edtech"/><category scheme="http://www.blogger.com/atom/ns#" term="English activities"/><category scheme="http://www.blogger.com/atom/ns#" term="interview"/><category scheme="http://www.blogger.com/atom/ns#" term="listening"/><category scheme="http://www.blogger.com/atom/ns#" term="NewTechnologies"/><category scheme="http://www.blogger.com/atom/ns#" term="resources"/><category scheme="http://www.blogger.com/atom/ns#" term="seminars"/><category scheme="http://www.blogger.com/atom/ns#" term="Technology"/><category scheme="http://www.blogger.com/atom/ns#" term="TIC"/><title type='text'>NEW TECHNOLOGIES IN THE CLASSROOM: USING EDPUZZLE</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  626. It seems all seminars and workshops being organised these days talk about the use of technology in the EFL classroom. Teachers seem to be eager to use new technologies and they demand more and more training on this topic.&lt;br /&gt;
  627. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&lt;/div&gt;
  628. &lt;div style=&quot;text-align: justify;&quot;&gt;
  629. There are many articles available that talk about how effective the use of technology is to enhance students&#39; learning abilities and the motivating effect it has on them. Here is an &lt;a href=&quot;https://flipboard.com/@miguelcorts/eltech-magazine-1fsb84lhy/now-you-see-it/a-gaJRSxZbR6OI8XNZkUKlRw%3Aa%3A185754599-a1e842b767%2Fjosepicardo.com&quot; target=&quot;_blank&quot;&gt;article&lt;/a&gt;&amp;nbsp;that reflects how hungry teachers and students are to apply technology to the learning process.&lt;/div&gt;
  630. &lt;div style=&quot;text-align: justify;&quot;&gt;
  631. &lt;br /&gt;&lt;/div&gt;
  632. &lt;div style=&quot;text-align: justify;&quot;&gt;
  633. What I have noticed though is the different degrees of eagerness to use technology, sometimes related to age, but usually related to ability, on the part the teachers. The pencil metaphor you can see below summarizes it perfectly well:&lt;br /&gt;
  634. &lt;br /&gt;
  635. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  636. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikG9MvYIzqDG4-Er6ZfmpR8hlyBkCbFIqGszUcgWDF9RiBMaYqRJDBR7dMFN6vwuklgp4t8WpyNRwlbs-xFo9VZseoxyyu6zIZQ6EanBePKAspLoTiCvddeCSnUW4UUjx2vLAnBBAP-OU/s1600/cc85cd6348a6ff0291d2096e0466b3c4.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: left; float: left; margin-bottom: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikG9MvYIzqDG4-Er6ZfmpR8hlyBkCbFIqGszUcgWDF9RiBMaYqRJDBR7dMFN6vwuklgp4t8WpyNRwlbs-xFo9VZseoxyyu6zIZQ6EanBePKAspLoTiCvddeCSnUW4UUjx2vLAnBBAP-OU/s1600/cc85cd6348a6ff0291d2096e0466b3c4.jpg&quot; height=&quot;480&quot; width=&quot;640&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  637. &lt;br /&gt;
  638. &lt;br /&gt;&lt;/div&gt;
  639. &lt;div style=&quot;text-align: justify;&quot;&gt;
  640. Last Wednesday I attended a Pearson event with Brian Engquist, head of the teacher training department at Pearson Spain and he introduced, among others, an online platform called &lt;a href=&quot;https://www.blogger.com/%3Ca%20data-pin-do=%22embedPin%22%20href=%22http://es.pinterest.com/pin/561683384753058268/%22%3E%3C/a%3E%20%3C!--%20Please%20call%20pinit.js%20only%20once%20per%20page%20--%3E%20%3Cscript%20type=%22text/javascript%22%20async%20defer%20src=%22//assets.pinterest.com/js/pinit.js%22%3E%3C/script%3E&quot; target=&quot;_blank&quot;&gt;EDpuzzle&lt;/a&gt;.&lt;br /&gt;
  641. &lt;br /&gt;&lt;/div&gt;
  642. &lt;div style=&quot;text-align: justify;&quot;&gt;
  643. This platform is designed for both teachers and students; it allows teachers to create classes and assign video assessments to the students. You can either search for videos made by other teachers or upload your own videos and create your own activities.&lt;/div&gt;
  644. &lt;div style=&quot;text-align: justify;&quot;&gt;
  645. &lt;br /&gt;&lt;/div&gt;
  646. &lt;div style=&quot;text-align: justify;&quot;&gt;
  647. It took me no more than a couple of days to investigate how it works and the kind of activities you can do with it. One of the features that I liked was the fact that you could stop the video at any point to ask a question about what they have just seen; it can be either an open question, true or false or multiple choice question. Once the question has been answered the video continues playing itself.&lt;/div&gt;
  648. &lt;div style=&quot;text-align: justify;&quot;&gt;
  649. &lt;br /&gt;&lt;/div&gt;
  650. &lt;div style=&quot;text-align: justify;&quot;&gt;
  651. If you have created a class, and you have assigned the activity to your students, it is possible to track your students progress like you would do on any other platforms. Below you&#39;ll see what my first hands-on experience with EDpuzzle looks like. This is Ellen DeGeneres interviewing Neil Patrick Harris before he was the host to the Oscar Academy Awards ceremony.&lt;/div&gt;
  652. &lt;div style=&quot;text-align: justify;&quot;&gt;
  653. &lt;br /&gt;&lt;/div&gt;
  654. &lt;div style=&quot;text-align: justify;&quot;&gt;
  655. &lt;div style=&quot;text-align: center;&quot;&gt;
  656. &lt;iframe allowfullscreen=&quot;&quot; frameborder=&quot;0&quot; height=&quot;432&quot; src=&quot;https://edpuzzle.com/embed/m/553a091431404cc91d9a6f1a&quot; width=&quot;490&quot;&gt;&lt;/iframe&gt;&lt;/div&gt;
  657. &lt;div style=&quot;text-align: center;&quot;&gt;
  658. &lt;br /&gt;&lt;/div&gt;
  659. &lt;div style=&quot;text-align: justify;&quot;&gt;
  660. My conclusion is that video-based listening activities feel more natural than audio-based ones, plus there is no doubt that students find them more engaging. Having a bank of resources is now easier than ever thanks to tools like this, which explains the teachers&#39; love for technology.&lt;/div&gt;
  661. &lt;/div&gt;
  662. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/5325835921872393930/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/04/new-technologies-in-classroom-using.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/5325835921872393930'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/5325835921872393930'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/04/new-technologies-in-classroom-using.html' title='NEW TECHNOLOGIES IN THE CLASSROOM: USING EDPUZZLE'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikG9MvYIzqDG4-Er6ZfmpR8hlyBkCbFIqGszUcgWDF9RiBMaYqRJDBR7dMFN6vwuklgp4t8WpyNRwlbs-xFo9VZseoxyyu6zIZQ6EanBePKAspLoTiCvddeCSnUW4UUjx2vLAnBBAP-OU/s72-c/cc85cd6348a6ff0291d2096e0466b3c4.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-8656338903096855384</id><published>2015-10-29T19:29:00.000+01:00</published><updated>2016-04-01T13:36:01.373+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="blended learning"/><category scheme="http://www.blogger.com/atom/ns#" term="educación"/><category scheme="http://www.blogger.com/atom/ns#" term="ELT"/><category scheme="http://www.blogger.com/atom/ns#" term="Escuela 2.0"/><category scheme="http://www.blogger.com/atom/ns#" term="teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="Technology"/><category scheme="http://www.blogger.com/atom/ns#" term="TIC"/><title type='text'>KEEPING A CLASSROOM BLOG</title><content type='html'>&lt;table cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;tr-caption-container&quot; style=&quot;float: right; margin-left: 1em; text-align: right;&quot;&gt;&lt;tbody&gt;
  663. &lt;tr&gt;&lt;td style=&quot;text-align: center;&quot;&gt;&lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEpsbMz7G_qO8JhEcuhyphenhyphen7LTXxeXnO7rGG5vEGrU_DGTiqfJRAKxG2BQ7r50ILH25NeD5JJlL6TS3XSxHyWFnYMQeqXFbYiCTsh4dFPqSbupMR1Ihte13_LSPEtkCjstm0UsjfIFxki2so/s1600/Sin+t%25C3%25ADtulo.png&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;208&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEpsbMz7G_qO8JhEcuhyphenhyphen7LTXxeXnO7rGG5vEGrU_DGTiqfJRAKxG2BQ7r50ILH25NeD5JJlL6TS3XSxHyWFnYMQeqXFbYiCTsh4dFPqSbupMR1Ihte13_LSPEtkCjstm0UsjfIFxki2so/s320/Sin+t%25C3%25ADtulo.png&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/td&gt;&lt;/tr&gt;
  664. &lt;tr&gt;&lt;td class=&quot;tr-caption&quot; style=&quot;text-align: center;&quot;&gt;cdistudentscorner.blogspot.com&lt;/td&gt;&lt;/tr&gt;
  665. &lt;/tbody&gt;&lt;/table&gt;
  666. &lt;div style=&quot;text-align: justify;&quot;&gt;
  667. This is a project that I&#39;ve had in mind since last year and finally it has seen the light of day. I have started a classroom blog with my students. Why? well, first of all because it helps me keep a record of everything we do in class, I make myself post after every lesson with what we&#39;ve done that day.&lt;/div&gt;
  668. &lt;div style=&quot;text-align: justify;&quot;&gt;
  669. &lt;br /&gt;&lt;/div&gt;
  670. &lt;div style=&quot;text-align: justify;&quot;&gt;
  671. Secondly, thanks to google calendars I can keep all the students informed about the homework in the event they haven&#39;t come to class that day. It&#39;s much easier than sending out emails to all of them and, of course, they have no excuse for not doing it.&lt;/div&gt;
  672. &lt;div style=&quot;text-align: justify;&quot;&gt;
  673. &lt;br /&gt;&lt;/div&gt;
  674. &lt;div style=&quot;text-align: justify;&quot;&gt;
  675. Thirdly, I can share with them any activities I&#39;ve prepared myself for extra practice of reading, listening and writing. Embedding listening activities or grammar and vocabulary quizzes allows them to practise at home and get immediate feedback.&lt;/div&gt;
  676. &lt;div style=&quot;text-align: justify;&quot;&gt;
  677. &lt;br /&gt;&lt;/div&gt;
  678. &lt;div style=&quot;text-align: justify;&quot;&gt;
  679. And finally, and most importantly, this is a place where students can share their written work with their peers. Sometimes we pay more attention to what our classmates are doing, just out of interest, than to the teachers explanations. Therefore, all students are contributors as well and they help to create content for the blog.&lt;/div&gt;
  680. &lt;div style=&quot;text-align: justify;&quot;&gt;
  681. &lt;br /&gt;&lt;/div&gt;
  682. &lt;div style=&quot;text-align: justify;&quot;&gt;
  683. Anyone who wants to check it out please visit &lt;a href=&quot;http://cdistudentscorner.blogspot.com/&quot;&gt;cdistudentscorner.blogspot.com&lt;/a&gt;&lt;/div&gt;
  684. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/8656338903096855384/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/10/keeping-classroom-blog.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/8656338903096855384'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/8656338903096855384'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/10/keeping-classroom-blog.html' title='KEEPING A CLASSROOM BLOG'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEpsbMz7G_qO8JhEcuhyphenhyphen7LTXxeXnO7rGG5vEGrU_DGTiqfJRAKxG2BQ7r50ILH25NeD5JJlL6TS3XSxHyWFnYMQeqXFbYiCTsh4dFPqSbupMR1Ihte13_LSPEtkCjstm0UsjfIFxki2so/s72-c/Sin+t%25C3%25ADtulo.png" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-5667139371185205028</id><published>2015-05-26T17:08:00.000+02:00</published><updated>2015-06-04T16:06:14.254+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="CPD"/><category scheme="http://www.blogger.com/atom/ns#" term="ELT"/><category scheme="http://www.blogger.com/atom/ns#" term="teacher trainer"/><category scheme="http://www.blogger.com/atom/ns#" term="teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="youngerteacherself"/><title type='text'>OPEN LETTER TO MY #YOUNGERTEACHERSELF</title><content type='html'>&lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  685. &lt;span lang=&quot;EN-GB&quot;&gt;Dear 24-year-old Miguel&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  686. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  687. &lt;span lang=&quot;EN-GB&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  688. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  689. &lt;span lang=&quot;EN-GB&quot;&gt;I’m sending you this letter encouraged by the
