Journal
THE ETAS
T H E M A G A Z I N E F O R E N G L I S H P R O F E S S I O N A L S
ESP - TEACHING ENGLISH FOR SPECIAL PU...
NEWS
ETAS Organisation 4
Editorial 5
Past President’s Report 7
Nominations 9
IATEFL Conference in Harrogate 22
ETAS Teache...
And it’s always such a pleasure and good
fun. Life, after all, whether in a state of
suspended animation or not, is far to...
Past President’s Report
Here we are again, wrapping up our teaching
for our well-deserved summer holidays, renewing
our ET...
Nominations to the ETAS Committee 2011 – 2013
Nominations
If you wish to nominate someone, please complete the
form below ...
IATEFL Conference in Harrogate
22 ETAS Journal 27/3 Summer 2010
April 6th - 11th, 2010
Imagine the ETAS AGM and Convention...
ETAS Journal 27/3 Summer 2010 23
Then we asked ourselves some hard
questions about why that could be. We real-
ized that o...
24 ETAS Journal 27/3 Summer 2010
IATEFL Conference in Harrogate
April 6th - 11th, 2010
return to a less empirical age but ...
ETAS Journal 27/3 Summer 2010 25
Anthony:
And at the end of the day, what we’re doing
is not remotely innovative. Like you...
26 ETAS Journal 27/3 Summer 2010
News from Matopo Primary School,Zimbabwe
NEWS
I’ve heard from our partners on the ground
...
Faces of ETAS: Support Report
Rebecca Mantle
Rebecca Mantle is a Cambridge University
Press Senior ELT Advisor for Switzer...
NEWS
ETAS Journal 27/3 Summer 2010 29
ETAS 27thAGM and Convention
29 - 30 January 2011, Lucerne
CALL FOR PAPERS
If you wou...
BADEN
W O R K S H O P :
Production skills for BEC Vantage
& BEC Higher
P R E S E N T E R :
Tony Orford
D A T E :
26th Febr...
ETAS Journal 27/3 Summer 2010 31
(English and Spanish), colours (English
and Italian), pets (very animated indeed in
Itali...
32 ETAS Journal 27/3 Summer 2010
Forthcoming Events
Baden
Workshop:
Getting Grammar Across
Presenter:
John Potts
Date:
Fri...
To order books from the ETAS
mail-service Library
simply fill in the ETAS Library Order Form
found on the next page (p. 35...
ETAS Journal 27/3 Summer 2010 35
Library Order and Check-out Form
I am an Infrequent User and have enclosed CHF 7.– in sta...
36 ETAS Journal 27/3 Summer 2010
Where:
Kantonsschule Zürcher Oberland
Bühlstrasse 36, Postfach 1265
8620 Wetzikon
Tel: 04...
Membership:
I/we apply for membership in the following category:
INDIVIDUAL MEMBER (with special rates for students and re...
Join us in the heart of Switzerland
and enjoy the charms of Lucerne
for the 27th AGM and Convention
at Kantonsschule Luzer...
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The etas journal the magazine for english professionals

  1. 1. Journal THE ETAS T H E M A G A Z I N E F O R E N G L I S H P R O F E S S I O N A L S ESP - TEACHING ENGLISH FOR SPECIAL PURPOSES TEACHER-TO-TEACHER PROJECT Matopo Primary School Volume 27 - No. 3 • Summer 2010 ISBN9771660650003
  2. 2. NEWS ETAS Organisation 4 Editorial 5 Past President’s Report 7 Nominations 9 IATEFL Conference in Harrogate 22 ETAS Teacher-to-Teacher Project News From Matopo Primary School, Zimbabwe 26 Faces of ETAS: Support Report 28 Faces of ETAS: Teacher Feature 28 ETAS 27th AGM and Convention - Call for Papers 29 SIG Day 2010 36 SPECIAL SUPPLEMENT ESP - Teaching English for Special Purposes Never was there so much knowledge and experience in so small a space Editorial 10 ‘Only connect’: where ESP meets ELT 10 ESP? Method or myth? Field or fallacy? 11 A very special school, indeed 12 From climate change ... to alternative cars 14 Technical English developments 15 Encouraging people in the workplace to learn essential language and communication skills 15 Legal English: feel the fear and do it anyway 16 Twelve stages in ESP course design 17 It’s not the length that matters, it’s the quality 18 Flying Solo 18 A is for Angioplasty 19 Medical English teacher; medical background: patient 19 A telephoning course is a telephoning course is a telephoning course… or the importance of your needs analysis 20 Contributors and Biodata 20 MEMBER MIX “How are you?” isn’t “How do you feel?” 27 REGIONS Workshop Reports 30 Forthcoming Events 32 SERVICES Library Updates 34 Library Order and Check-out Form 35 Library Questionnaire for ETAS members 32 Membership Administration 38 Contents Index of Advertisers Bergli Books 21 Cambridge University Press 6 Castle's English Institute 21 Flying Teachers 40 Hull's School 36 Macmillan 8 Oxford University Press 2 Pearson Longman 33 University of Cambridge ESOL 37 Volume 27 - No. 3 Summer 2010 Publisher: ETAS English Teachers Association Switzerland Rue de l’Hôpital 32, CH-1400 Yverdon Publications Chair: John Raggett, Nods Editorial Board: Carol Gipson, Zug Nicola Martignoni, Quartino Ceres Pioquinto, Muri Alison Taylor, Wil Diane Theobald, Biel/Bienne Lee Wennerberg, Berg Graphic Design: Ron Sumners Sumners Graphics, Baar email: layout@e-tas.ch Printer: Kalt-Zehnder-Druck AG, Zug ISSN: 1660-6507 Price for non-members: CHF 20.– Circulation: 1400 Advertisements: To place an advertisement in ETAS publications, please contact ETAS Administration email: office@e-tas.ch Journal T H E E TA S T H E M A G A Z I N E F O R E N G L I S H P R O F E S S I O N A L S © Each article in this ETAS Journal is the property of its author(s) and may not be reprinted without prior permission of the author. Opinions expressed by contributors to this Journal do not necessarily reflect the policies of ETAS or the opinion of the ETAS Committee. Articles, letters and reviews are accepted on the basis of appropriateness and general interest to ETAS members. The publication of an article or advertisement does not necessarily constitute product or service endorsement by ETAS. The ETAS Journal team reserve the right to alter or edit for reasons of clarity or brevity.
