Lexical friends
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This document contains excerpts from classroom materials on vocabulary and morphology. It includes invented words like "poogly", "viddy", and "rassoodocks" as well as obscure words like "erinaceous", "nudiustertian", and "mumpsimus". It discusses having students analyze parts of speech, identify morphemes, and create new words. It also provides links to online linguistic references and encourages students to look up unusual terms and generate their own neologisms.
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Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
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Estimados usuarios.
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Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
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This document welcomes the reader to IH TOC6 and introduces Lucy Horsefield as the Chief Operating Officer and Monica Green as the Executive Director. It also reminds the reader of the website www.ihjournal.com and ends with thanks.
Lola Knowles
The document discusses using more authentic and engaging audio materials in English lessons rather than typical lessons focused on listening comprehension questions. It suggests choosing audio that the teacher is personally interested in that is rich in imagery or themes to raise student curiosity. Examples of exploiting audio include practicing fluency in informal settings, Cambridge-style speaking activities, focusing on language upgrades, and creative activities like having students write their own scripts. It also presents the idea of incorporating phonology lessons on topics like weak forms, connected speech, and teaching diphthongs. The key message is to choose audio that both the teacher and students will find interesting and enjoyable.
Nina jerončič
This document discusses internet memes, including what they are, how they spread virally, and their impact on language and communication. It defines memes as cultural ideas that are shared widely online through images, videos, hashtags or phrases. Memes can include photo captions, stock characters with specific meanings, or repurposed historical art. The document suggests memes are part of everyday life and influence how English is used, through changes to grammar, vocabulary, and slang. Examples provided include image macros and a meme using archaic language to set rap lyrics to popular music.
Suzanne Goodwin
This document discusses the rationale for giving homework and the benefits it provides students. It notes that homework engages students with real-world topics, exposes them to new language, and makes them more confident and enthusiastic learners. The document also shares feedback from students, with some preferring interactive online tasks while others find workbook exercises most helpful for improving grammar and writing. It concludes by encouraging the reader to try an alternative homework task and share the results.
Lizzie Pinnard
The document discusses how teachers can encourage language acquisition outside of the classroom. It recommends that teachers (1) encourage experimentation by having learners set goals for independent language practice, (2) provide resources for learners to practice on their own time, and (3) discuss learners' independent practice experiences in the classroom to maintain motivation. The goal is for teachers to act as enablers who facilitate additional language learning outside of instruction time through goal-setting, providing resources, and bringing the independent work back into class discussions.
Dan cornford
Captain Redbeard tells a story to learners about finding treasure from a chest and using it to buy a new pirate ship. Co-constructing the story worked well because the learners were actively involved, had some control, and there was a clear reason for them to listen and participate while the storyteller could react to them. Alternatives suggested letting learners decide more of the story or certain aspects of it.
Dan Cornford
The document discusses co-constructing a story with learners by having the teacher start telling a story and leaving space for learners to contribute details and help advance the plot, keeping them actively engaged. It suggests this approach worked well because the learners were involved, had some control, and there was motivation to listen and participate. Alternatives mentioned include having learners decide more of the story or certain aspects of it.
it's not
The document provides suggestions for creating and using posters in the classroom. It asks questions about what makes a good poster, how to provide input and feedback to students, and how to ensure posters are used to promote language production and learning. The document also offers ideas on exploiting posters after they are created, such as giving students roles in group work, setting posters as homework, and recycling posters for future classes. Finally, it recommends some online tools that can be used to create digital posters.
Lucy Valerio
This document outlines a process-based approach to teaching writing without requiring students to write full paragraphs or compositions. It involves activating students' prior knowledge through discussion, having them analyze model letters, and practicing the structure and appropriate language. Students brainstorm ideas, evaluate language, and organize their thoughts. They then work with partners to provide feedback and refine their ideas before producing a final draft. The goal is to engage students in higher-order thinking about writing before having them produce full compositions.
L valerio
This document outlines a process-based approach to teaching writing without requiring students to write full paragraphs or compositions. It involves activating students' prior knowledge through discussion, having them analyze model letters, and practicing the structure and appropriate language. Students brainstorm ideas, evaluate language, and organize their thoughts. They then work with partners to provide feedback and refine their ideas before producing a final draft. The goal is to engage students in higher-order thinking about writing before having them produce full compositions.