  690. kind words of Ms. Joanna Malefaki, a great EFL teacher/blogger and better
  691. person. She has started a blog challenge addressing teachers to write a letter
  692. with advice to our younger self, and that’s the reason the hashtag for this
  693. blog challenge is #youngerteacherself.&lt;/span&gt;&lt;br /&gt;
  694. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&lt;span lang=&quot;EN-GB&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  695. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  696. &lt;span lang=&quot;EN-GB&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  697. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  698. &lt;span lang=&quot;EN-GB&quot;&gt;Besides, this summer we will celebrate the 10&lt;sup&gt;th&lt;/sup&gt;
  699. year anniversary of the start of our career in ELT; don’t get too excited yet,
  700. it will all start with just a few hours in a private language school and some
  701. private lessons at home, all paid under the table, but you’ll get something much better very soon, trust me, I know why I&#39;m talking about. So to
  702. celebrate this nothing better than accept this challenge and reflect on what we
  703. could have done better.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  704. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  705. &lt;span lang=&quot;EN-GB&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  706. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  707. &lt;span lang=&quot;EN-GB&quot;&gt;To be honest, I have been tempted to tell you
  708. who to bet for in football and basketball, just as in our all-time favourite
  709. movie Back to the Future part II, but then I thought giving you some tips to become
  710. a better professional and further your career would be the sensible thing to do,
  711. plus I do not want to alter the normal chain of events, “the consequences of
  712. that could be disastrous!”&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  713. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  714. &lt;span lang=&quot;EN-GB&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  715. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  716. &lt;table cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;tr-caption-container&quot; style=&quot;float: left; margin-right: 1em; text-align: left;&quot;&gt;&lt;tbody&gt;
  717. &lt;tr&gt;&lt;td style=&quot;text-align: center;&quot;&gt;&lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzHIdxxe9IT098GEQACKmV58LiR3ZIzR9uALk7XW_sAKu-0Z_z_WNDjqpAm3N9KHd906-C-O8C7WUkvQKTq6nDTixAs_yXqEtIQ2nXVBbqKyX7WFTlgaRmbnzKtBVHAeM0Fhaw7cJZzHQ/s1600/IMG_20150526_155527.JPG&quot; imageanchor=&quot;1&quot; style=&quot;clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;200&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzHIdxxe9IT098GEQACKmV58LiR3ZIzR9uALk7XW_sAKu-0Z_z_WNDjqpAm3N9KHd906-C-O8C7WUkvQKTq6nDTixAs_yXqEtIQ2nXVBbqKyX7WFTlgaRmbnzKtBVHAeM0Fhaw7cJZzHQ/s200/IMG_20150526_155527.JPG&quot; width=&quot;150&quot; /&gt;&lt;/a&gt;&lt;/td&gt;&lt;/tr&gt;
  718. &lt;tr&gt;&lt;td class=&quot;tr-caption&quot; style=&quot;text-align: center;&quot;&gt;Congratulations on&lt;br /&gt;
  719. getting your degree&lt;/td&gt;&lt;/tr&gt;
  720. &lt;/tbody&gt;&lt;/table&gt;
  721. &lt;span lang=&quot;EN-GB&quot;&gt;Anyway, now that you have finished your Degree
  722. in English Language and Literature and a Master’s Degree in English Language
  723. Teaching it is time to start your career. And the first thing to must decide is
  724. whether to work with secondary school students or adult learners… My piece of
  725. advice is: adult learners of course!! You would probably get paid less and work
  726. longer hours (doesn’t really sound promising, does it?), but in return you will
  727. get very motivated people, keen to learn and a very rewarding experience
  728. overall; I promise, you won’t regret it ;-)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  729. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  730. &lt;span lang=&quot;EN-GB&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  731. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  732. &lt;span lang=&quot;EN-GB&quot;&gt;Well, you know the kind of job to pursue, the
  733. next question is: where?? And my answer is: go abroad, you have a career that
  734. will allow you to travel around the world so do it! If learning a new language
  735. and a new culture is not enough of a reason, think of how you will get acquainted with
  736. different methods of working, different learners, class environments, materials, colleagues…
  737. all this will count towards your professional development and it will make you
  738. a better teacher. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  739. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  740. &lt;span lang=&quot;EN-GB&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  741. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  742. &lt;span lang=&quot;EN-GB&quot;&gt;Finally here are some tips I probably should have
  743. learnt much earlier but I&#39;m more than happy to share with you: embrace technology, you will find new online tools coming
  744. out every now and then that will help you provide more engaging lessons to your
  745. students; experiment, try new things, test new approaches to English language
  746. teaching; start a blog, it’s fun and you’ll be able to reflect on your own
  747. teaching; build a PLN, you don’t know yet but that is a Professional Learning
  748. Network, join social networks and use them for professional purposes and you’ll
  749. enjoy further development and better career opportunities; and learn something new everyday, be curious, you won&#39;t regret it!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  750. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  751. &lt;span lang=&quot;EN-GB&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  752. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  753. &lt;span lang=&quot;EN-GB&quot;&gt;And this is as far as I can tell you, I hope you find it useful. Don’t ask
  754. me about future personal information because I’m not allowed to tell you anything,
  755. again think about our favourite film and what happened to Marty McFly.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  756. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  757. &lt;span lang=&quot;EN-GB&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  758. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  759. &lt;span lang=&quot;EN-GB&quot;&gt;Take care, you’ll be fine!!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  760. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  761. &lt;span lang=&quot;EN-GB&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  762. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  763. &lt;span lang=&quot;EN-GB&quot;&gt;Best wishes&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  764. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  765. &lt;br /&gt;&lt;/div&gt;
  766. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  767. &lt;span lang=&quot;EN-GB&quot;&gt;34-year-old Miguel&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  768. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/5667139371185205028/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/05/open-letter-to-my-youngerteacherself.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/5667139371185205028'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/5667139371185205028'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/05/open-letter-to-my-youngerteacherself.html' title='OPEN LETTER TO MY #YOUNGERTEACHERSELF'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzHIdxxe9IT098GEQACKmV58LiR3ZIzR9uALk7XW_sAKu-0Z_z_WNDjqpAm3N9KHd906-C-O8C7WUkvQKTq6nDTixAs_yXqEtIQ2nXVBbqKyX7WFTlgaRmbnzKtBVHAeM0Fhaw7cJZzHQ/s72-c/IMG_20150526_155527.JPG" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-8732108423629980325</id><published>2015-05-18T19:42:00.001+02:00</published><updated>2015-05-20T19:02:01.625+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="CPD"/><category scheme="http://www.blogger.com/atom/ns#" term="edtech"/><category scheme="http://www.blogger.com/atom/ns#" term="NewTechnologies"/><category scheme="http://www.blogger.com/atom/ns#" term="seminars"/><category scheme="http://www.blogger.com/atom/ns#" term="teacher trainer"/><category scheme="http://www.blogger.com/atom/ns#" term="Technology"/><category scheme="http://www.blogger.com/atom/ns#" term="TIC"/><title type='text'>SEMINAR WITH BRIAN ENGQUIST</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  769. This post follows on the &lt;a href=&quot;http://elearningeproject.blogspot.com.es/2015/05/seminar-with-elena-merino.html&quot;&gt;one&lt;/a&gt; I wrote last week about the Pearson event for teachers held in Valencia a few weeks ago. Brian Engquist, head of the teacher training department at Pearson Spain was responsible for this second seminar. The focus of the talk was how to integrate exam preparation into our day-to-day teaching. The title of the talk, &lt;i&gt;Stay calm and teach: making exam skills invisible&lt;/i&gt;, already suggests that our main focus as teachers should actually be that: teaching, and that exam skills should be implied in the teaching process.&lt;br /&gt;
  770. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&lt;/div&gt;
  771. &lt;div style=&quot;text-align: justify;&quot;&gt;
  772. &lt;br /&gt;&lt;/div&gt;
  773. &lt;div style=&quot;text-align: justify;&quot;&gt;
  774. The first question we should ask ourselves is about the bad reputation of exams. Well, we can argue that exams serve the purpose of motivation. Passing an exam and getting a certificate is a great motivator, especially for young learners.&amp;nbsp;&lt;/div&gt;
  775. &lt;div style=&quot;text-align: justify;&quot;&gt;
  776. &lt;br /&gt;&lt;/div&gt;
  777. &lt;div style=&quot;text-align: justify;&quot;&gt;
  778. In order to integrate exam skills into our teaching process we should think of them as communication skills. The activities students must do in exams usually reflect activities we do in our daily life. Writing tasks, whether we talk about emails, letters, reports or articles, are something people must do, therefore when we are training students for exams we are actually training them for real-life tasks.&lt;/div&gt;
  779. &lt;div style=&quot;text-align: justify;&quot;&gt;
  780. &lt;br /&gt;&lt;/div&gt;
  781. &lt;div style=&quot;text-align: justify;&quot;&gt;
  782. It was suggested during the talk that students&#39; output is actually teachers&#39; greatest resource. For example, we could spend an afternoon browsing for pictures to bring to class in order to use them with the students or we could ask them to bring pictures themselves on a selected topic; in this way we can create an image bank to use with other classes. Something I have tried with my own students is having higher-level students produce a speaking activity about a particular topic that we may record on video and later modify and adapt as a listening activity for lower-level students.&lt;/div&gt;
  783. &lt;div style=&quot;text-align: justify;&quot;&gt;
  784. &lt;br /&gt;&lt;/div&gt;
  785. &lt;div style=&quot;text-align: justify;&quot;&gt;