  3. 3. And it’s always such a pleasure and good fun. Life, after all, whether in a state of suspended animation or not, is far too short to be taken seriously. So, many thanks to Alison Wiebalck, Sue Wood and all the contributors to the ESP Special Supplement. Indeed, as ever, many thanks to all the other valued contributors, supporters, sponsors and advertisers, without whom none of this would be possible. John Raggett An apology On page 41 of the Spring Journal two book reviews were credited erroneously. It was Elizabeth Ulrich who reviewed New Cutting Edge and it was Laura Camacho who reviewed Primary Colours – Pupil’s Book 4 and 5. As the Editor, it was my error and I apologise unreservedly. JR Book Reviews “A critic is someone who knows the way but can’t drive the car.” So said the celebrated critic Kenneth Tynan (1927-80). Well, you can prove him wrong. You may have noticed that there are no reviews in this edition of your Journal. That’s because there is none. Nicola Martignoni, our Book Review Editor, is feeling lonely and would love to hear from you. She has got lots of books to review. Indeed, a full list can be found on the ETAS website. Just go to www.e-tas.ch/services/books-to-review, it’s that easy. Or you can give Nicola a ring on 091 795 11 66 or contact her by email at bookreview@e-tas.ch As a reward for your endeavours, you get to keep the book you review. And your views are important. Every Wednesday, when I look at the great clock in Bern, I am reminded of the part it played in Einstein’s early musings on relativity. He formed the notion that for a photon of light leaving the big hand at 12 o’clock, it would be, forever, 12 o’clock. Time slows down the faster you go. And it stops altogether when you reach the speed of light. But our lives aren’t like that, are they? They’re the other way round. The faster we go, the faster time goes. There’s always something to do. Then when you’ve done that, there’s something else to be done. And, before you know it, the day, the week, the year’s gone. On the other hand, for my Dad, who’s 92, life passes him by very slowly. All his friends are dead and it’s only going down his local pub every night, for a couple of pints of Guinness to guard against anaemia, that keeps him going. So, I have developed a strategy to find an equilibrium between these two extremes. This Editorial is being written on the anniversary of my birth. But it’s not a birthday. In 2003 I stopped having birthdays. Stopped, that is, until 2018. That’s when my wife will have caught me up. Then we’ll be the same age, our lives will be in sync and I can start having birthdays again. But, in the meantime, in this state of suspended animation, I can be busy and still have plenty of time. Makes perfect sense, doesn’t it? Doesn’t it? Well, it’s certainly been useful this year. Straight after the AGM, there was the SIG Day Programme to sort out. That’s for the ETAS SIG Day 2010, 11th September 2010, Kantonsschule Zürcher Oberland, Bühlstrasse 36, Postfach 1265, 8620 Wetzikon. Don’t forget. Then, straight after that, there was this, the Summer Journal, to pull together. But that’s ETAS – always something going on. Editorial ETAS Journal 27/3 Summer 2010 5 “ Even while they teach, men learn.” Seneca ETAS Office and Library Please note the special office hours in July and August: Monday 9 - 12 a.m., Tuesday 2 - 4 p.m., Wednesday 9 - 12 a.m. The Office and Library will be closed from 5 - 9 July and 2 - 9 August. Enjoy the summer! Sketches for the Summer Journal provided by Mark Fletcher NEWS
  4. 4. Past President’s Report Here we are again, wrapping up our teaching for our well-deserved summer holidays, renewing our ETAS (and IATEFL) memberships, reading another spectacular Journal, and, hopefully, after dipping into that subject, getting motivated to try more ESP lessons. Alas, first things first! Our membership renewal deadline is July 31st. Before you leave for greener pastures this summer, please renew your ETAS (and IATEFL) membership and save us time and money by taking care of this matter before August. As you may have noticed, we’re trying a different renewal system this year. For this reason, we have included in this issue the document you need to use to pay your membership dues. Please read the information on this page carefully. Some good news for our prospective members! We now offer retired and student memberships – at about half the price of individual membership. If you qualify, or if you know someone who does, please take advantage of this exciting new offer! If you’re not an ETAS member yet, join us today. Your membership contribution will help us reach our goals and enable us to offer you the services you want and need. If you are an ETAS member already, why not consider joining the ETAS volunteer team? The Committee Nomination Form is on page 9. If you don’t feel ready to join that executive group, we have dozens of committees to match your talents. Please contact me so we can discuss how and where we can put your creative energies to good use. If the articles in this issue manage to stimulate you to think about your classroom experiences and come to a richer awareness of their significance, then part of our goals will have been achieved. In particular, I hope the ESP articles in this Journal whet your appetite for more info on that special interest area. Finally, this column is decidedly brief because I hope to see you all at the SIG Day on Saturday, September 11th in Wetzikon. The SIG Day Program included in this mailing outlines the comprehensive workshop and networking offers that the ESP SIG and eleven other SIGs have put together for you. As usual, the tough decision won’t be whether to attend or not, but which workshops to choose. See you in September! Amy Jost Past President ETAS Journal 27/3 Summer 2010 7 “Technology: the knack of arranging the world so that we need not experience it.” Max Frisch, Swiss novelist and playwright NEWS Membership renewal information It’s time to renew your membership for another year (July 2010 – June 2011). An invoice (with payment slip) is sent out together with this Journal. If you have already renewed for next year, or if you have informed us that you wanted to cancel your membership, then there is no invoice enclosed (if in doubt, contact us at office@e-tas.ch). Thank you for supporting ETAS through your membership this past year. With this support we will continue to provide the services which ETAS is proud of, such as: • three excellent Journals • two annual national events: the SIG Day and the AGM • regional workshops organized in the ETAS Regions • Special Interest Groups (SIGs) and networking opportunities • an up-to-date website and e-newsletter with international, national and local information • a postal library service for ELT materials (within CH only) Please also note these additional points: n Joint IATEFL membership As an Associate Member of IATEFL (International Association of English of English as a Foreign Language), ETAS can offer Basic IATEFL Membership to its Individual members for only CHF 40. - (one-year membership / normal price = £45). Conditions: • Be a current Individual member of ETAS • Payment for both ETAS and IATEFL membership must be received by 31 July. Any later payments will not be credited towards IATEFL membership • It is not possible to join that scheme at another time during the year. It will be possible to renew the joint membership next year at renewal time • Please note that the Basic IATEFL membership does not include any IATEFL SIGs If you’d like more info about IATEFL, check www.iatefl.org n Email addresses The email address we have for you appears on the payment slip (central part). Please check it and send any corrections to office@e-tas.ch. If you haven’t provided us with an email address, please consider doing so, so that we may also contact you that way if needed. n ETAS membership details Contact details of ETAS members are on a list which is available in printed form to our members. ETAS Associate Members (EFL publishers, etc.) can buy the list and use it for commercial purposes. If you do NOT wish your name and details to appear on the list, please inform us (office@e-tas.ch). We look forward to your membership renewal – by 31 July! Should you decide not to renew your membership, please let us know by 31 July (office@e-tas.ch). Thank you. Considering joining ETAS? A membership application form is on page 38.
  5. 5. Nominations to the ETAS Committee 2011 – 2013 Nominations If you wish to nominate someone, please complete the form below and send it, no later than 18 August 2010, to: ETAS Administration, Rue de l’Hôpital 32, CH-1400 Yverdon Nominations are invited for the following positions on the Committee: • President • National Coordinator • Publications Chair • Public Relations Chair • Secretary • Web Chair JOB DESCRIPTIONS: President • Acts as spokesperson for ETAS • Keeps the membership informed of decisions taken and goals set by the Committee by means of the • President’s Reports in the Journals and at the AGM • Is responsible for calling the AGM and for writing the agenda • Acts as coordinator for all Committee activities and organizes regular meetings National Coordinator • Liaises between the Committee and the Regional Coordinators • Ensures that the Regional Coordinators are informed as to their role within ETAS • Is responsible for communications and coordination among the Regions Publications Chair • Is both coordinator and editor of all ETAS Journals and publications • Liaises between the Committee and the Editorial Team Public Relations Chair • Promotes ETAS in Switzerland and internationally • Organizes press coverage of national events and ensures ETAS is promoted in as many national and regional events as possible Secretary • Takes minutes at ETAS Committee meetings and deals with correspondence • Assists in editing and compiling national events workshop reports Web Chair • Administers the website • Liaises between the Committee and the Web Team • Trains and assists ETAS members and employees in remote admin of the website I wish to nominate for the ETAS Committee: Name Address Telephone Fax Email For position of Proposed by Telephone Fax Email Signature Seconded by Telephone Fax Email Signature Nominee’s Signature About the Nominee* *Please include here a brief description of yourself including nationality, academic background, teaching experience and ETAS experience. ETAS Journal 27/3 Summer 2010 9 NEWS