Lisa Phillips
The document provides suggestions for creating and using posters in the classroom. It asks questions about what makes a good poster, how to provide input and feedback to students, and how to ensure posters are used to promote language production and learning. The document also offers ideas on exploiting posters after they are created, such as giving students roles in group work, setting posters as homework, and recycling posters for future classes. Finally, it recommends some online tools that can be used to create digital posters.
Lisa phillips
The document provides guidance on creating effective posters for language learning classes. It asks questions about what makes a good poster, how to get students engaged in the process, and how to ensure they are producing language. Some tips include providing clear instructions and feedback, setting roles for group work, and finding ways to reuse the posters later, such as for error correction. The document also shares some online tools that can be used for creating digital posters and gives ideas for follow-up activities to further learning.
Six things
The document discusses six key topics that were covered at the IATEFL 2014 conference. The topics included how technology can be both terrific and terrifying for language teaching, the importance of evidence in the field, whether experience alone constitutes evidence, stereotypical schoolroom approaches, desirable developments in teaching methods, and making lesson observations beneficial rather than adversarial for teachers.
Sandy Millin
The document outlines 5 ways to raise one's professional profile: 1) Get involved in professional development activities at school, 2) Get involved in local professional organizations, 3) Join national professional organizations, 4) Publish or present at international conferences, and 5) Maintain an active online presence through blogging or social media. The document provides tips on raising one's profile through involvement at various levels from local to international in order to advance one's career.
Sandy Millin
The document outlines 5 ways to raise one's professional profile: 1) Get involved in professional development activities at school, 2) Get involved in local professional organizations, 3) Join national professional organizations, 4) Publish or present at international conferences, and 5) Maintain an active online presence through blogging or social media. The document provides tips on raising one's profile through involvement at various levels from local to international in order to advance one's career.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Lexical friends
- 1. Alastair Grant Director of Studies Teacher Development Manager International House - San Isidro Helping students work with words, even when they look mean and nasty.
- 3. “I was very poogly last night…” “I was very poogly last night when saw her…” “I was very poogly last night when saw her with a knife in her hand…”
- 5. verbs nouns adjectives adverbs viddy droogs rassoodocks mesto malenky skorry …things changing so skorry these days… …he viddied the four of us like that …and viddy him swim in his blood… …making up our rassoodocks what to do with the evening…
- 6. http://philldoost.files.wordpress.com/2012/01/image002.jpg The ridiculous girl fell into the pond pond the fell the ridiculous into girl
- 10. Verbophobia and Cambridge exams What challenges might a student face with this exercise? http://hibernia-institute.cz/on_line_testy/cae/cae_use_part4.htm
- 12. Three mean and nasties… If you continue be so mumpsimus as to keep saying “I didn’t went” in class, I’ll give you a zero on your next report card. Agreeing with that old idea that death penalty is effective is just so wrong... it’s absolutely mumpsimus. Al is so mumpsimus in his insistence that Grammar Translation is the still best methodology. What an old man he is!
- 13. Three mean and nasties…“Winter is coming...”, thought Al as he curled up erinaceously under the duvet. Due to the strange diet of bread and milk that the doctor had put him on, Al ate erinaceously throughout the winter. The spiky little creature walked erinaceously through the garden towards the left-over cat food.
- 14. Three mean and nasties… On that nudiustertian afternoon, Al decided that drinking a litre of whiskey would be a good idea, which explained the hangover he still had 48 hours later. I'd ordered the massage gel on-line for £48 that nudiustertian morning and was not expecting it to arrive until two days later. The nudiustertian fashion in San Isidro is wearing bright fluorescent colours and calling your male friends “Papi”.
- 16. 1. morphology a) Wash those dishes, Al! b) discriminate (v.) – indiscriminately (neg. adv.) c) preamble – establishment – dishonestly 2. a bound morpheme 3. agglutinative Breaking it down… which is which?
- 17. A little help from your cyber friends…
- 18. vary Emergent language in class – lovely lemmas plea se
- 19. vary Emergent language in class – lovely lemmas plea se pleasure pleasured pleased pleasing pleasant pleasantly displeased displeasing displeasure varied various variously varying variable variety invariable invariably
- 20. How big is it? It’s tiny!
- 24. coffee-face (n. / count.) wise beyond beers (idiom) congratsturbating (v.) http://www.urbandictionary.com/ Get your students to look at some nudiustertian words… and invent some of their own.
- 25. twitter: alastairjgrant Alastair Grant Director of Studies Teacher Development Manager International House - San Isidro email: alastair@ihsanisidro.com.ar IH blog: https://ihsanisidro.wordpress.com/ My blog: http://alastairjamesgrant.wordpress.com/