  786. After the first half an hour the talk focused mainly on the use of technology and internet tools we could use with our students; tools that students may use themselves in order to produce their activities. Whenever we want to introduce technology in the classroom it is useful to check the SAMR model for evaluating technology use. You can see this model below:&lt;/div&gt;
  787. &lt;table cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;tr-caption-container&quot; style=&quot;float: right; margin-left: 1em; text-align: justify;&quot;&gt;&lt;tbody&gt;
  788. &lt;tr&gt;&lt;td style=&quot;text-align: center;&quot;&gt;&lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkUwEEzeSSFvml5SN400wRfjZlqMq2ypNDBKhnc0G_0qVcX8IGPDxZfg_licJveqXDD3YPkBVNoJ-FQYJv_ST4nlvfvKUZgUlMUGjMp3lC-VOTYs03eaCGr72L8J7LUf3wjIt5iZSM_Rw/s1600/samr-model.png&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;238&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkUwEEzeSSFvml5SN400wRfjZlqMq2ypNDBKhnc0G_0qVcX8IGPDxZfg_licJveqXDD3YPkBVNoJ-FQYJv_ST4nlvfvKUZgUlMUGjMp3lC-VOTYs03eaCGr72L8J7LUf3wjIt5iZSM_Rw/s400/samr-model.png&quot; width=&quot;400&quot; /&gt;&lt;/a&gt;&lt;/td&gt;&lt;/tr&gt;
  789. &lt;tr&gt;&lt;td class=&quot;tr-caption&quot; style=&quot;text-align: center;&quot;&gt;SAMR model for evaluating technology use.&lt;/td&gt;&lt;/tr&gt;
  790. &lt;/tbody&gt;&lt;/table&gt;
  791. &lt;div style=&quot;text-align: justify;&quot;&gt;
  792. &lt;br /&gt;&lt;/div&gt;
  793. &lt;div style=&quot;text-align: justify;&quot;&gt;
  794. The SAMR model establishes four stages that go from enhancement to transformation. The first two stages, substitution and augmentaion, act as direct tool substitutes but involve little or no functional change.&amp;nbsp;&lt;/div&gt;
  795. &lt;div style=&quot;text-align: justify;&quot;&gt;
  796. &lt;br /&gt;&lt;/div&gt;
  797. &lt;div style=&quot;text-align: justify;&quot;&gt;
  798. The last two stages involve transformation of the task and creation of new tasks.&lt;/div&gt;
  799. &lt;div style=&quot;text-align: justify;&quot;&gt;
  800. &lt;br /&gt;&lt;/div&gt;
  801. &lt;div style=&quot;text-align: justify;&quot;&gt;
  802. This chart will allow us to identify which tools are more suitable for the activities we intend to introduce.&lt;/div&gt;
  803. &lt;div style=&quot;text-align: justify;&quot;&gt;
  804. &lt;br /&gt;&lt;/div&gt;
  805. &lt;div style=&quot;text-align: justify;&quot;&gt;
  806. The advantages of using video with our students is that it involves speaking and listening; therefore we can integrate two skills in one activity. Video activities seem like the most normal type of activity since students are used to watching and listening at the same time.&lt;/div&gt;
  807. &lt;div style=&quot;text-align: justify;&quot;&gt;
  808. &lt;br /&gt;&lt;/div&gt;
  809. &lt;div style=&quot;text-align: justify;&quot;&gt;
  810. &lt;a href=&quot;http://voicethread.com/&quot; target=&quot;_blank&quot;&gt;Voicethread&lt;/a&gt; and &lt;a href=&quot;https://www.movenote.com/&quot; target=&quot;_blank&quot;&gt;Movenote&lt;/a&gt;&amp;nbsp;are two tools that allow you record your voice; with the first you can also make comments on the videos whereas the second is perfect for making online presentations.&lt;/div&gt;
  811. &lt;div style=&quot;text-align: justify;&quot;&gt;
  812. &lt;br /&gt;&lt;/div&gt;
  813. &lt;div style=&quot;text-align: justify;&quot;&gt;
  814. &lt;a href=&quot;https://www.movenote.com/&quot; target=&quot;_blank&quot;&gt;Educanon&lt;/a&gt; and &lt;a href=&quot;https://edpuzzle.com/&quot; target=&quot;_blank&quot;&gt;EDpuzzle&lt;/a&gt;&amp;nbsp;work in a similar way, they allow you to use videos and edit them adding multiple choice, true/false and open questions but you can also dub them with your own voice.&lt;/div&gt;
  815. &lt;div style=&quot;text-align: justify;&quot;&gt;
  816. &lt;br /&gt;&lt;/div&gt;
  817. &lt;div style=&quot;text-align: justify;&quot;&gt;
  818. &lt;br /&gt;&lt;/div&gt;
  819. &lt;div style=&quot;text-align: center;&quot;&gt;
  820. &lt;div style=&quot;text-align: justify;&quot;&gt;
  821. &lt;iframe allowfullscreen=&quot;&quot; frameborder=&quot;0&quot; height=&quot;555&quot; marginheight=&quot;0&quot; marginwidth=&quot;0&quot; scrolling=&quot;no&quot; src=&quot;//www.slideshare.net/slideshow/embed_code/key/sgO9xaeIaXHv9&quot; style=&quot;border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;&quot; width=&quot;625&quot;&gt; &lt;/iframe&gt; &lt;/div&gt;
  822. &lt;div style=&quot;margin-bottom: 5px;&quot;&gt;
  823. &lt;div style=&quot;text-align: justify;&quot;&gt;
  824. &lt;strong&gt; &lt;a href=&quot;https://www.slideshare.net/pearson_es/stay-calm-q&quot; target=&quot;_blank&quot; title=&quot;Stay calm and teach: Making exams skills invisible&quot;&gt;Stay calm and teach: Making exams skills invisible&lt;/a&gt; &lt;/strong&gt; from &lt;strong&gt;&lt;a href=&quot;https://www.slideshare.net/pearson_es&quot; target=&quot;_blank&quot;&gt;Pearson España y Portugal&lt;/a&gt;&lt;/strong&gt; &lt;/div&gt;
  825. &lt;div style=&quot;text-align: justify;&quot;&gt;
  826. &lt;br /&gt;&lt;/div&gt;
  827. &lt;div style=&quot;text-align: justify;&quot;&gt;
  828. We have seen a few tools to practise listening and speaking. As for writing and reading, googledocs is a great tool because it allows students to collaborate, share the work they have done among them, make comments on the side and see a history of the changes made to the document.&lt;/div&gt;
  829. &lt;div style=&quot;text-align: justify;&quot;&gt;
  830. &lt;br /&gt;&lt;/div&gt;
  831. &lt;div style=&quot;text-align: justify;&quot;&gt;
  832. From all these tools I have used myself Movenote and EDpuzzle, you can see &lt;a href=&quot;http://elearningeproject.blogspot.com.es/p/video.html&quot; target=&quot;_blank&quot;&gt;here&lt;/a&gt;&amp;nbsp;the videos I have been editng and the presentations I have made.&lt;/div&gt;
  833. &lt;/div&gt;
  834. &lt;/div&gt;
  835. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/8732108423629980325/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/05/seminar-with-brian-engquist.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/8732108423629980325'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/8732108423629980325'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/05/seminar-with-brian-engquist.html' title='SEMINAR WITH BRIAN ENGQUIST'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkUwEEzeSSFvml5SN400wRfjZlqMq2ypNDBKhnc0G_0qVcX8IGPDxZfg_licJveqXDD3YPkBVNoJ-FQYJv_ST4nlvfvKUZgUlMUGjMp3lC-VOTYs03eaCGr72L8J7LUf3wjIt5iZSM_Rw/s72-c/samr-model.png" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-7237686163094210154</id><published>2015-05-09T00:08:00.001+02:00</published><updated>2015-05-18T19:42:39.888+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="ESL"/><category scheme="http://www.blogger.com/atom/ns#" term="ESO."/><category scheme="http://www.blogger.com/atom/ns#" term="NewTechnologies"/><category scheme="http://www.blogger.com/atom/ns#" term="seminars"/><category scheme="http://www.blogger.com/atom/ns#" term="speaking"/><category scheme="http://www.blogger.com/atom/ns#" term="young learners"/><title type='text'>SEMINAR WITH ELENA MERINO</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  836. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;A few weeks ago I had the pleasure to attend the &lt;a href=&quot;http://www.pearsonelt.es/&quot; target=&quot;_blank&quot;&gt;Pearson&lt;/a&gt; event for English teachers in Valencia. Such event took place at the hotel Barceló, near the City of Arts and Sciences and it was a great success in terms of organization and the content of the seminars. Today I am going to write about the talk by &lt;a href=&quot;http://eltlearningjourneys.com/2015/04/07/getting-to-know-you-elena-merino-pearson-teacher-trainer/&quot; target=&quot;_blank&quot;&gt;Elena Merino&lt;/a&gt;, Pearso&lt;/span&gt;&lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;n&#39;s most recent addition to their team of teacher trainers. She has a degree in English language and literaure plus she has studied a Masters in TESOL in the United States.&lt;/span&gt;&lt;br /&gt;
  837. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&lt;/div&gt;
  838. &lt;div style=&quot;text-align: justify;&quot;&gt;
  839. &lt;br /&gt;&lt;/div&gt;
  840. &lt;div style=&quot;text-align: justify;&quot;&gt;
  841. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0265mIQTcunhHMnsWBXQ674SYMYV4ZNOpthz8TVhEY6dol3XvEiuYZYaCefC5_LTm5kzcUqZEefz3EshE_P-PjeAHdiKwMO6zWr1x0hD_1lQhhyEdPBaLHCDNK3Q_x7cvdeEmpMLB4LI/s1600/2015-04-22+18.48.28+(2).jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; float: right; margin-bottom: 1em; margin-left: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;153&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0265mIQTcunhHMnsWBXQ674SYMYV4ZNOpthz8TVhEY6dol3XvEiuYZYaCefC5_LTm5kzcUqZEefz3EshE_P-PjeAHdiKwMO6zWr1x0hD_1lQhhyEdPBaLHCDNK3Q_x7cvdeEmpMLB4LI/s200/2015-04-22+18.48.28+(2).jpg&quot; width=&quot;200&quot; /&gt;&lt;/a&gt;&lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;The topic of her talk was about communicative activities for secondary school students. How to engage your students in speaking activities that they find motivating enough, which is probably what teachers and learners most struggle with. You can have a look at her presentation below.&lt;/span&gt;&lt;/div&gt;
  842. &lt;div style=&quot;text-align: justify;&quot;&gt;
  843. &lt;br /&gt;&lt;/div&gt;
  844. &lt;div style=&quot;text-align: justify;&quot;&gt;
  845. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;To make young learners speak in English, first of all we need to realise how they actually communicate in their day-to-day basis (face-to-face, but also using&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;whatsapp and chats). She defined speaking as a cooking process where the ingredients would be the vocabulary, the kitchen tools would be the grammar, the chef is the speaker and the recipe is the speaking activity.&lt;/span&gt;&lt;/div&gt;
  846. &lt;div style=&quot;text-align: justify;&quot;&gt;
  847. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;
  848. &lt;/span&gt;&lt;/div&gt;
  849. &lt;div style=&quot;text-align: justify;&quot;&gt;
  850. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;The first example of activity that was explained was for students of 2nd ESO. The class was divided in groups of three and three texts were presented. The purpose of the activity was to read the text for 30 seconds and then summarize your text to the people in your group. Then,&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;using the online tool &lt;a href=&quot;https://getkahoot.com/&quot; target=&quot;_blank&quot;&gt;Kahoot&lt;/a&gt;&amp;nbsp;you do a&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;quiz based on the information of the three texts. Kahoot is a tool that allows you to create a quiz with multiple-choice questions which students can answer using their mobile phones. Here, we are using the technology students carry with them for learning purposes.&lt;/span&gt;&lt;/div&gt;
  851. &lt;div style=&quot;text-align: justify;&quot;&gt;
  852. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;
  853. &lt;/span&gt;&lt;/div&gt;
  854. &lt;div style=&quot;text-align: justify;&quot;&gt;
  855. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;The second example is also for 2nd ESO. We take a picture and students must look at it for 30 seconds trying to remember as many details as possible; then&lt;/span&gt;&lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&amp;nbsp;we cover the picture and they must describe it in detail. We can make a competition out of this (young learners love competition) and see who remembers more details. Also, you can have a list of words and students must define those words without naming them; this is a speed competition and the pair that is quicker to&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;get all the words right wins.&lt;/span&gt;&lt;/div&gt;