  6. 6. IATEFL Conference in Harrogate 22 ETAS Journal 27/3 Summer 2010 April 6th - 11th, 2010 Imagine the ETAS AGM and Convention multiplied by a hundred and you’ll get an idea of what it’s like to attend an IATEFL Conference. The sheer number of participants and workshops on offer was overwhelming, and it can be rather exhausting trying to fit so many activities into a few days. Still, I wouldn’t want to have missed this amazing event. I was lucky enough to be able to attend the pre-Conference dinner on Tuesday night with our Past President, Amy Jost. I met everyone on the IATEFL Committee and quite a few other very interesting people. The highlight was a short after-dinner talk by none other than David Crystal, whose wit and polished delivery style make him a favourite amongst TEFLers of all breeds. The next day I took part in the BESIG pre-Conference event. Again, it was a chance to catch up with friends and acquaintances and to hear the latest on what’s going on in the world of teaching Business English … or is it teaching English for business? This is the perennial question, and we BESIGers can spend many happy hours debating it. Then it was Thursday and the Conference kicked off. I can’t possibly list every workshop I went to, but a few stand out in my mind: the Plenary Session on Friday morning by Kieran Egan, who talked about the process of students’ cognitive development (sounds deadly boring but, believe me, it was not); Scott Thornbury’s talk on the secret history of methods, which was as enlightening and amusing as only Scott can make it; Peter Gundy’s presentation on urban myths and English grammar, which left me more confused than ever but with a lot to think about; and a very interesting presentation by Runyararo Magadzire, a professor from Zimbabwe who talked about the challenges of educating students from rural areas in her country, obviously a topic very close to my heart. Oh, and then there was the Macmillan Global event, accompanied by copious supplies of wine. I’d like to tell you more about it, but it’s all a bit of a blur. On Friday, our Teacher Development Chair, Steph Wimmer, had a brainwave: let’s interview Scott Thornbury and publish the talk in our Journal. And we did. It was so much fun and quite interesting to find out more about how teacher trainers are using Dogme, inspired by Scott’s unflagging promotion of this controversial method. The chance to rub shoulders with so many of the movers and shakers of the EFL world, plus the opportunity to meet so many fascinating people from so many places: that’s what it means to go to an IATEFL Conference. A wonderful, glorious experience that I can wholeheartedly recommend. Cindy Hauert ETAS Vice President, Treasurer and Business English SIG Coordinator At this year’s IATEFL in Harrogate one of the biggest ‘buzz’ topics was that of Teacher Training Unplugged. After watching an inspiring workshop from Anthony Gaughan and Izzy Orde, I decided this was well worth an interview. A few hours later I’d managed to hook up with Anthony, Izzy, Scott Thornbury and our very own Cindy Hauert in a hotel lounge where we shared early evening drinks and a candid chat about what it means to ‘unplug’. I’m delighted to share the insights from this chat and you can be sure this discussion will continue in one way or another at future SIG Days. Stephanie Wimmer ETAS Teacher Development Chair Anthony Gaughan is a teacher trainer based in Hamburg, Germany. He has worked as a language teacher for 15 years and worked on CELTA for the past five years. Izzy Orde has worked as a teacher in Germany since 2001. She has worked in teacher training for the past five years and works as a CELTA tutor, as well as providing in-house teacher training. Scott Thornbury is a world famous EFL author and trainer. Steph: The first question, turning to Scott. Could you tell us a little bit about what teaching unplugged is? You’ve recently co-authored with Luke Meddings a book entitled Teaching Unplugged. What is Teaching ‘Unplugged’? Scott: Well, Teaching Unplugged, the book, grew out of Dogme ELT, the discussion list in a sense which grew out of an article that I wrote over 10 years ago. It drew an analogy between the Dogme film movement at the time, which advocated a trimmed down, low-tech, human centred cinematography. I saw this as a useful analogy for what I saw at the time, as a teacher trainer working in International House Barcelona, as being a dependency or over-reliance on materials, particularly coursebooks but not just coursebooks. Also the kind of technologies which were starting to appear and are now tending to dominate our lives as teachers. Teaching Unplugged, which came out last year, was a sort of synthesis of the thinking that had emerged out of that very rich discussion that had taken place over the past ten years. It is an attempt to crystallize some of the elements of the Dogme teaching movement and boil it down to some basic principles that could be applied in any context. And also show practical applications, classroom activities. Steph: So that’s Teaching Unplugged; what is ‘Teacher Training Unplugged’? And why did you decide to ‘Unplug’? Izzy: Maybe we should start with the ‘why’, I think. Anthony: We were a bit like Scott was ten years ago, becoming a bit disenchanted with lessons that he was seeing based on coursebooks and materials. We were starting to become a bit disenchanted with the lessons that we were seeing occasionally on CELTA teacher training courses that we ran. We felt that the lessons were less successful than they could have been because of an over-reliance on materials, handouts, extreme forward planning and then forcing the students through the plan rather than making any adaptations. We feared, first of all, once the trainee teachers had left and started teaching in that way, they’d lose their jobs pretty quickly because the students would not tolerate it. And we found it professionally a bit dissatisfying. We also found that there was a certain stress developing within us because we thought we were doing our best to produce teachers who taught in a way that we liked, yet occasionally, despite our best efforts, we seemed to be producing teachers who were teaching in ways that we didn’t like. IATEFL: the interview Cindy Hauert with Scott Thornbury NEWS
  7. 7. ETAS Journal 27/3 Summer 2010 23 Then we asked ourselves some hard questions about why that could be. We real- ized that our system, the CELTA course that we had designed and adapted over time, wasn’t well geared to producing the sort of teachers that we intuitively wanted to be taught by. Teachers who listened to their students, teachers who responded to their students, teachers who were flexible. Teachers who didn’t go in with a fixed plan. And so we decided that we needed to do something about that. Our first attempts were to change the systems, to add more details, to try to make it clearer what we meant. That just made the problem worse. The trainees just got more stressed with this overload of course superstructure. And then we started to realize that we were behaving in the very way that we detested! Izzy: We weren’t practising what we preached. Anthony: And that was making us unhappy. So we decided to rip the plugs out, metaphorically speaking, and change things. Izzy: So we had this feeling and when we came to IATEFL last year, Anthony went to the launch of Teaching Unplugged. He got the book, read it in the week after IATEFL and came back to Hamburg. “You’ve got to read this,” he said. “How do you feel about unplugging CELTA?” With some time and reflection, I thought, this might be the answer to the problems and frustrations that were building up. Anthony: I should say at this point that I’d previously seen Scott talk and I’d read things online. I knew about the book and the question had kept coming back to me: “Yes, but can novice teachers do it? And, more importantly, can they be taught to do it? And can you design a training course along those lines?” The questions were in the room. So finally when the book came out, it gave me the impetus to really say, “Well, why don’t we try it?” Izzy: So we sat down with a blank sheet and asked ourselves, “What do we need to do from the beginning, where do we need to start?” One of the things I find really interesting is we realized that we’d been starting (on our courses) perhaps with the wrong things. We’d been starting with standard staging for receptive skills and classroom management. Things which are totally foreign to a novice teacher. And we thought, let’s start (the course) with things that aren’t totally foreign. Let’s start with listening to somebody – which is something we all do. Let’s start with getting conversations going, which is something we all do. And let’s start by enabling trainees to say, “OK, this is something you (the student) said. Let’s try and make this better,” and that’s also something that we do when we’re talking to somebody who doesn’t speak English. If we don’t understand we might say, “Ah, so you mean… .” Steph: Recasting or rephrasing. Izzy: These are natural things, so why not start with these skills, which people bring to the CELTA course already? But in trainees’ minds these skills are not given much priority. They