  856. &lt;div style=&quot;text-align: justify;&quot;&gt;
  857. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;
  858. &lt;/span&gt;&lt;/div&gt;
  859. &lt;div style=&quot;text-align: justify;&quot;&gt;
  860. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;The third example is for 3rd ESO. The class is divided in groups of three and you provide them with a dialogue among three people. They read out loud the dialogue several times but some words are erased little by little and they must remember what was written. Another&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;activity could be taking a video and turning the volume off, the students must act out what the people on the video are saying.&lt;/span&gt;&lt;/div&gt;
  861. &lt;div style=&quot;text-align: justify;&quot;&gt;
  862. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;
  863. &lt;/span&gt;&lt;/div&gt;
  864. &lt;div style=&quot;text-align: justify;&quot;&gt;
  865. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;Elena mentioned the link &lt;a href=&quot;http://www.schooltube.com/&quot; target=&quot;_blank&quot;&gt;schooltube&lt;/a&gt;&amp;nbsp;where you can find some projects that are being done in schools around the world. I recommend watching &lt;a href=&quot;http://www.schooltube.com/video/07aca9c9fb3e4cb98375/ESL%20Raps&quot; target=&quot;_blank&quot;&gt;ESL Raps&lt;/a&gt;.&lt;/span&gt;&lt;/div&gt;
  866. &lt;br /&gt;
  867. &lt;div style=&quot;text-align: center;&quot;&gt;
  868. &lt;iframe allowfullscreen=&quot;&quot; frameborder=&quot;0&quot; height=&quot;555&quot; marginheight=&quot;0&quot; marginwidth=&quot;0&quot; scrolling=&quot;no&quot; src=&quot;//www.slideshare.net/slideshow/embed_code/key/kWoB9NKrCmgX4M&quot; style=&quot;border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;&quot; width=&quot;625&quot;&gt; &lt;/iframe&gt; &lt;br /&gt;
  869. &lt;div style=&quot;margin-bottom: 5px;&quot;&gt;
  870. &lt;b&gt;&lt;span style=&quot;font-size: x-small;&quot;&gt;Extra Extra! Secondary students can communicate in English by Elena Merino (Pearson Educación)&lt;/span&gt;&lt;/b&gt;&lt;br /&gt;
  871. &lt;b&gt;&lt;span style=&quot;font-size: xx-small;&quot;&gt;&lt;br /&gt;
  872. &lt;/span&gt;&lt;/b&gt; &lt;br /&gt;
  873. &lt;div style=&quot;text-align: justify;&quot;&gt;
  874. When assessing speaking several possibilities were mentioned, for example peer assessment, assessing the speaking activities themselves rather than waiting for the exam, and also having some rubrics to assess this skill.&lt;/div&gt;
  875. &lt;div style=&quot;text-align: justify;&quot;&gt;
  876. &lt;br /&gt;&lt;/div&gt;
  877. &lt;div style=&quot;text-align: justify;&quot;&gt;
  878. So the conclusions of the talk could be summarised as follows:&lt;/div&gt;
  879. &lt;div style=&quot;text-align: justify;&quot;&gt;
  880. &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; - Use L2 with your students.&lt;/div&gt;
  881. &lt;div style=&quot;text-align: justify;&quot;&gt;
  882. &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; - Use real examples.&lt;/div&gt;
  883. &lt;div style=&quot;text-align: justify;&quot;&gt;
  884. &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; - Use technology.&lt;/div&gt;
  885. &lt;div style=&quot;text-align: justify;&quot;&gt;
  886. &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; - Student-centred learning.&lt;/div&gt;
  887. &lt;div style=&quot;text-align: justify;&quot;&gt;
  888. &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; - Find a balance between accuracy and fluency.&lt;/div&gt;
  889. &lt;div style=&quot;text-align: justify;&quot;&gt;
  890. &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; - Use different types of tasks.&lt;/div&gt;
  891. &lt;div style=&quot;text-align: justify;&quot;&gt;
  892. &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; - Let them share what they&#39;ve done with the world.&lt;/div&gt;
  893. &lt;div style=&quot;text-align: justify;&quot;&gt;
  894. &lt;br /&gt;&lt;/div&gt;
  895. &lt;div style=&quot;text-align: justify;&quot;&gt;
  896. And this is my view of the first of the seminars. Next week I&#39;ll write about the second talk by the head of the teacher training department at Pearson Education, Brian Engquist.&lt;/div&gt;
  897. &lt;/div&gt;
  898. &lt;/div&gt;
  899. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/7237686163094210154/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/05/seminar-with-elena-merino.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/7237686163094210154'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/7237686163094210154'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/05/seminar-with-elena-merino.html' title='SEMINAR WITH ELENA MERINO'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0265mIQTcunhHMnsWBXQ674SYMYV4ZNOpthz8TVhEY6dol3XvEiuYZYaCefC5_LTm5kzcUqZEefz3EshE_P-PjeAHdiKwMO6zWr1x0hD_1lQhhyEdPBaLHCDNK3Q_x7cvdeEmpMLB4LI/s72-c/2015-04-22+18.48.28+(2).jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-7520083866783394055</id><published>2015-04-17T00:18:00.001+02:00</published><updated>2015-04-30T18:00:43.438+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="blended learning"/><category scheme="http://www.blogger.com/atom/ns#" term="CPD"/><category scheme="http://www.blogger.com/atom/ns#" term="IATEFL"/><category scheme="http://www.blogger.com/atom/ns#" term="MOOC"/><category scheme="http://www.blogger.com/atom/ns#" term="NewTechnologies"/><category scheme="http://www.blogger.com/atom/ns#" term="seminars"/><category scheme="http://www.blogger.com/atom/ns#" term="teacher trainer"/><category scheme="http://www.blogger.com/atom/ns#" term="TEFL"/><category scheme="http://www.blogger.com/atom/ns#" term="TIC"/><category scheme="http://www.blogger.com/atom/ns#" term="webinars"/><title type='text'>FOLLOWING THE IATEFL 2015 CONFERENCE FROM ABROAD</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  900. One week after Manchester hosted the &lt;a href=&quot;http://iatefl.britishcouncil.org/2015/sessions&quot; target=&quot;_blank&quot;&gt;2015 IATEFL conference&lt;/a&gt; I can now talk about my experience following all the sessions and workshops that were available online. Thanks to the British Council, which offered many of the talks and lots of interviews live, the work of those who attended the sessions and tweeted the main events happening, and those have been actively blogging during the last week, I must say it has been a very enjoyable experience that has provided new insights and thoughts about the concept of English Language Teaching. I would like to express my gratitude to all the people that took part and made it possible.&lt;br /&gt;
  901. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&lt;/div&gt;
  902. &lt;div style=&quot;text-align: justify;&quot;&gt;
  903. &lt;br /&gt;&lt;/div&gt;
  904. &lt;div style=&quot;text-align: justify;&quot;&gt;
  905. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyj5pzXBbohBatwJPcf48I8kWojAXx0uVVnniyAR7BctXgqZvaV4h0Wh-2vksJ0CnIN_GfEuCNrjgjR7kRXGtCOXMiuSpz4M76mWj6LB6nRrHVR_sFVbJlgz1hWgplq8ruv58lNxeF5sA/s1600/iatefl-2015.png&quot; imageanchor=&quot;1&quot; style=&quot;clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: justify;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyj5pzXBbohBatwJPcf48I8kWojAXx0uVVnniyAR7BctXgqZvaV4h0Wh-2vksJ0CnIN_GfEuCNrjgjR7kRXGtCOXMiuSpz4M76mWj6LB6nRrHVR_sFVbJlgz1hWgplq8ruv58lNxeF5sA/s1600/iatefl-2015.png&quot; /&gt;&lt;/a&gt;Friday 11th was the kick-off for the Pre-Conference event and, although there were no live sessions, we could follow the event on twitter. Authors Ben Goldstein, who gave a &lt;a href=&quot;http://elearningeproject.blogspot.com.es/2013/03/last-february-whole-teaching-staff-at.html&quot; target=&quot;_blank&quot;&gt;seminar&lt;/a&gt; at Centre d&#39;Idiomes de la Universitat de València not long ago, and Ceri Jones, discussed the use of pictures, how and where to find them, and how to make the most out of them in order to motivate students. They have worked together to write Richmond coursebooks Framework and the Big Picture which we have used at the Centre d&#39;Idiomes for quite a long time. MacMillan author Sue Kay, who is responsible for the Inside Out coursebook, gave a talk about multiple choice questions in reading and listening activities. Avoiding the use of humurous language and keeping the same length for the different options were some of the tips she mentioned.&lt;/div&gt;
  906. &lt;div style=&quot;text-align: justify;&quot;&gt;
  907. &lt;/div&gt;
  908. &lt;div style=&quot;text-align: justify;&quot;&gt;
  909. &lt;br /&gt;
  910. From Saturday&#39;s events I would recommend the talks&amp;nbsp;given by &lt;a href=&quot;http://iatefl.britishcouncil.org/2015/session/forum-approaches-developing-reading-skills&quot; target=&quot;_blank&quot;&gt;Peter Watkins, David Petrie and Michael Green&lt;/a&gt; on modern aproaches to developing reading skills, how students must find a purpose for reading, not just because their teacher says so; how we can make use of social media networks to provide students with other sources for reading; the length of texts which affects how we approach the reading activity; and the concept of deconstructing the text to undertand the purpose of the writer. Another talk that looks promising, although I haven&#39;t had the chance to see it yet, is the one by &lt;a href=&quot;http://iatefl.britishcouncil.org/2015/session/uncertain-and-approximate-business-why-teachers-should-love-testing&quot; target=&quot;_blank&quot;&gt;Jeremy Harmer&lt;/a&gt;&amp;nbsp;about testing and how we should look at it from a different perspective either if you love it or hate it.&lt;/div&gt;
  911. &lt;br /&gt;
  912. &lt;div style=&quot;text-align: justify;&quot;&gt;
  913. &lt;/div&gt;
  914. &lt;div style=&quot;text-align: justify;&quot;&gt;
  915. One of the most inspiring sessions from Sunday was the forum on online resources for CPD and teacher trainer activities by &lt;a href=&quot;http://iatefl.britishcouncil.org/2015/session/forum-using-online-resources-teacher-development&quot; target=&quot;_blank&quot;&gt;Ellen Darling, John Arnold and Gayle Norman&lt;/a&gt;. They talked about a concept I have recently discovered which is recorded conferences, teacher trainer webinars and blended courses for teachers. These resources provide free opportunities for professional development. This forum is connected to Tuesday&#39;s talk by &lt;a href=&quot;http://iatefl.britishcouncil.org/2015/session/virtually-unknown-web-conferences-tool-teacher-development&quot; target=&quot;_blank&quot;&gt;Caroline Moore&lt;/a&gt;, an expert in digital language learning platforms,&amp;nbsp;on web conferences for teacher development.&lt;/div&gt;
  916. &lt;div style=&quot;text-align: justify;&quot;&gt;
  917. &lt;br /&gt;&lt;/div&gt;
  918. &lt;div style=&quot;text-align: justify;&quot;&gt;
  919. From Monday&#39;s events I recommend the talk by &lt;a href=&quot;http://iatefl.britishcouncil.org/2015/session/social-learning-motivating-students-use-english-through-social-technology&quot; target=&quot;_blank&quot;&gt;Catherine Whitaker&lt;/a&gt; on using social media technology to motivate students, especially young learners. And the forum on &lt;a href=&quot;http://iatefl.britishcouncil.org/2015/session/forum-online-learning-platforms&quot; target=&quot;_blank&quot;&gt;online learning platforms&lt;/a&gt;&amp;nbsp;where they discussed the present and future of MOOCs (Massive Open Online Courses). I have a special interest n this topic as I have registered for two courses offered by &lt;a href=&quot;https://www.futurelearn.com/&quot; target=&quot;_blank&quot;&gt;Future Learn&lt;/a&gt;&amp;nbsp;in collaboration with the British Council and British universities; the aim is to see how they work and see whether this concept can be applied at our institution.&lt;/div&gt;
  920. &lt;div style=&quot;text-align: justify;&quot;&gt;
  921. &lt;br /&gt;&lt;/div&gt;
  922. &lt;div style=&quot;text-align: justify;&quot;&gt;
  923. This is my post about one of the most important events in English Language Teaching; it has been a very rewarding experience that I hope to repeat next year, this time in person hopefully.&lt;/div&gt;
  924. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/7520083866783394055/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/04/following-iaftel-2015-conference-from.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/7520083866783394055'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/7520083866783394055'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/04/following-iaftel-2015-conference-from.html' title='FOLLOWING THE IATEFL 2015 CONFERENCE FROM ABROAD'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyj5pzXBbohBatwJPcf48I8kWojAXx0uVVnniyAR7BctXgqZvaV4h0Wh-2vksJ0CnIN_GfEuCNrjgjR7kRXGtCOXMiuSpz4M76mWj6LB6nRrHVR_sFVbJlgz1hWgplq8ruv58lNxeF5sA/s72-c/iatefl-2015.png" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-6267021984909740007</id><published>2015-02-02T12:24:00.000+01:00</published><updated>2021-03-21T17:41:26.314+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="edtech"/><category scheme="http://www.blogger.com/atom/ns#" term="ELT"/><category scheme="http://www.blogger.com/atom/ns#" term="ESL"/><category scheme="http://www.blogger.com/atom/ns#" term="Infographs"/><category scheme="http://www.blogger.com/atom/ns#" term="NewTechnologies"/><category scheme="http://www.blogger.com/atom/ns#" term="Technology"/><category scheme="http://www.blogger.com/atom/ns#" term="TEFL"/><category scheme="http://www.blogger.com/atom/ns#" term="TIC"/><title type='text'>AN INFOGRAPHIC IS WORTH A 1000 WORDS</title><content type='html'>&lt;div class=&quot;&quot; style=&quot;clear: both; text-align: justify;&quot;&gt;
  925. I have recently discovered how infographics have become a very useful tool in education and how learners seem to like them a lot. The old saying &quot;An image is worth a thousand words&quot;, which was first coined more than one hundred years ago, is still valid today and can be used in the English classroom.&lt;br /&gt;
  926. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&lt;br /&gt;
  927. &lt;br /&gt;
  928. &lt;table cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;tr-caption-container&quot; style=&quot;float: right; text-align: right;&quot;&gt;&lt;tbody&gt;
  929. &lt;tr&gt;&lt;td style=&quot;text-align: center;&quot;&gt;&lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMEV-c1fOTzB7ZDEf9CL6gBq_Ww_nGkQeLcC4nSJX9uFlCYD7bFA1VXI6uNCgHdDdY9smaAvulu-aGhSrwn6PIdSKFYAhW1kauwhz8OonDBtX78JbQ5QRt_bSMh2DhrlIfhwiKyzFv6i4/s1600/walkway.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: justify;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMEV-c1fOTzB7ZDEf9CL6gBq_Ww_nGkQeLcC4nSJX9uFlCYD7bFA1VXI6uNCgHdDdY9smaAvulu-aGhSrwn6PIdSKFYAhW1kauwhz8OonDBtX78JbQ5QRt_bSMh2DhrlIfhwiKyzFv6i4/s1600/walkway.jpg&quot; height=&quot;640&quot; width=&quot;348&quot; /&gt;&lt;/a&gt;&lt;/td&gt;&lt;/tr&gt;
  930. &lt;tr&gt;&lt;td class=&quot;tr-caption&quot; style=&quot;text-align: center;&quot;&gt;&lt;span style=&quot;font-size: 12.8000001907349px;&quot;&gt;The road to being proficient in a language is long and winding.&lt;/span&gt;&lt;/td&gt;&lt;/tr&gt;
  931. &lt;/tbody&gt;&lt;/table&gt;
  932. Most of the ELT infographs I&#39;ve seen all over the Internet deal with vocabulary and I&#39;ve found out they are particularly helpful with phrasal verbs and idioms; the images associated to them makes it easier to remember the content.To get acquainted with this I have created my own infographic design about the process of learning a language. The different levels of the &lt;a href=&quot;http://www.coe.int/t/dg4/linguistic/cadre1_en.asp&quot; target=&quot;_blank&quot;&gt;Common European Framework of Reference&lt;/a&gt; state the tasks users are able to perform and understand whne they have reached that level, aprocess which seems fast and easy at first, but that gets more complicated and slow as you advance to higher levels.&lt;br /&gt;
  933. &lt;br /&gt;&lt;/div&gt;
  934. &lt;div style=&quot;text-align: justify;&quot;&gt;
  935. I have created this one using the online tool found at &lt;a href=&quot;http://www.easel.ly/&quot;&gt;www.easel.ly&lt;/a&gt;&amp;nbsp;which allows you to use one of their templates or start your own infographic from scratch. The site is very user-friendly and although the image bank that comes with it is very limited, you may upload images from your computer to create your own bank. Afterwards you can download a high quality copy of your infographic.&lt;/div&gt;
  936. &lt;div style=&quot;text-align: justify;&quot;&gt;
  937. &lt;br /&gt;&lt;/div&gt;
  938. &lt;div style=&quot;text-align: justify;&quot;&gt;
  939. Thanks to innovative ideas like this one, we can find new ways to engage and motivate our students with activities and resources other than just textbook and more textbook.&lt;/div&gt;
  940. &lt;div style=&quot;text-align: justify;&quot;&gt;
  941. &lt;br /&gt;&lt;/div&gt;
  942. &lt;div style=&quot;text-align: justify;&quot;&gt;
  943. What&#39;s next? what about asking students to do a project on a presentation creating their own infographics?&lt;/div&gt;
  944. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  945. &lt;/div&gt;
  946. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/6267021984909740007/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/04/an-infograph-is-worth-1000-words.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/6267021984909740007'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/6267021984909740007'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/04/an-infograph-is-worth-1000-words.html' title='AN INFOGRAPHIC IS WORTH A 1000 WORDS'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMEV-c1fOTzB7ZDEf9CL6gBq_Ww_nGkQeLcC4nSJX9uFlCYD7bFA1VXI6uNCgHdDdY9smaAvulu-aGhSrwn6PIdSKFYAhW1kauwhz8OonDBtX78JbQ5QRt_bSMh2DhrlIfhwiKyzFv6i4/s72-c/walkway.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-4599158508480542732</id><published>2014-11-03T19:19:00.000+01:00</published><updated>2021-03-21T17:40:13.661+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="edtech"/><category scheme="http://www.blogger.com/atom/ns#" term="ELT"/><category scheme="http://www.blogger.com/atom/ns#" term="English activities"/><category scheme="http://www.blogger.com/atom/ns#" term="ESL"/><category scheme="http://www.blogger.com/atom/ns#" term="NewTechnologies"/><category scheme="http://www.blogger.com/atom/ns#" term="reading"/><category scheme="http://www.blogger.com/atom/ns#" term="teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="TIC"/><category scheme="http://www.blogger.com/atom/ns#" term="vocabulary"/><title type='text'>IMPROVING STUDENTS&#39; READING SKILLS WITH FLIPBOARD</title><content type='html'>&lt;div style=&quot;text-align: left;&quot;&gt;
  947. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif; text-align: justify;&quot;&gt;I&#39;ve recently read an article talking about how new technologies and social networks could be introduced in the classroom to improve teacher-student interaction and motivate them with apps they are familiar with.&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  948. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&lt;br /&gt;
  949. &lt;table cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;tr-caption-container&quot; style=&quot;float: right; margin-left: 1em; text-align: center;&quot;&gt;&lt;tbody&gt;
  950. &lt;tr&gt;&lt;td style=&quot;text-align: center;&quot;&gt;&lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-bgRZPLn1F6j-j2p7pAGArVrB78sI2TPlspjJ0L6DitDeX1DH1SR2Rbt_cnPqt7gnXqNjN9o4Gss45LqFXY-QEOv7m5vWq5xdU0fZFendAq-OWg_PTRxbF8MpLTEZhZSREYTH9yLJPnQ/s1600/flipboard+1.png&quot; imageanchor=&quot;1&quot; style=&quot;clear: left; display: inline !important; margin-bottom: 1em; margin-right: 1em; text-align: center;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-bgRZPLn1F6j-j2p7pAGArVrB78sI2TPlspjJ0L6DitDeX1DH1SR2Rbt_cnPqt7gnXqNjN9o4Gss45LqFXY-QEOv7m5vWq5xdU0fZFendAq-OWg_PTRxbF8MpLTEZhZSREYTH9yLJPnQ/s1600/flipboard+1.png&quot; height=&quot;388&quot; width=&quot;400&quot; /&gt;&lt;/a&gt;&lt;/td&gt;&lt;/tr&gt;
  951. &lt;tr&gt;&lt;td class=&quot;tr-caption&quot; style=&quot;text-align: center;&quot;&gt;Selection of articles according to the topic&lt;/td&gt;&lt;/tr&gt;
  952. &lt;/tbody&gt;&lt;/table&gt;
  953. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif; text-align: justify;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  954. &lt;br /&gt;
  955. &lt;div style=&quot;text-align: justify;&quot;&gt;
  956. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif; text-align: justify;&quot;&gt;In that way, a Facebook group could be used within a class to keep everyone informed of homework, assignments, missed lessons and so on; Twitter, though, could be used for short direct messages among students or directly to the teacher.&lt;/span&gt;&lt;/div&gt;
  957. &lt;br /&gt;
  958. &lt;div style=&quot;text-align: justify;&quot;&gt;
  959. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;/span&gt;&lt;br /&gt;
  960. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;/span&gt;&lt;/div&gt;
  961. &lt;div style=&quot;text-align: justify;&quot;&gt;
  962. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;Nowadays most teachers seem to be worried about their students&#39; speaking or writing skills. Reading is often neglected in the EFL classroom since it is usually considered much easier than the other two. Teenagers and young adults on the contrary do not find reading&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;very amusing and our task as teachers is to find ways to engage them into the reading habit.&lt;/span&gt;&lt;/div&gt;
  963. &lt;div style=&quot;text-align: justify;&quot;&gt;
  964. &lt;br /&gt;&lt;/div&gt;
  965. &lt;div style=&quot;text-align: justify;&quot;&gt;
  966. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;Now is when I am going to talk about my experience with an application that I find extremely helpful with my English students, and that has to be &lt;a href=&quot;https://flipboard.com/&quot; target=&quot;_blank&quot;&gt;Flipboard&lt;/a&gt;. Flipboard allows you to create a magazine with a selection of articles based on topics you are interested in or that one might find useful for students.&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  967. &lt;div style=&quot;text-align: left;&quot;&gt;
  968. &lt;/div&gt;
  969. &lt;div style=&quot;text-align: justify;&quot;&gt;
  970. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;/span&gt;&lt;br /&gt;&lt;/div&gt;
  971. &lt;div style=&quot;text-align: justify;&quot;&gt;
  972. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;What I have done is to choose the articles based on the topics that appear in the textbook adding more articles as we advance in the course. But also you can add articles according to your students interests so that they can read something they find engaging and they feel motivated. The advantage of using a site like this one is that you can download the app on your mobile or tablet and read anywhere.&lt;/span&gt;&lt;/div&gt;