think, “I’m coming to a CELTA course and I’m going to learn all these techniques and I’m going to learn all this grammar.” And so we started with these skills and found very simple ways to unplug our input so we were getting the trainees to focus on these skills. Steph: This sounds fantastic and very admirable but I’m sure what many people will ask themselves is, how do you then fulfil the criteria that you need to fulfil in order to get people through the CELTA? Anthony: Well, I think there’s a bit of a logical fallacy or a false belief that just because you’ve got criteria you can only fulfil those criteria in certain ways. We found that if you start to encourage novice teachers to work in the way we’ve described, then they start working with their students. As soon as the trainees start to work on their students’ language or engage their students, then they are automatically going to display behaviours that link to criteria. Our job as trainers is surely to look at what we see and map it onto criteria. Not to have a set of criteria and hammer those into our trainees. It’s our job to interpret their behaviour, not their job to conform to various criteria. Because a criterion is just a descriptor and it can be realized or operationalised in myriad ways, so we just need to be more flexible. I think that the actual CELTA award allows plenty of latitude for that but it’s human error that makes it this monolithic, institutionalized thing. People believe that you can’t do things differently, therefore things aren’t done differently. Steph: So could you say that just as in the normal regular language classroom we can address grammar points in the Dogme way, exactly the same principles can apply in a Teacher Training context? Anthony: Absolutely. We changed our mindset, then it was easy. Steph: I suppose what a lot of people might say is, “Well, that sounds great, but what about the results? Are they still passing? Has it affected the results?” Anthony: Well, I have to admit that we do have fewer candidates as a percentage now who get Pass grades. There are three pass grades - Pass, Pass B, Pass A - and Fail. And since we shifted to an unplugged methodology we have had fewer Pass candidates but that’s only because we’ve had more Pass Bs and notably Pass As as a percentage of our grouping. Steph: Wow. Anthony: You can’t extrapolate from this, it may just be chance, you may just have candidates who are more capable but it’s suggestive. Steph: It certainly is. Izzy: And Teaching Practice students have explicitly told us and the trainee students that they really like the lessons. Steph: You’ve obviously had some success with this on a CELTA course, but how would this be applicable in a broader teacher training context? Izzy: It is definitely applicable. As a trainer I have become far more confident on the CELTA course to deal with issues as they come up and I have experienced this happening equally on courses that I run as an in-house teacher trainer with experienced teachers. I think that it could be applicable in lots of different contexts. Anthony: It’s obviously difficult when you’ve got institutional pressures that are intolerant of perceived different approaches. That’s something that needs to be overcome in different ways. But I do find it interesting that, for example, in the UK in state education there is a slow move away from extreme criterion reference testing from a very young age and from performance based indicators, and so on. It’s a slow
  8. 8. 24 ETAS Journal 27/3 Summer 2010 IATEFL Conference in Harrogate April 6th - 11th, 2010 return to a less empirical age but it allows then more conversation, it allows more engagement with the ideas that the students bring to the room. So if it can happen there, why can’t it happen anywhere else? At the moment I think we’re slowly returning to a more conversational, human period. With less of an attempt to be quantative and scientific and this belief that you can define what teaching competence is, then scale somebody on that competence. Essentially it’s always a human judgement, so why can’t we be human about it? Steph: Well, I have to say I’m really excited about this and really look forward to hearing more about this in the future. Cindy: I would love to hear how this could be applicable to DELTA courses. Scott: This is one that’s engaged me because I’ve done Dogme sessions as a one-off on both CELTA and DELTA courses. What’s interesting is there’s much less resistance at the CELTA level than the DELTA level and part of the reason is that they’ve (the CELTA candidates) got no baggage. With all this history of using and depending on coursebooks, you then tell them that language teaching is not about teaching grammar in a chalk and talk way, rather it’s about creating language learning opportunities in the classroom and running with them. For a lot of people that makes perfect sense. When I’ve taught on CELTA courses, often halfway through towards the end of the course after they’ve been grappling with coursebooks for the last 3 weeks, somebody comes and says, “Well, you don’t actually have to grapple with coursebooks.” They think, “(sigh of relief) Oh, what a relief. You mean, it’s OK?” But when you go into a DELTA course they’re propped up with this apparatus, their materials, and they think they ought to be constantly making materials or using materials. So on a DELTA course when we first started this Dogme approach we were saying, “Come on, you guys. Do more with less and it’ll create spaces in your lessons.” Steph: How did they react to that? Scott: Huge resistance. They would say, “No, no, I couldn’t possibly do that.” It was like, “What if I run out?” And we’d say, “Well, just talk to the students.” And they’d say, “About what?” We’d say, “Imagine you were outside the classroom, what would you say?” Of course it’s easier said than done. People in DELTA situations, of course there’s a lot at stake. They’re being assessed constantly. It’s very difficult to be spontaneous and natural when there is somebody sitting in the back of a room ticking boxes. Anthony: And is it fair to say that on CELTA courses in terms of achievement, you imagine a rising scale as the course proceeds, whereas with DELTA it’s flatlined, from the beginning to the end? You are more or less graded against the same competence levels. You either get above the benchmark or you don’t. And it doesn’t matter if it’s Week Four or Week Eight on an intensive course, is that fair? Scott: Yes, I think it’s very fair to a certain extent. But I think DELTA courses, like CELTA courses, are run very differently in different centres. There’s always a tension on DELTA courses, even more than on CELTA courses. There’s a tension between it being a developmental course and it being an evaluated assessed course. A kind of career efficiency measure. We always tried to treat our DELTA courses, and they still do in IH Barcelona, as a developmental process, which just happens to be assessed. But there is a tension there. What’s interesting now, as Dogme becomes a kind of orthodoxy, is that people are doing Dogme lessons endlessly as part of their experimental practice. So it’s almost a standard thing to do a Dogme lesson as part of a Diploma course. It’ll be interesting to see if in, say, ten years’ time, tutors on DELTA courses say, “Well, that’s not experimental anymore, that’s what everybody does. Here’s a coursebook, that would be experimental!” But the question of resistance is interesting and for me, listening to Izzy and Anthony yesterday has confirmed the suspicion I had that there is less resistance on pre-service courses unless you’ve got teachers who may have taught in another context in a very transmissive sort of way. Most CELTA candidates are very open and adaptive. Anthony: But what’s interesting is that we get candidates coming to us from all over the world and from parts of the world whose educational traditions, from their own reports, are transmissive and authoritarian in terms of methodology. They deliberately come to learn to do something different but because of their educational history, however many thousand hours they’ve got in the classroom, they find it difficult because it goes against the grain. Steph: It’s a habitual pattern. Anthony: Yes, they want to be different but they find it difficult to be so. So you get that kind of resistance that isn’t necessarily intellectual resistance. Izzy: I think it’s difficult sometimes to be aware of what your own beliefs really are. We’ve had situations where you’ll talk to someone and they’ll say, “I think this and this and this and this.” But what they do is very different and they are not aware of this discrepancy. Anthony: As time goes on I become increasingly aware of which high school teachers I’m modelling myself on tacitly and it’s quite frightening actually. Steph: There’s some research that’s been done in psychology that looks at what are called mirror neurons. Scott: Oh yes. Steph: It’s very fascinating. It suggests that the neurons in your brain actually start to mirror the behaviour, feeling and attitude of whoever is in front of you. That says a lot about how we are as trainers and teachers. Scott: And that links to what Izzy was saying before, about this mismatch between the way that you train and what your objectives are. And when you align the way that you train with the way that you want people to teach, you are setting an example. What I liked about what Anthony and Izzy were talking about yesterday is that right from Day One, Hour One of the course, there’s this kind of input built in. So they’re doing in the training sessions what they will be doing hopefully in the teaching sessions and thinking about the whole process, setting up these loops that run right through the whole course. Steph: Yes, it’s often not what we say or what we receive in terms of verbal advice but actually the way people are. Scott: Exactly. People learn from role models and that kind of thing much more than people being told a lot of stuff. NEWS