  973. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  974. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;Please comment if you are using an app/site like this and your experience in class.&lt;/span&gt;</content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/4599158508480542732/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/03/improving-students-reading-skills-with.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/4599158508480542732'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/4599158508480542732'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/03/improving-students-reading-skills-with.html' title='IMPROVING STUDENTS&#39; READING SKILLS WITH FLIPBOARD'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-bgRZPLn1F6j-j2p7pAGArVrB78sI2TPlspjJ0L6DitDeX1DH1SR2Rbt_cnPqt7gnXqNjN9o4Gss45LqFXY-QEOv7m5vWq5xdU0fZFendAq-OWg_PTRxbF8MpLTEZhZSREYTH9yLJPnQ/s72-c/flipboard+1.png" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-5301726584516342211</id><published>2014-05-05T19:22:00.000+02:00</published><updated>2021-03-21T17:38:06.280+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="context"/><category scheme="http://www.blogger.com/atom/ns#" term="deductive"/><category scheme="http://www.blogger.com/atom/ns#" term="ELT"/><category scheme="http://www.blogger.com/atom/ns#" term="ESL"/><category scheme="http://www.blogger.com/atom/ns#" term="grammar"/><category scheme="http://www.blogger.com/atom/ns#" term="in case"/><category scheme="http://www.blogger.com/atom/ns#" term="inductive"/><category scheme="http://www.blogger.com/atom/ns#" term="teaching"/><title type='text'>TEACHING GRAMMAR IN CONTEXT</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  975. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;Grammar, along with vocabulary, is the main tool that allows us to understand and produce a text thus allowing us to &lt;b&gt;communicate effectively&lt;/b&gt;. Teaching grammar in class is sometimes seen as boring both on the part of the students, who perceive it as a monotonous activity, and the teachers, who struggle to provide a dynamic lesson that engages students.&lt;/span&gt;&lt;br /&gt;
  976. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&lt;/div&gt;
  977. &lt;div style=&quot;text-align: justify;&quot;&gt;
  978. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  979. &lt;div style=&quot;text-align: justify;&quot;&gt;
  980. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1z9_nKG9SyTY628MdxD7bj4_GDWCV82pNy7B6UGj_ME8CqnfrTSMY3-d-ivtgTMexJYoY_2M5Vh5gC7YLtvOhtEYYmVQoYSLBfidqUsUO-PwnHIv66lzxe-IoZ8H-CNUkEG1MB9Oqfgk/s1600/images.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; float: right; margin-bottom: 1em; margin-left: 1em;&quot;&gt;&lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1z9_nKG9SyTY628MdxD7bj4_GDWCV82pNy7B6UGj_ME8CqnfrTSMY3-d-ivtgTMexJYoY_2M5Vh5gC7YLtvOhtEYYmVQoYSLBfidqUsUO-PwnHIv66lzxe-IoZ8H-CNUkEG1MB9Oqfgk/s1600/images.jpg&quot; height=&quot;149&quot; width=&quot;200&quot; /&gt;&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;When teaching grammar, one would use either a deductive approach or an inductive approach. The &lt;b&gt;deductive approach&lt;/b&gt; is very teacher-centred and is seen as more traditional. Grammar rules are presented and explained, relevant examples are introduced, and then students can practise with exercises given. This approach allows for a great control over your classroom and what students actually learn, but it leaves very little autonomy to students.&amp;nbsp;On the contrary, the &lt;b&gt;inductive approach &lt;/b&gt;is seen as&amp;nbsp;more student-oriented since students play a more important role in the learning process. This approach, considered a more modern one, allows students to experiment with the language and lets them use previous knowledge. Examples of the piece of grammar we want our students to learn are presented and students must work out the rules by themselves. The role of the teacher is to guide and motivate students in the learning process.&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  981. &lt;div style=&quot;text-align: justify;&quot;&gt;
  982. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  983. &lt;div style=&quot;text-align: justify;&quot;&gt;
  984. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;Whether to use one approach or the other will depend on your preferences and the characteristics of your students but whenever new language is introduced in the classroom students must have the opportunity to practise. All the different kinds of activities we may introduced in class can be categorised in two: autonomous practice and controlled practice.&amp;nbsp;&lt;/span&gt;&lt;br /&gt;
  985. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;
  986. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;b&gt;Autonomous or freer practice&lt;/b&gt; resembles real-life situations; the idea is that students improve their fluency by having to use the skills they have acquired throughout the learning process. Students are usually divided in pairs or small groups while t&lt;/span&gt;&lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;he role of the teacher is to monitor the students, helping when necessary, and providing general feedback once the activity is over.&amp;nbsp;&lt;/span&gt;&lt;br /&gt;
  987. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;
  988. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;b&gt;Controlled or restricted practice&lt;/b&gt; pays more attention to accuracy in the use of the language and involves repetition of the structures that have been previously explained. Teacher-student interaction is the most usual kind of activity, which allows teachers to correct any mistakes made.&lt;/span&gt;&lt;/div&gt;
  989. &lt;div style=&quot;text-align: justify;&quot;&gt;
  990. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  991. &lt;div style=&quot;text-align: justify;&quot;&gt;
  992. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;Having said all that we can focus now on the main subject of this post which is &lt;b&gt;Teaching Grammar in Context&lt;/b&gt;. Providing a context where the piece of language under study is naturally and typically used will result in more meaningful and engaging lessons. Students will be able to see the purpose of what they are learning and will allow teachers to create a situation for practice.&lt;/span&gt;&lt;/div&gt;
  993. &lt;div style=&quot;text-align: justify;&quot;&gt;
  994. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  995. &lt;div style=&quot;text-align: justify;&quot;&gt;
  996. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;b&gt;Sample class &lt;/b&gt;&amp;nbsp; &amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  997. &lt;div style=&quot;text-align: justify;&quot;&gt;
  998. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;Let&#39;s take for example the use of &#39;in case&#39;.&amp;nbsp;Following an inductive approach we would provide our students with an example like this:&amp;nbsp;&lt;i&gt;I&#39;ll take the umbrella in case it rains.&lt;/i&gt;&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  999. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1000. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1001. &lt;table cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;tr-caption-container&quot; style=&quot;float: left; margin-right: 1em; text-align: left;&quot;&gt;&lt;tbody&gt;
  1002. &lt;tr&gt;&lt;td style=&quot;text-align: center;&quot;&gt;&lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsPJvVxsHxx65LdqZg9YcL_JjLSuX0kMcEMjcVNr7DYMiwXp3bK95c_YBmVPhxIqRraDFGpuBgVsaEYsDbB28NGSiAD5JG7eeH5AJuua-BXXz9_VeXfA2Shv84OdbPmWez3tQZGQnidUE/s1600/Packing+list+for+vacation+-+Image+courtesy+of+Stuart+Miles+at+freedigitalphotos.net+.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: justify;&quot;&gt;&lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsPJvVxsHxx65LdqZg9YcL_JjLSuX0kMcEMjcVNr7DYMiwXp3bK95c_YBmVPhxIqRraDFGpuBgVsaEYsDbB28NGSiAD5JG7eeH5AJuua-BXXz9_VeXfA2Shv84OdbPmWez3tQZGQnidUE/s1600/Packing+list+for+vacation+-+Image+courtesy+of+Stuart+Miles+at+freedigitalphotos.net+.jpg&quot; height=&quot;249&quot; width=&quot;320&quot; /&gt;&lt;/span&gt;&lt;/a&gt;&lt;/td&gt;&lt;/tr&gt;
  1003. &lt;tr&gt;&lt;td class=&quot;tr-caption&quot; style=&quot;text-align: right;&quot;&gt;&lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;Image courtesy of Stuart Miles at FreeDigitalPhotos.net&lt;/span&gt;&lt;/td&gt;&lt;/tr&gt;
  1004. &lt;/tbody&gt;&lt;/table&gt;
  1005. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  1006. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1007. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;We can also ask them to compare this sentence with this other one:&lt;/span&gt;&lt;/div&gt;
  1008. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  1009. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1010. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;i&gt;I&#39;ll take the umbrella if it&#39;s raining.&lt;/i&gt;&lt;/span&gt;&lt;/div&gt;
  1011. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1012. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1013. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1014. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;After discussing about it students should arrive to this conclusion: &lt;b&gt;we use &#39;in case&#39; to indicate that we are prepared for an unexpected event in the future.&lt;/b&gt; I&#39;ll have the umbrella with me and I won&#39;t get wet either if it rains in the future or not.&lt;/span&gt;&lt;/div&gt;
  1015. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1016. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1017. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1018. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;Thinking about the context we could ask them in which situations we have the opportunity to say a sentence like this.&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  1019. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1020. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;We could offer the following context:&lt;/span&gt;&lt;/div&gt;