  9. 9. ETAS Journal 27/3 Summer 2010 25 Anthony: And at the end of the day, what we’re doing is not remotely innovative. Like you were saying earlier today and have said before, there’s nothing new under the sun. We’re using loop input, we’re using modelling an awful lot, we’re using conversations a lot, we’re using brainstorming a lot and elicitation, those kinds of things. These are standard issue, these have been around for donkeys’ years and all we’re doing is using them in a fairly radical way and not allowing other stuff to get in the way. We’re modelling, asking questions, leaving silence for them to think about it, or talk about it. We are demonstrating - well, not even demonstrating – we’re really teaching the people who the trainees are going to be teaching and then asking them to pay attention and tell us what they notice. Steph: This is a small point but quite a lot of people are uncomfortable with silence and uncomfortable with pausing and unable to actively listen; it’s a skill. Izzy: That’s why we start early. Scott: Izzy’s earlier point is actually a good one in that these are actually skills that we bring from real life, these social skills, and they’re underestimated. Some people are not very good at them; you weed them out prior to the course. But it’s not rocket science. I keep saying that all the time about language teaching - it’s not rocket science, it’s not a very sophisticated discipline. Yet it requires sophisticated social skills; eventually it requires sophisticated language analysis skills but that’s not going to happen overnight. But the ability to listen, respond, reformulate: these are not a million miles away from what we do in any type of social context. If you’re good at talking to kids and scaffolding what they’re saying, without wishing to belittle language learners, you’re probably good at dealing with language learners. Steph: It’s almost as if we have so many concepts of what being a teacher is that the concepts get in the way. Scott: Absolutely, there’s a lot of baggage that we bring into the equation. Again it’s maybe weeding out at a pre-course stage and asking people, “Who was the teacher you most admired at school and why? What would you like to emulate?” And if they say, “It was Mr. Biggins, the maths master who drilled us and caned us,” then I’m not quite sure that they’re cut out for this. Anthony: There is obviously an issue there because at the interview stage we’re making value judgments about candidates, deciding who we think is going to be able to succeed. For whom is our course well suited? And that decision has to be made. Izzy: I don’t know whether we’re saying to whom is our course well suited so much as to whom is being in a classroom and teaching people well suited? Steph: It seems the most important basic aspect is that the person should have good people skills and social competence. Scott: Yes, that was the thing at the beginning of your session yesterday, asking us to think about what the criteria for an A grade candidate are. One of the things that came up with the group I was with was that it’s not only pedagogical skills but also social skills and the recognition that there’s a huge amount of overlap between the two; then exploiting the social skills for pedagogical purposes. So a training course tries to bring those two things together. You’ve got to have the pedagogical skills, you’ve got to be a good manager. You’ve got to know your language analysis, etc., etc., but it’s not a separate thing from social skills. These skills can be blended to achieve the same objective. Steph: Scott, Anthony and Izzy - on behalf of ETAS, thank you very much. Article edited by Cindy Hauert and Steph Wimmer “We all know that Prime Ministers are wedded to the truth but, like other married couples, they sometimes live apart.” Saki (Hector Munro)
  10. 10. 26 ETAS Journal 27/3 Summer 2010 News from Matopo Primary School,Zimbabwe NEWS I’ve heard from our partners on the ground in Zimbabwe that things are really moving. Bags of cement and piles of bricks have been bought and transported to the schools where work will soon commence to refurbish the dilapidated infrastructures. The toilets at Matopo Primary need only a lick of paint to be declared officially ‘open’. Many textbooks have already been delivered to all of the schools in the project. There’s still lots of work to be done, but we’re off to a good start. I’m looking forward already to our visit in October and seeing the progress with my own eyes. And of course the fourth annual Teachers’ Workshop Day will be taking place as well. Here’s part of a recent letter I received from Patson Mpofu, the Deputy Headmaster at Matopo Primary School: DEAR CINDY. We are fine. The builders have finished plastering the blair toilets and we have to paint them as soon as Dennis supply us with paint. They are classic I tell you. The builders are starting to renovate our classrooms on Wednesday the 31 March under the Federer Project. We hope to do one block per term and then paint and put the right chalk boards. I am sure the classrooms will be good by the time you come for the workshop this year. He ends by sending loving greetings to all of you, and I’d also like to thank everyone who has been involved in some way this year. Without you, the project wouldn’t be possible. I hope I haven’t left anyone out. Cindy Hauert ETAS Teacher-to-Teacher Project Thank you to these members who are teacher pen friends: Thank you to these kind sponsors: TLC Baden (who are sponsoring four teachers) Wirtschaftsschule KV Baden Martina Lazaro Katherine Stoney Fay Rogers Jayne Herzog Ann Humphry-Baker Laura Camacho Caroline Rickli Sharon Acton Katharina Hegy-Bürgin and Kim Bisson Thank you once again to the Roger Federer Foundation Thank you to Lori Kaithan and team at Cambridge ESOL Winterthur/Zürich for donating materials Thank you to these members who donated their birthday presents: Brigitte Zulauf and Rosemarie Allemann Nicola Feyen Sarah Pralong Melony Looschelders Adrian Zingg Hendey Clarisse Schroeder Rosemarie Allemann Rose Nassif Travers Sally Atherton Cristina Maritz Caroline Rickli Cecilia Böttger Colleen Murray Martina Lazaro Annalisa Ghidossi Olivia Büchler Katharina Hegy-Bürgin Urs Kalberer Astrid Ischer Laura Camacho Alison Rappaz Gabriela Graf Caroline Grünig Ann Humphry-Baker Luisa Lurati Katherine Stoney Amy Jost Brigitte Zulauf Christine Anjri Linda Salamin Tracy Hauri Sarah Giles Tessa Osborne Paul Dummett Kim Bisson Nancy Buck Ruth Jacob Christina Workman Gael Barnea Michelle Eliasek Anne O’Brien Kristine Germann Andrea Rüegger Ryan Metzer Elena Yourassoff Astrid Carigiet Aggeliki Christou Black Sharon Acton Rachel von Werder Elisabeth van den Heuvel and Catherine McFaddon
  11. 11. Faces of ETAS: Support Report Rebecca Mantle Rebecca Mantle is a Cambridge University Press Senior ELT Advisor for Switzerland. She is a familiar face at ETAS events and at the next SIG Day (Sept. 11th, Wetzikon), Rebecca will be hosting a workshop. It’s workshop B11 and it’s entitled Rediscover Reading. Rebecca comes from Birmingham, England, where they speak with a very distinctive accent, although Rebecca bears no trace of it. She obviously went to the right school before going to Cardiff University to read French and Spanish with European Studies. During her time at university, Rebecca started teaching. She taught English to Air France employees. However, after graduating in 1999, she didn’t teach; she worked in Sales for three years. This was in London, first for IBM, then for L’Oréal. After that, it all gets a bit complicated. There was this boyfriend, you see. He got a job in Neuchâtel. So Rebecca came to Switzerland after doing her CELTA in Madrid. She taught English in Neuchâtel, in school and in-company. Two years later, she did the DELTA at IH London. After teaching another year, she got a job with another well-known international publishing house where she worked for two years. She got married and took the opportunity to spend six months in Singapore in 2007. Then it was early in 2008 that she got a job with CUP and she’s been settled ever since. Rebecca hasn’t given up her studies, though. At the moment she is studying (online) at Aston University for her MSc in TESOL. Oh, and preparing her SIG Day workshop. I can’t wait. John Raggett 28 ETAS Journal 27/3 Summer 2010 Faces of ETAS:Teacher Feature Rosmarie Zysset Many of you will recognise Rosmarie Zysset. She is one of the charming ladies who helped with the registrations at this year's AGM. That Saturday morning was the first time I had met her. As it turned out, like most ETAS members, she has a fascinating history. Rosmarie comes from Unterkulm in Aargau and she did not train as a teacher. After leaving commercial college in 1968, she worked in Rome and Florence as an au pair and learned Italian. Then she went to Brussels to work as a trilingual secretary (French, German and Italian) in an import-export business. The next, obvious, move was to work as a waitress in a Swiss restaurant, the Alphüsli, in Montreal, Canada. There, she could speak French and learn English. It was here, also, that she met her future husband. He was such a tall guy that Rosmarie thought he must be Canadian. He didn’t know where she came from. So it took a while and it came as a big surprise when they discovered they were both Swiss. To cut a long story short, they came back to Switzerland in 1972 and married in 1973. Obviously, when you marry you settle down. This, they did, for five years in Rocky Mount, North Carolina, US of A. And it was here that their daughter was born in 1977. The three of them came back to Switzerland in 1979. And it was then that Rosmarie started teaching at the Migros Club School, first in Zofingen, AG, where her two sons were born (in Zofingen, not the school), and then in Biel/Bienne, which is where she is now. And her connection with ETAS meant that we were lucky enough to have Rosmarie help us at the AGM. John Raggett NEWS “Money isn’t everything but it sure keeps you in touch with your children.” J. Paul Getty