  1021. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1022. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;i&gt;You and a friend are planning a trip together and you have to decide which items to take in your suitcase discussing the necessity of bringing such items.&amp;nbsp;&lt;/i&gt;&amp;nbsp; &amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  1023. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1024. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1025. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1026. &lt;span style=&quot;font-family: Arial, Helvetica, sans-serif;&quot;&gt;This situation is perfect to use such structure because it reflects real-life situations where too many items are usually packed &lt;b&gt;in case something happens.&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  1027. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/5301726584516342211/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2015/03/teaching-grammar-in-context.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/5301726584516342211'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/5301726584516342211'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2015/03/teaching-grammar-in-context.html' title='TEACHING GRAMMAR IN CONTEXT'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1z9_nKG9SyTY628MdxD7bj4_GDWCV82pNy7B6UGj_ME8CqnfrTSMY3-d-ivtgTMexJYoY_2M5Vh5gC7YLtvOhtEYYmVQoYSLBfidqUsUO-PwnHIv66lzxe-IoZ8H-CNUkEG1MB9Oqfgk/s72-c/images.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-6277626169293524308</id><published>2014-02-03T12:43:00.000+01:00</published><updated>2021-03-21T17:36:48.830+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="ELT"/><category scheme="http://www.blogger.com/atom/ns#" term="English activities"/><category scheme="http://www.blogger.com/atom/ns#" term="ESL"/><category scheme="http://www.blogger.com/atom/ns#" term="reading"/><category scheme="http://www.blogger.com/atom/ns#" term="resources"/><category scheme="http://www.blogger.com/atom/ns#" term="speaking"/><category scheme="http://www.blogger.com/atom/ns#" term="vocabulary"/><category scheme="http://www.blogger.com/atom/ns#" term="writing"/><title type='text'>USING POSITIVE LANGUAGE - HOMES</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  1028. &lt;span lang=&quot;EN-US&quot; style=&quot;clear: right; float: right; margin-bottom: 1em; margin-left: 1em;&quot;&gt;&lt;/span&gt;&lt;span lang=&quot;EN-US&quot; style=&quot;mso-ansi-language: EN-US;&quot;&gt;This is an activity I really like to use with
  1029. my students, it is suitable for B1-B2 students. They&#39;ll be able to practise
  1030. three of the four skills, reading, speaking and writing, while they learn new
  1031. vocabulary.&amp;nbsp;&lt;/span&gt;&lt;br /&gt;
  1032. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&lt;/div&gt;
  1033. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1034. I got the idea for this activity from an episode of the Simpsons in which Marge becomes a realtor. She is told to use positive language when describing houses in order to sell more. In this way a &#39;small&#39; house is described as &#39;cosy&#39;.&lt;/div&gt;
  1035. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1036. &lt;table cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;tr-caption-container&quot; style=&quot;float: right; text-align: right;&quot;&gt;&lt;tbody&gt;
  1037. &lt;tr&gt;&lt;td style=&quot;text-align: center;&quot;&gt;&lt;img alt=&quot;http://www.pudreteflanders.com/imagenes/capitulos/9/capitulo-los-simpson-la-cruda-realidad-temporada-9_0.png&quot; class=&quot;decoded&quot; src=&quot;http://www.pudreteflanders.com/imagenes/capitulos/9/capitulo-los-simpson-la-cruda-realidad-temporada-9_0.png&quot; height=&quot;150&quot; style=&quot;margin-left: auto; margin-right: auto;&quot; title=&quot;&quot; width=&quot;200&quot; /&gt;&lt;/td&gt;&lt;/tr&gt;
  1038. &lt;tr&gt;&lt;td class=&quot;tr-caption&quot; style=&quot;text-align: center;&quot;&gt;It&#39;s not small but cosy.&lt;/td&gt;&lt;/tr&gt;
  1039. &lt;/tbody&gt;&lt;/table&gt;
  1040. &lt;b&gt;&lt;/b&gt;&lt;br /&gt;
  1041. &lt;b&gt;&lt;/b&gt;
  1042. &lt;b&gt;Download:&lt;/b&gt; &lt;a href=&quot;https://docs.google.com/file/d/0Bx4KKTZANLs-WUtPb2VTYnhQZ2s/edit?usp=sharing&quot; target=&quot;_blank&quot;&gt;PDF document&lt;/a&gt;&lt;/div&gt;
  1043. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1044. &lt;br /&gt;&lt;/div&gt;
  1045. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1046. &lt;span lang=&quot;EN-US&quot; style=&quot;mso-ansi-language: EN-US;&quot;&gt;You should allow at least 1 hour to complete
  1047. the whole activity although the third exercise, being a composition, can be done
  1048. at home.&lt;/span&gt;&lt;/div&gt;
  1049. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1050. &lt;br /&gt;&lt;/div&gt;
  1051. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1052. &lt;span lang=&quot;EN-US&quot; style=&quot;mso-ansi-language: EN-US;&quot;&gt;In the first exercise students must read the
  1053. description of a house where the adjective &lt;i&gt;nice &lt;/i&gt;is repeated several
  1054. times. They should replace it with an appropriate adjective. The idea is to
  1055. make students aware that there are other adjectives they can use apart from&lt;i&gt;
  1056. nice&lt;/i&gt;.&lt;/span&gt;&lt;/div&gt;
  1057. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1058. &lt;br /&gt;&lt;/div&gt;
  1059. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1060. &lt;span lang=&quot;EN-US&quot; style=&quot;mso-ansi-language: EN-US;&quot;&gt;In the second exercise students are given the
  1061. characteristics of a very special flat. This is a very old apartment that needs
  1062. renovating in a rough neighbourhood. Students must use positive language in
  1063. order to focus on the positive aspects of the flat. I always tell them they can exaggerate things but never lie. They tend to find it a bit
  1064. difficult at first but once they start to come up with ideas they enjoy it a
  1065. lot.&lt;/span&gt;&lt;/div&gt;
  1066. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1067. &lt;br /&gt;&lt;/div&gt;
  1068. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1069. &lt;span lang=&quot;EN-US&quot; style=&quot;mso-ansi-language: EN-US;&quot;&gt;To conclude the activity students must use
  1070. their own ideas from exercise 2 to write an article similar in structure to one they read at the beginning.&lt;/span&gt;&lt;/div&gt;
  1071. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/6277626169293524308/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2013/05/using-positive-language-homes_5680.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/6277626169293524308'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/6277626169293524308'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2013/05/using-positive-language-homes_5680.html' title='USING POSITIVE LANGUAGE - HOMES'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-615541632642516927</id><published>2013-10-02T19:00:00.000+02:00</published><updated>2021-03-21T17:35:14.975+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="ELT"/><category scheme="http://www.blogger.com/atom/ns#" term="English activities"/><category scheme="http://www.blogger.com/atom/ns#" term="ESL"/><category scheme="http://www.blogger.com/atom/ns#" term="listening"/><category scheme="http://www.blogger.com/atom/ns#" term="question tags"/><category scheme="http://www.blogger.com/atom/ns#" term="song"/><category scheme="http://www.blogger.com/atom/ns#" term="speaking"/><category scheme="http://www.blogger.com/atom/ns#" term="vocabulary"/><title type='text'>QUESTION TAGS: LISTENING + SPEAKING</title><content type='html'>&lt;div style=&quot;text-align: left;&quot;&gt;
  1072. &lt;span style=&quot;text-align: justify;&quot;&gt;Whenever I had to teach question tags I always found it a little bit boring for the students, and they never understood the purpose of using them. They were quite happy saying: &quot;Your father is a pilot, &lt;/span&gt;&lt;b style=&quot;text-align: justify;&quot;&gt;no?&lt;/b&gt;&lt;span style=&quot;text-align: justify;&quot;&gt;&quot; You English teachers should be familiar with this, shouldn&#39;t you?&lt;/span&gt;&lt;/div&gt;
  1073. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&lt;br /&gt;
  1074. &lt;div style=&quot;text-align: left;&quot;&gt;
  1075. &lt;span style=&quot;text-align: justify;&quot;&gt;Anyway, while I was listening to the radio I encountered this song by The Beautiful South: A Little Time, and I have created an activity based on this song to practise question tags. You may download the activity in&lt;/span&gt;&lt;b style=&quot;text-align: justify;&quot;&gt; pdf&lt;/b&gt;&lt;span style=&quot;text-align: justify;&quot;&gt; below&lt;/span&gt;&lt;i style=&quot;text-align: justify;&quot;&gt;.&lt;/i&gt;&lt;br /&gt;
  1076. &lt;i style=&quot;text-align: justify;&quot;&gt;&lt;br /&gt;&lt;/i&gt;&lt;/div&gt;
  1077. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1078. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1079. &lt;iframe allowfullscreen=&#39;allowfullscreen&#39; webkitallowfullscreen=&#39;webkitallowfullscreen&#39; mozallowfullscreen=&#39;mozallowfullscreen&#39; width=&#39;320&#39; height=&#39;266&#39; src=&#39;https://www.youtube.com/embed/ttuA1UEUAI0?feature=player_embedded&#39; frameborder=&#39;0&#39;&gt;&lt;/iframe&gt;&lt;i&gt;
  1080. &lt;/i&gt;&lt;/div&gt;
  1081. &lt;/div&gt;
  1082. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1083. &lt;/div&gt;
  1084. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1085. This is an activity for B1 - B2 students and you should allow at least 45 minutes to complete it.&lt;br /&gt;
  1086. &lt;br /&gt;&lt;/div&gt;
  1087. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1088. While listening to the song, students will have to complete the lyrics with question tags, but they will also learn new phrasal verbs and identify words with similar pronunciation.&lt;br /&gt;
  1089. &lt;br /&gt;&lt;/div&gt;
  1090. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1091. &lt;/div&gt;
  1092. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1093. The second part of this activity tries to make them practise question tags in a conversation. Students are divided in groups of three and they have a set of yes/no questions to ask their partner.&lt;br /&gt;
  1094. &lt;br /&gt;
  1095. Once they have asked the questions, they must make an afirmative or negative sentence, depending on the previous answer, ending with a question tag.  
  1096.  
  1097. &lt;/div&gt;
  1098. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1099. &lt;b&gt;&lt;br /&gt;&lt;/b&gt;
  1100. &lt;b&gt;Download:&lt;/b&gt; &lt;a href=&quot;https://docs.google.com/file/d/0Bx4KKTZANLs-NHF4VDNSdlMwbEE/edit?usp=sharing&quot; target=&quot;_blank&quot;&gt;PDF document&lt;/a&gt;&amp;nbsp;&lt;/div&gt;
  1101. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1102. &lt;/div&gt;
  1103. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1104. &lt;b&gt;&lt;br /&gt;&lt;/b&gt;
  1105. &lt;b&gt;
  1106. &lt;/b&gt; &lt;b&gt;And now an exercise for all of you. Complete these five sentences using question tags:&amp;nbsp;&lt;/b&gt;&lt;/div&gt;
  1107. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1108. &lt;span style=&quot;font-size: xx-small;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  1109. 1. You have downloaded the PDF document, &amp;nbsp;&amp;nbsp; &lt;span style=&quot;color: #cccccc;&quot;&gt;haven&#39;t you&lt;/span&gt;?&amp;nbsp;&lt;/div&gt;
  1110. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1111. &lt;span style=&quot;font-size: xx-small;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  1112. 2. It seems like a fun activity, &amp;nbsp;&amp;nbsp; &lt;span style=&quot;color: #cccccc;&quot;&gt;doesn&#39;t it&lt;/span&gt;?&amp;nbsp;&lt;/div&gt;
  1113. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1114. &lt;span style=&quot;font-size: xx-small;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  1115. 3. It isn&#39;t appropriate for A1 students,&lt;span style=&quot;color: #cccccc;&quot;&gt;&amp;nbsp;&lt;span style=&quot;color: #cccccc;&quot;&gt;&amp;nbsp;&lt;span style=&quot;color: #cccccc;&quot;&gt;&amp;nbsp;&lt;span style=&quot;color: #cfe2f3;&quot;&gt; &lt;/span&gt;&lt;span style=&quot;color: #cfe2f3;&quot;&gt;is it&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;?&amp;nbsp;&lt;/div&gt;
  1116. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1117. &lt;span style=&quot;font-size: xx-small;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  1118. 4. You are going to use it in class,&lt;span style=&quot;color: #cccccc;&quot;&gt;&amp;nbsp;&amp;nbsp;&lt;span style=&quot;color: #cccccc;&quot;&gt; &lt;span style=&quot;color: #cfe2f3;&quot;&gt;aren&#39;t you&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;?&amp;nbsp;&lt;/div&gt;