  12. 12. NEWS ETAS Journal 27/3 Summer 2010 29 ETAS 27thAGM and Convention 29 - 30 January 2011, Lucerne CALL FOR PAPERS If you would like to offer a presentation for this event, please complete the form below and return (preferably by email) by Friday July 30th to: Kathy Hatch, natev@e-tas.ch ETAS National Events Chair, Zimmereiweg 1, 8965 Berikon, Switzerland We are happy to receive proposals for theoretical or practical workshops and talks. At previous conventions, workshops where practical classroom ideas are presented have attracted most participants. At the same time, there is a real demand for workshops dealing with methodology, language, culture and teacher development. We cannot, however, guarantee a minimum number of participants. Speaker's technical equipment requirements: please pass on your requests by Friday 26th November at the latest. Any requests received after that deadline cannot be guaranteed. Name of presenter: Institution/Affiliation: Sponsor: (Please state if you would like ETAS to sponsor you*. You will be informed by email at the end of August whether your proposal has been accepted or not) Address: Tel: Email: Address of presenter (if different): Email of presenter (if different): Type of presentation: (e.g. paper, talk, workshop, publisher’s presentation) Duration: 45 min. 60 min. 90 min. 45 + 60 min. 60 + 90 min. 45 + 90 min. Audience: experienced inexperienced all Equipment required: Title of presentation: Brief abstract (max. 100 words): Presenter’s biodata: * If ETAS agrees to sponsor you, you will be entitled to the following: • honorarium (CHF 75.- for 45 min. / CHF 100.- for 60 min. / CHF 150.- for 90 min.) • free registration for the Convention, including lunches on Saturday and Sunday, but excluding the Saturday Dinner • 2nd class train travel within Switzerland (receipt required) • materials (photocopies, etc.): max. of CHF 50.- per workshop Please note that as a speaker you will still need to register for the Convention in due time, either through our website (www.e-tas.ch) or using the Registration Form in the printed AGM Programme (available in November) or simply by email (office@e-tas.ch)
  13. 13. BADEN W O R K S H O P : Production skills for BEC Vantage & BEC Higher P R E S E N T E R : Tony Orford D A T E : 26th February 2010 Castle’s School in Basel boasts an impressive BEC pass rate of 96%. On Friday, 26th February Tony Orford, who runs the school, made the journey to Baden and presented a practical and informative workshop on how to better prepare students for the BEC Vantage and BEC Higher exams. The key element of the workshop was the so-called ‘High Frequency Language’. This can be subdivided into three categories: 1. Receptive and productive skills: words/phrases students need to know 2. Receptive skills: words/phrases students should understand, but don’t necessarily need to produce, and 3. Nice-to-know: useful but not essential words/phrases. The workshop concentrated on the ‘productive skills’ which students need for the speaking and writing tests. BEC Vantage and BEC Higher Productive Skills Tony stated that three conditions must be fulfilled in order to teach a successful BEC examination course and these are: 1. Key grammar: this includes prepositions, gerunds and infinitives, and present simple and present continuous. Other grammar elements are also necessary, but the three aforementioned areas are an absolute must and the first two, in particular, are often under-taught. 2. Strategic vocabulary: certain words occur repeatedly in the BEC exams and it is therefore essential that students are provided with these. Examples are words such as: turnover, appraisal, premises, overview, etc. 3. Tools for the job: by providing students with standard fixed phrases we boost their confidence and so, hopefully, their exam performance. Finally, Tony commented that it is possible to pass a BEC exam with good vocabulary and mediocre grammar, but not vice versa. The feedback was on the whole very positive, with comments such as, “One of the most useful workshops” and “Really appreciated this workshop.” We would like to thank Tony Orford for a most interesting workshop with contents that can be applied in practice immediately. Jane Saxer Key Language Trainer TLC – The Language Company LAUSANNE W O R K S H O P 1 : Maximizing the effective use of the black/whiteboard in the EFL classroom W O R K S H O P 2 : Teaching speaking to adults P R E S E N T E R S : Jayne Herzog and Joanna Watson D A T E : 7th November 2009 Writing as a teacher who has spent the last few years resisting, struggling with and, eventually, almost succeeding in equipping herself with the skills to tackle teaching with technology, it was with pleasure and a comforting familiarity that I returned ‘home’ in this first workshop: back to the good old black/whiteboard. First things first: it was time to clean up our act. With just a few quick strokes of the pen, Jayne Herzog demonstrated how those of us who are a little erm... ‘haphazard’ in our black/whiteboard use could organize our scribblings into neatly divided sections on the board - a simple act for which many of our learners would be extremely grateful, I’m sure. This was swiftly followed by a number of ‘time to get off your chair’ activities in which we were encouraged to get up close and personal with the whiteboard: the TV classic What’s my line? proved popular, as did a Picture dictation and Finish the story activities. Lots of laughter was had by all as the brave ones among us took turns at the board to write and draw. A Board dash game even had us shouting out ‘voiced’ and ‘unvoiced’ (for /ð/ and /θ/ words) to aid our colleagues at the board. It was a fun and lively session, full of simple yet effective ideas for encouraging learners to get out of their seats to interact with each other, using our reliable old friend at the front of the classroom, the black/whiteboard. It’s just waiting for its moment to shine (that is, if the previous teacher remembers to clean it). The second workshop in this Saturday morning double bill gave us an opportunity to think and talk about why speaking activities for adults sometimes fall short of our intended aims, or don’t even make it off the ground in the first place. Joanna Watson led us through this analysis, providing some examples of speaking activities along the way to highlight her points, not, as she noted, that teachers have any problems with speaking when they get together. For example, the yes/no/red/white activity provided a competitive reason for speaking that many learners (and teachers) enjoy. In pairs, ‘A’ had to ask ‘B’ questions in an attempt to get ‘B’ to say one of the aforementioned words. ‘B’ had to hold tight and answer the questions without saying any of the four words. It’s not as easy as it sounds, and is a good way to loosen up a shy or reticent group. Some of the key points that I took away with me from this session were the importance of: • giving learners a reason to speak • providing learners with enough planning time • encouraging and teaching active listening skills as well as speaking (i.e. showing interest, checking, asking questions), and • providing learners with a sense of progress (e.g. by recording them at different stages during the course and letting them listen to their progress, by keeping audio journals or by using peer feedback forms). Many thanks to Jayne Herzog and Joanna Watson for their time, ideas and enthusiasm on a cold, wet Saturday in November. Jane Annereau Fribourg LAUSANNE W O R K S H O P : How to enable our pupils to retain extensive language by using catchy songs, raps and rhythm P R E S E N T E R : Carole Nicoll D A T E : 23rd March 2010 Carole’s experiences and struggles with teaching German and French to Scottish children at both private and state schools were that it was more difficult and challenging than she had anticipated. Hence, she developed a strategy incorporating catchy songs, raps and rhythm in order to reach her goals and objectives. Needless to say, they proved to be very successful. Regardless of the technological problems encountered that morning, she managed to get her PowerPoint up and running, and it was very informative indeed. Once started, we all spent most of our time off our chairs singing in German, Italian, Spanish and English. Simplicity was the key to the exercise and it was a fun-filled learning experience where she used her raps and rhythms to magnify the effects. The main learning objective was to use these songs as a way to retain maximum language and eventually create a meaningful conversation, whilst keeping the tunes catchy and rhythmic, which would appeal to children. She also focused on the use of questions within these songs, which in itself created opportunities to intermix the language content. Some examples of topics covered included days of the week (Spanish), numbers Workshop Reports REGIONS 30 ETAS Journal 27/3 Summer 2010