  1119. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1120. &lt;span style=&quot;font-size: xx-small;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  1121. 5. Your students liked this activity,&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;span style=&quot;color: #cccccc;&quot;&gt;didn&#39;t they&lt;/span&gt;?&lt;/div&gt;
  1122. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/615541632642516927/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2013/02/question-tags-listening-speaking.html#comment-form' title='8 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/615541632642516927'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/615541632642516927'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2013/02/question-tags-listening-speaking.html' title='QUESTION TAGS: LISTENING + SPEAKING'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><thr:total>8</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-7708712896487901096</id><published>2013-05-01T13:07:00.000+02:00</published><updated>2021-03-21T17:33:01.116+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="ELT"/><category scheme="http://www.blogger.com/atom/ns#" term="English activities"/><category scheme="http://www.blogger.com/atom/ns#" term="ESL"/><category scheme="http://www.blogger.com/atom/ns#" term="resources"/><category scheme="http://www.blogger.com/atom/ns#" term="speaking"/><category scheme="http://www.blogger.com/atom/ns#" term="use of comparatives"/><category scheme="http://www.blogger.com/atom/ns#" term="writing"/><title type='text'>IKEA ACTIVITY: SPEAKING + WRITING</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  1123. This is an activity I created for my B1 students in order to practise the use of comparatives and superlatives with vocabulary related to the house.&lt;br /&gt;
  1124. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&lt;br /&gt;
  1125. After having a quick revision of comparatives and superlatives, something that should be quite clear for a B1 student, I introduced the adverbs &lt;b&gt;&quot;much, a lot and far&quot;&lt;/b&gt; for big differences and &lt;b&gt;&quot;a little, slightly and a bit&quot;&lt;/b&gt; for small differences:&lt;br /&gt;
  1126. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzwaEV5StflJybAMbq_A9sF3tHCAGUOQjr9amoWm5HQQkvU_IqQCSZ_r91ireIsAfqJ2k3jvcs5Xda2Odv9p3CC-qf520T0WoFt3Jfr75klYxh777AxQw_E6s-_bwVPMb5A-k9qA2udVE/s1600/homer-bbq6.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: left; float: left; margin-bottom: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzwaEV5StflJybAMbq_A9sF3tHCAGUOQjr9amoWm5HQQkvU_IqQCSZ_r91ireIsAfqJ2k3jvcs5Xda2Odv9p3CC-qf520T0WoFt3Jfr75klYxh777AxQw_E6s-_bwVPMb5A-k9qA2udVE/s200/homer-bbq6.jpg&quot; height=&quot;149&quot; width=&quot;200&quot; /&gt;&lt;/a&gt;- This chair seems &lt;b&gt;far more comfortable than&lt;/b&gt; that one.&lt;br /&gt;
  1127. - This sofa is only&lt;b&gt; a bit cheaper than &lt;/b&gt;the one we saw yesterday.&lt;br /&gt;
  1128. &lt;br /&gt;
  1129. Then I taught them the structure&lt;b&gt; as... as...&lt;/b&gt; which some of them had already seen the previous year in A2+:&lt;br /&gt;
  1130. - This chest of drawers is &lt;b&gt;not as expensive as &lt;/b&gt;the cupboard.&lt;br /&gt;
  1131. &lt;br /&gt;
  1132. Having said that, we had an interesting (quite heated at some point) discussion on the kind of furniture you could find in Ikea (there was an article about Ikea flatpack furniture in the textbook: Face2Face intermediate CUP). Of course they had to &lt;b&gt;compare&lt;/b&gt; it with what you could find in other furniture shops, or even with what they had at home, in terms of &lt;b&gt;price, quality, design&lt;/b&gt; and so on. I must say some of them had a very high opinion of this store, something that totally eludes me. And most of them didn&#39;t care about having to put the furniture together themselves; Homer Simpson would probably have a different opinion about this since he is not that good at DIY.&lt;br /&gt;
  1133. &lt;br /&gt;
  1134. Once they had practised the use of comparatives and learnt new vocabulary about the house it was about time to give them some homework: a &lt;b&gt;for and against essay&lt;/b&gt; talking about the advantages and disadvantages of shopping in Ikea. We had a look at the structure of the composition -four paragraphs- and the connectors I wanted them to use; of course the use of comparatives was absolutely mandatory.&lt;br /&gt;
  1135. &lt;br /&gt;
  1136. And now an exercise for all of you, rewrite the following sentences using the word in &lt;b&gt;bold. &lt;/b&gt;Both sentences must have the same meaning:&lt;br /&gt;
  1137. &lt;br /&gt;
  1138. 1. This fitted wardrobe is smaller than the one we have at home.&lt;br /&gt;
  1139. &lt;b&gt;as&lt;/b&gt;&lt;br /&gt;
  1140. - Our wardrobe is &amp;nbsp;&amp;nbsp;&lt;span style=&quot;color: #cfe2f3;&quot;&gt; &lt;/span&gt;&lt;span style=&quot;color: #990000;&quot;&gt;&lt;span style=&quot;color: #cfe2f3;&quot;&gt;not as small as &amp;nbsp;&lt;/span&gt; &amp;nbsp; &amp;nbsp; &amp;nbsp;&lt;/span&gt; this one.&lt;br /&gt;
  1141. &lt;br /&gt;
  1142. 2. The quality of the furniture is not as bad as I expected.&lt;br /&gt;
  1143. &lt;b&gt;than &lt;/b&gt;&lt;br /&gt;
  1144. The quality of the furniture &amp;nbsp; &amp;nbsp;&lt;span style=&quot;color: #cfe2f3;&quot;&gt;&amp;nbsp; is better than I &amp;nbsp; &amp;nbsp; &lt;/span&gt;&amp;nbsp; expected.&lt;br /&gt;
  1145. &lt;br /&gt;
  1146. 3. This mattress seems less comfortable than that one.&lt;br /&gt;
  1147. &lt;b&gt;as&lt;/b&gt;&lt;br /&gt;
  1148. This mattress &amp;nbsp;&amp;nbsp;&lt;span style=&quot;color: #cfe2f3;&quot;&gt; doesn&#39;t seem as comfortable &lt;/span&gt;&amp;nbsp; &amp;nbsp; as that one.&lt;/div&gt;
  1149. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1150. &lt;/div&gt;
  1151. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/7708712896487901096/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2013/02/ikea-activity-speaking-writing.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/7708712896487901096'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/7708712896487901096'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2013/02/ikea-activity-speaking-writing.html' title='IKEA ACTIVITY: SPEAKING + WRITING'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzwaEV5StflJybAMbq_A9sF3tHCAGUOQjr9amoWm5HQQkvU_IqQCSZ_r91ireIsAfqJ2k3jvcs5Xda2Odv9p3CC-qf520T0WoFt3Jfr75klYxh777AxQw_E6s-_bwVPMb5A-k9qA2udVE/s72-c/homer-bbq6.jpg" height="72" width="72"/><thr:total>0</thr:total><georss:featurename>Valencia, España</georss:featurename><georss:point>39.4699075 -0.37628810000001067</georss:point><georss:box>39.273610999999995 -0.69901160000001061 39.666204 -0.053564600000010676</georss:box></entry><entry><id>tag:blogger.com,1999:blog-8739868238101025291.post-3899148912321629471</id><published>2013-03-05T19:32:00.000+01:00</published><updated>2015-04-30T18:07:48.448+02:00</updated><title type='text'>SEMINAR WITH BEN GOLDSTEIN</title><content type='html'>&lt;div style=&quot;text-align: justify;&quot;&gt;
  1152. Last February the whole teaching staff at Centre d&#39;idiomes de la Universitat de València had the chance to attend a seminar with author Ben Goldstein. He has written the Framework series and more recently The Big Picture, both published by Richmond publishing.&lt;br /&gt;
  1153. &lt;a name=&#39;more&#39;&gt;&lt;/a&gt;&amp;nbsp;&lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEij2hcGCCSkavdNIl-I7Y7uBSQoLcbJ9JjLW5PORBpKQEoc-KEmUgMARLelbAkZ5qMTAOtzT2Ar5I7FvDuMl76cz1sD3HXQS7p1QrFMLQGjzVjKu039eHcwHnaaF1KCrEYy5MC-gy_5c04/s1600/Ben.JPG&quot; imageanchor=&quot;1&quot; style=&quot;clear: left; float: left; margin-bottom: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEij2hcGCCSkavdNIl-I7Y7uBSQoLcbJ9JjLW5PORBpKQEoc-KEmUgMARLelbAkZ5qMTAOtzT2Ar5I7FvDuMl76cz1sD3HXQS7p1QrFMLQGjzVjKu039eHcwHnaaF1KCrEYy5MC-gy_5c04/s200/Ben.JPG&quot; height=&quot;173&quot; width=&quot;200&quot; /&gt;&lt;/a&gt;Here at the school we have been using Framework for the last 8 years and now that The Big Picture is out we have introduced the elementary level for A1 courses this year. These course materials come with a very fancy digital textbook for digital whiteboards.&lt;br /&gt;
  1154. &lt;span style=&quot;font-size: large;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1155. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1156. During the seminar, apart from presenting the book and how we can make the most out of it, we had an interesting discussion on using images in order to engage students in motivating conversations.&lt;br /&gt;
  1157. &lt;br /&gt;&lt;/div&gt;
  1158. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1159. &lt;a href=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9crqxz8XIp72IRr2Hk2xjg-tZb4YMhO1MixiF4ZdcdlHO2H19HVaaGHnDYWt-iLtaHtWOoLYysihYudIddY92v7e-jfB6frKv_lvsoyeB_bTxu8aTUgRU2ojIWGWHP93VN3l1b2fTLXY/s1600/money.jpg&quot; imageanchor=&quot;1&quot; style=&quot;clear: right; float: right; margin-bottom: 1em; margin-left: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9crqxz8XIp72IRr2Hk2xjg-tZb4YMhO1MixiF4ZdcdlHO2H19HVaaGHnDYWt-iLtaHtWOoLYysihYudIddY92v7e-jfB6frKv_lvsoyeB_bTxu8aTUgRU2ojIWGWHP93VN3l1b2fTLXY/s200/money.jpg&quot; height=&quot;177&quot; width=&quot;200&quot; /&gt;&lt;/a&gt;The whole approach was slightly different to what we are used to. With close-up images students must use their imagination to figure out what the picture actually represents, which means that there is not just one valid answer but multiple possible answers; this allows more opportunities for discussion.&lt;br /&gt;
  1160. &lt;br /&gt;&lt;/div&gt;
  1161. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1162. Another key aspect discussed was pictures where everyday objects or common actions appear in strange environments as we can see in the photo on the right. Using this kind of images allows the teacher to ask multiple questions but also gets students to engage in a discussion about the connotations of the picture.&lt;br /&gt;
  1163. &lt;br /&gt;&lt;/div&gt;
  1164. &lt;div style=&quot;text-align: justify;&quot;&gt;
  1165. With a photo like this, a plate and a glass full of money, what do you think the photographer was trying to portray??&amp;nbsp; &amp;nbsp; &lt;/div&gt;
  1166. </content><link rel='replies' type='application/atom+xml' href='http://elearningeproject.blogspot.com/feeds/3899148912321629471/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://elearningeproject.blogspot.com/2013/03/last-february-whole-teaching-staff-at.html#comment-form' title='2 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/3899148912321629471'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8739868238101025291/posts/default/3899148912321629471'/><link rel='alternate' type='text/html' href='http://elearningeproject.blogspot.com/2013/03/last-february-whole-teaching-staff-at.html' title='SEMINAR WITH BEN GOLDSTEIN'/><author><name>Teacher Mike</name><uri>http://www.blogger.com/profile/16187825722318789876</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='29' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhra2PRwq_xDcQCamQ1X87zln0I9XYSoFTRUPXzYNI-xa6g2MVwbNX5-pT46KPMpNE-uzvHViDYEeXEFqoVpdcm44_wfP23mi_mtCOO4m50YfL1uuQZhZekQABKoTATpQ/s220/4.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEij2hcGCCSkavdNIl-I7Y7uBSQoLcbJ9JjLW5PORBpKQEoc-KEmUgMARLelbAkZ5qMTAOtzT2Ar5I7FvDuMl76cz1sD3HXQS7p1QrFMLQGjzVjKu039eHcwHnaaF1KCrEYy5MC-gy_5c04/s72-c/Ben.JPG" height="72" width="72"/><thr:total>2</thr:total></entry></feed>

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