  14. 14. ETAS Journal 27/3 Summer 2010 31 (English and Spanish), colours (English and Italian), pets (very animated indeed in Italian and English), parts of the body (German), etc. We also watched some funny but informative videos as well as some of her work with schoolchildren of various ages in Scotland and London. Admirably, she had also spent some time in Uganda teaching local children where resources were very limited. The point was it did not matter where she taught, the strategy used was successful everywhere and at all levels. She also introduced effective computer interaction programs which can be used to learn a foreign language. It was a lively and fun session, full of simple yet effective ideas for encouraging students to retain maximum language whilst having fun. Some of the key points that I took away with me from this session were the importance of: • teaching children meaningful words which they can then associate with later. These meaningful words can then be used to create a meaningful conversation • encouraging and teaching active listening skills as well as speaking (i.e. showing interest, checking, asking questions) • most importantly having fun throughout and losing our inhibitions • making effective use of raps and rhythms to ensure catchiness • incorporating the computer into the everyday learning process where possible • triggering musical words to enhance learning and memory. It was indeed a well spent, fantastic Saturday morning, and many thanks to Carole for her time, ideas and enthusiasm. I am sure that we all cannot wait to put what we learnt to good use and experiment. A real eye-opening experience. Naazlin Badoux Forel sur Lucens OLTEN/SOLOTHURN W O R K S H O P : Truce is better than friction: building and teaching negotiating skills P R E S E N T E R : Dr JoAnn Salvisberg D A T E : 20th March 2010 While we typically think of negotiation as a business skill, the truth of the matter is that we negotiate constantly, both in business and in our personal lives as well. This is not something that only affects students of Business English. It is a necessity in daily interactions to be an effective communicator and build relationships, and this is what Dr Salvisberg stressed to our group from the very beginning of this workshop. We have to understand what it really is, and then focus on ways to teach it. To begin with, we looked at an interesting reworking of the well-known Little Red Riding Hood fairytale. We all know that story: Little Red Riding Hood travels through the woods to visit her grandmother, only to be confronted by a wolf in granny’s clothes who (in some versions) very nearly eats her. But what if she and the wolf, instead of following the basic facts of their story, engaged in a conversation of stating their points of view as to why the conflict occurred, clarifying their understanding of the situation, stating what they want from each other in the future to avoid such conflict, creating a win-win scenario for each other, and agreeing on actions to avoid further disasterous situations? Moreover, what if, before the parting of the ways, they summarize exactly what they are going to do in the future to maintain a good relationship between them? In teaching negotiating skills, we must remember what negotiation really is. It isn’t a contest, but a dialogue whose goal is to create a win-win situation for both sides. No one goes home empty-handed. And in order to do this, students must practice all of their speaking and listening skills: • clearly stating facts, opinions and what they want • finding out what the other side wants and what is important to them • clarifying for understanding, and • agreeing and summarising. We looked carefully at the five typical types of negotiations (everyday, informal, formal, facilitated, and critical/political) and at a business-related case study, and practiced two role-plays (one related to politics/family, the other a finance/Human Resources business situation) in order to focus on each of the needed skills. Dr Salvisberg’s presentation was excellent, utilizing some excellent visuals and YouTube videos, as well as providing the participants with great resources to use in the classroom. We would like to thank Dr Salvisberg for her thorough presentation and great ideas. It was definitely a worthwhile and helpful workshop for all of us. Michelle Zuber ST. GALLEN W O R K S H O P : Teaching vocabulary at CAE level P R E S E N T E R : Simon Haines D A T E : 25th March 2010 “What’s in a name? That which we call rose by any other name would smell as sweet,” proclaims Juliet in Shakespeare’s Romeo and Juliet. The rose might smell as sweet, but ‘red round bulbed flower’ does not invoke the same senses and feelings associated with the word rose. The importance of teaching vocabulary and the correct words was the topic of a workshop by the well published Simon Haines. The joint workshop between ETAS and Cambridge University Press was well attended with teachers coming not only from the St. Gallen Region, but also as far away as Bern. With such a dynamic group of teachers Mr Haines invited them to participate in his workshop by asking questions and having them think of the difficulties of learning vocabulary by realizing the vast amount of words they themselves do not use. His example was ‘oxter’: the area under the armpit and sometimes used to mean armpit. A self-proclaimed hater of exams, Mr Haines made the attendees conscious of the difficulties and pitfalls of the Certificate in Advanced English (CAE). Students do not only need to have a broad and active vocabulary, but also the ability to deal with new vocabulary. Vocabulary skills, one could say, were particularly emphasized because of the randomness of the CAE. For this same reason, learning words in lexical ‘chunks’ was also strongly recommended. Similar to learning the correct term for an object, learning words in chunks gives students parts of sentences or ideas correctly formulated that will help them to speak faster, and speak and write in a more natural way. An array of handouts with examples of how to better teach vocabulary and make students cognitive of the importance of learning not only new words but also their full meaning, their usage and other words used in combination with the new lexical unit gave teachers fresh tools to teach vocabulary and ensure the success of their students. For any teacher, but especially teachers preparing students for the CAE, this was an excellent workshop. Mr Simon Haines made the attendees aware of the difficulties of the CAE and provided new tools to help them better teach their students. Teachers did not leave learning how to teach to the test, but instead, how to prepare students for the randomness of the CAE, which in many respects is very real-life - “You never know what you’re going to get.” Christian Langenegger MA English and German Teacher Marathon Sprachen Upcoming workshops are listed on our website (www.e-tas.ch > Events)
  15. 15. 32 ETAS Journal 27/3 Summer 2010 Forthcoming Events Baden Workshop: Getting Grammar Across Presenter: John Potts Date: Friday 24th September 2010 Time: 16.30 – 19.30 Venue: The Language Company, Baden OR Wirtschaftsschule KV Baden-Zurzach, Baden Cost: CHF 55.- ETAS member • CHF 80.- guest Registration: baden@e-tas.ch or online www.e-tas.ch Deadline: Saturday 11th September 2010 Workshop: This practical workshop will focus on grammar points that you, the participants, find difficult to analyse and/or teach. Come with a hitlist of points that you’d like to focus on, and we’ll cover as many as practicable in the time. The focus will be on language analysis, followed by classroom approaches and practice activities. John Potts is a teacher trainer and teacher living in Zürich. He has given many ELT courses and workshops, including extensive grammar courses for teachers. He is course director of CELTA and DELTA at TLC Baden, and his regular page on analysing and teaching grammar has appeared in English Teaching Professional since October 1999. REGIONS 1. Is there a book that you frequently use in lesson preparation that you would recommend everyone to have? 2. Are you aware of the ETAS Library, i.e. the books that are offered and how to check them out? Yes No 3. If you are aware of the Library, how often have you used it? Once a month 3 - 4 times a year Once a year Never Other (specify) 4. Do you have any suggestion of services or books that the ETAS Library could offer that would assist its members? ETAS Library Library Questionnaire for ETAS members Book titles that are already available to members can be accessed at: www.e-tas.ch/downloads/services/Catalogue.pdf Thank you for taking the time to answer these questions. This will be helpful for ETAS in improving its service and resources for its members. Please return to: Elizabeth Ulrich ETAS Library Subcommittee Sonnenbergstrasse 17 4573 Lohn-Ammannsegg elizabeth.u@bluewin.ch SERVICES
  16. 16. To order books from the ETAS mail-service Library simply fill in the ETAS Library Order Form found on the next page (p. 35) 34 ETAS Journal 27/3 Summer 2010 Library Updates RECENT ACQUISITIONS Please remember to quote the Catalogue Id Number when ordering a book. Thank you! 7552 7572 10408 11215 10107 15498 3012 1006 11214 14015 14012 10607 7507 Mascull B. Mascull B. Allum V., McGarr P. Heyderman E. & May P. Mackenzie I. Raggett J. (Ed.) Corbett J. Hashemi L. & Thomas B. Galvin S. Hobbs M., Starr Keddle J. Baude A., Iglesias M., Iñesta A. Bear D. R., Invernizzi M., Templeton S., Johnston F. Business Vocabulary in Use - Intermediate Business Vocabulary in Use - Advanced Cambridge English for Nursing (pre-intermediate) Complete PET English for Business Studies ETAS Journal Spring 2010 Vol. 27 No. 2 Grammar Handbook Intercultural Language Activities Objective PET On Camera Opportunities in Britain Ready to Order Words Their Way For intermediate level (B1 to B2) learners of English and professionals looking to improve their knowledge and use of business vocabulary. Second edition. Self-study reference and practice book, with answer key, but also suitable for classroom work. With CD-ROM with interactive practice exercises, games and tests for each unit of the book. For upper-intermediate to advanced (B2 to C1) learners and professionals looking to expand their business vocabulary. Second edition. Self-study reference and practice book, with answer key, but also suitable for classroom work. With CD-ROM with interactive practice exercises, games and tests for each unit of the book. For pre-intermediate to intermediate level (A2-B1) learners who need to use English in a nursing environment. Helps develop the communication skills and specialist language knowledge of healthcare professionals. The 8 units cover core areas of nursing such as admitting patients, medical imaging and helping patients with rehabilitation. Suitable for self-study or classroom use. (with 1 Audio CD) Preparation course for the PET exam. Covers every part of the exam in detail. With stimulating topics aimed at teenagers and young adults. Provides an official PET past exam paper from Cambridge ESOL. (SB with answers, 2 Audio CDs and CD-ROM) Course for upper-intermediate and advanced level students who need to understand and talk about the key concepts in business and economics. Third edition, thoroughly revised. Covers the most important areas of management, production and marketing. (SB) With reports from ETAS's 26th AGM & Convention in Biel/Bienne, Jan 2010. For grade 8 (US). Covers: nouns & pronouns, verbs, adjectives & adverbs, prepositions, conjunctions & interjections, basic sentence parts, phrases & clauses, etc. Contains over 80 practical activities and projects that will enable your learners to examine not only their own language and culture, but also that of others. Covers topics such as domestic and public life, child- hood, food, icons, sport, politics and body language. With CD. Lively course designed to guide students towards success at the PET exam. Second edition. Includes a practice test booklet (without answers) and a CD-ROM with further practice activities for vocabulary, grammar, pronunciation, reading, listening and writing, as well as a complete PET test (with audio) for self-study or classroom use. Documentary video for beginner and elementary students. Can be used alongside Snapshot or any other equivalent course. Real-life interviews with young people in Britain and America about their families, favourite sports, music, etc. (video and teacher's notes) Collection of mini documentaries that give students an insight into different aspects of life in Britain. Ideal for students using Opportunities or any similar course at pre-intermediate level and above. (video, Workbook and Teacher's notes) Elementary English for the restaurant industry. For students training to become or working as chefs, bartenders or waiting staff. Provides the language training they need to be operational in the fast-moving food and beverage industry. (SB, TB, WB) Word study for phonics, vocabulary, and spelling instruction. Gives you all the tools needed to carry out word study instruction that will motivate and engage students. With DVD and CD-ROM. Cambridge University Press Cambridge University Press Cambridge University Press Cambridge University Press Cambridge University Press ETAS Pearson Cambridge University Press Cambridge University Press Pearson Pearson Pearson Pearson 2010 2010 2010 2010 2010 2010 2010 2010 2010 1998 2006 2002 2008 Vocabulary Vocabulary English for Specific Purposes: Medical PET Examination Books English for Specific Purposes: Business English ETAS Journals Grammar and Language Practice Methodology and Linguistics PET Examination Books Videos Videos English for Specific Purposes: Various Vocabulary Number Title Description Publisher Year Category Author(s)/ Editor(s) SERVICES
  17. 17. ETAS Journal 27/3 Summer 2010 35 Library Order and Check-out Form I am an Infrequent User and have enclosed CHF 7.– in stamps I am a Priority User and have paid into the ETAS postal account: Zürich 80-43533-3 CHF 35.– for 6 lots CHF 70.– for 12 lots (Up to 3 items, plus accompanying books and/or cassettes/CDs, may be ordered at any one time.) I’ve enclosed a self-addressed adhesive label Please send me the following items from the ETAS Library for 23 days: Catalogue No. Title Return by (please leave blank) If any of the above items are not available, please send me the following instead: Name and Address: Tel: Fax: Email: Date: Signature: Please return to: ETAS Administration, Rue de l’Hôpital 32, CH-1400 Yverdon Tel: +41 (0)24 420 32 54, Fax: +41 (0)24 420 32 57, email: office@e-tas.ch, website: www.e-tas.ch How to use the ETAS Library • All current members of ETAS with an address in Switzerland can use the ETAS mail-service Library. • You can order books in two ways: 1) As an Infrequent User, you fill in the printed Library Order and Check-out Form (see above) and return it to ETAS Administration with CHF 7.– in stamps (to cover postage costs) and a self-addressed adhesive label. 2) As a Priority User, you pay for postage costs in advance - CHF 35.– for six lots or CHF 70.– for twelve lots - into the ETAS postal account. You can then order books online (www.e-tas.ch, click on ‘Services’ then ‘Library’) or by using the paper form as in 1) (but you don’t need to send stamps). • Ordering books online is reserved for our Priority Users. • One order consists of up to 3 items (including any accompanying books and/or cassettes/CDs). In case some books are out on loan, feel free to give additional titles. The first three items that are available will be sent to you. • If a book you wanted is out on loan, a form will be sent to you enabling you to reserve the missing book, should you still require it. The book will then be sent to you when it is returned to the library. • Books can be borrowed for up to 23 days. • To request a renewal, please contact ETAS Administration before the return-by date, quoting the title, catalogue number and return-by date of the borrowed items. If the books have not been reserved by another reader, you will be given a new return-by date. • Personal viewing is possible by appointment. • The full list of items is available on our website (www.e-tas.ch). An update with recent acquisitions is in each ETAS Journal.
  18. 18. 36 ETAS Journal 27/3 Summer 2010 Where: Kantonsschule Zürcher Oberland Bühlstrasse 36, Postfach 1265 8620 Wetzikon Tel: 044 933 08 11, Fax: 044 933 08 10 info@kzo.ch There’s also a map of the building and a link to train schedules at http://www.kzo.ch/index.php?id=468 When: Saturday, September 11th 2010, 9.00 – 18.00 Plenary Speaker: Dr John De Jong from VU University Amsterdam (sponsored by Pearson Language Tests) Plenary title: Standards in Teaching and Testing Dr De Jong will speak on three different meanings of the word standard as they are relevant to testing in general and to language testing in particular. He will deal firstly with standard conditions for test administration. He will then discuss how to define standards of attainment. What are the goals of our learning and teaching? How can they be operationalized in assessment? Finally, Dr De Jong will examine the third usage as in ‘professional standard’ by mentioning some of the principles one should strive to uphold in language testing. SIG Day 2010 NEWS
  19. 19. Membership: I/we apply for membership in the following category: INDIVIDUAL MEMBER (with special rates for students and retired members): Switzerland CHF 95.- per annum Switzerland - Student membership open to students* at Swiss state tertiary pedagogical institutions I've enclosed a copy of my student ID CHF 50.- per annum Switzerland - Retired membership open to retired people** only (Swiss state retirement age) I've enclosed a copy of my identity card or passport CHF 50.- per annum EU CHF 120.- per annum Overseas CHF 145.- per annum INSTITUTIONAL MEMBER: CHF 190.- per annum ASSOCIATE MEMBER: CHF 420.- per annum Payment: I/we have paid CHF into the ETAS postal account: Zürich 80-43533-3 Please send me an invoice (for Institutional and Associate Members only) Full Name Address Telephone Fax Email Date/Signature Membership Application Form Membership year: 1st July - 30th June Membership contracted between July and December = full fee, between January and June = half fee MembershipAdministration Change of Address Form Please help to keep our records up-to-date by notifying us before you move! Old Address New Address valid as of: Full Name Full Name Address Address Telephone Telephone Email Email ETAS Region ETAS Region Individual Members Only: Please indicate which ETAS Region you wish to join (tick only one): Baden Basel Bern/Neuchâtel Central Switzerland Geneva Graubünden Lausanne Solothurn/Olten St. Gallen Ticino Valais Zürich/Winterthur Please indicate which ETAS Special Interest Groups (SIGs) you wish to join: Business English Drama & Literature English for Specific Purposes Examinations, Testing & Assessment Immersion/CLIL Learning Technologies Research School Management Teacher Development Teacher Training Teen Young Learners I do not wish my name to be passed on to EFL publishers Please send information on the ETAS occupational pension fund Please send information on the ETAS loss-of-earnings & accident insurance For queries please contact: ETAS Administration, Rue de l’Hôpital 32, CH-1400 Yverdon Tel: +41 (0)24 420 32 54, Fax: +41 (0)24 420 32 57 email: office@e-tas.ch, website: www.e-tas.ch Please return to: ETAS Administration, Rue de l’Hôpital 32, CH-1400 Yverdon 38 ETAS Journal 27/3 Summer 2010 * Proof of student status will be determined at ETAS Administration upon receiving a photocopy or scanned copy of the potential member's student ID with the date of validity clearly visible ** Proof of retirement age will be determined at ETAS Administration upon receiving a photocopy or scanned copy of the potential member's identity card or passport with the date of birth clearly visible SERVICES
  20. 20. Join us in the heart of Switzerland and enjoy the charms of Lucerne for the 27th AGM and Convention at Kantonsschule Luzern 29 – 30 January 2011 Be sure to reserve this date in your calendar! Forthcoming National Event

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