The document discusses listening and responding in discussions. It provides exercises to help participants renew their awareness of effective listening skills like giving "ear, eye, undivided attention". The exercises include breathing, relaxation, and pronunciation drills to enhance listening and appropriate responses. Bibliographies list additional resources on communication skills, pronunciation teaching, and websites with relevant materials.
Teacher Dialogue in the Spirit of Janusz Korzak ETAI 2010
Avi Tsur
The Polish Jewish pedagogue Janusz Korczak wrote about the importance of dialogue between student and teacher nearly 100 years ago. His ideas and legacy are as realistic today for educators as they were then for Korczak. Teacher-student dialogue is one of the important ways to ensure success in reaching out to our students so as to enable learning and teaching to take place. My talk will focus on Teacher/Student Dialogue in today's classroom.
PPT_Dialogue, Reflection and Feedback are Three Simple Words ETAI 2010
Aviva Shapiro
Dialogue, Reflection and Feedback are three simple words but also three straightforward methods which can enhance and positively impact your English classroom. I will review these ways and show how they will help you manage any class. Come prepared to participate!
Kinneret Girvitz and Keren Frayman
In this workshop we intend to introduce some ideas that we have been using to help keep English interesting for our students. We will demonstrate various types of debate techniques for more comfortable speakers. We will also show how drama lightens up a class while polishing language skills. We would like to share and demonstrate how guided speaking is one way that we have learned to help less confident speakers participate in class without feeling pressured or embarrassed. In addition, we will introduce a personal and interesting technique to inspire students to write and share their ideas.
Creating and Choosing the Best Materials for Speaking and Pronunciation, with...Marsha J. Chan
With Steve Jones as moderator, Marsha Chan, Judy Gilbert, and Tamara Jones presented a framework for deciding how to incorporate speaking and pronunciation topics into English language teaching and learning materials. The proposed framework is intended to help materials writers and teachers in designing or choosing effective materials. Which aspects of pronunciation are important for comprehensibility? Which can be taught and learned, and through which strategies? Here is Marsha Chan's contribution to the colloquium.
Teacher Dialogue in the Spirit of Janusz Korzak ETAI 2010
Avi Tsur
The Polish Jewish pedagogue Janusz Korczak wrote about the importance of dialogue between student and teacher nearly 100 years ago. His ideas and legacy are as realistic today for educators as they were then for Korczak. Teacher-student dialogue is one of the important ways to ensure success in reaching out to our students so as to enable learning and teaching to take place. My talk will focus on Teacher/Student Dialogue in today's classroom.
PPT_Dialogue, Reflection and Feedback are Three Simple Words ETAI 2010
Aviva Shapiro
Dialogue, Reflection and Feedback are three simple words but also three straightforward methods which can enhance and positively impact your English classroom. I will review these ways and show how they will help you manage any class. Come prepared to participate!
Kinneret Girvitz and Keren Frayman
In this workshop we intend to introduce some ideas that we have been using to help keep English interesting for our students. We will demonstrate various types of debate techniques for more comfortable speakers. We will also show how drama lightens up a class while polishing language skills. We would like to share and demonstrate how guided speaking is one way that we have learned to help less confident speakers participate in class without feeling pressured or embarrassed. In addition, we will introduce a personal and interesting technique to inspire students to write and share their ideas.
Creating and Choosing the Best Materials for Speaking and Pronunciation, with...Marsha J. Chan
With Steve Jones as moderator, Marsha Chan, Judy Gilbert, and Tamara Jones presented a framework for deciding how to incorporate speaking and pronunciation topics into English language teaching and learning materials. The proposed framework is intended to help materials writers and teachers in designing or choosing effective materials. Which aspects of pronunciation are important for comprehensibility? Which can be taught and learned, and through which strategies? Here is Marsha Chan's contribution to the colloquium.
Pedagogical Approaches Based on Intensive Listening & Reading Aloud of Auth...N.K KooZN
This is one suggestion
for those who are struggling
in the class room where student’s parasympathetic nervous system is always activating or
for those who want to get out of
grammar translation method
that is only valid in your school term test.
This study explores the effects of authorized textbook-based intensive listening & reading aloud in the high school classroom. After intensive listening to the text and a quick comprehension check of the grammar points, my students in the experimental group read aloud about 4,000 words, 10 times per lesson, which equaled a total of 40,000 words per year. The control group read less than the experimental group. 40,000 words are equivalent to the quantity for 5-8 times of the National Center Test. It is an impossible number by the conventional grammar translation method. The results of the nationwide mock exam showed 41 students out of 84 of the experimental group obtained higher T-score (Deviation Value) compared with a year ago, while 28 students out of 83 of the control group did. These numerical differences indicate the effects of reading a large number of words (40,000) aloud. A detailed description of the procedures are introduced, and detailed results of the mock exam and the 5-point Likert scale are also provided.
Slides Presentation prepared for the 8-hour mini-course delivered by Ronaldo Lima Jr and Erika Cruvinel at the Binational Center Casa Thomas Jefferson, in Brasília, in February/2011.
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
THE COMPASS: Route to Academic Speaking is a course book designed with the aim of equipping English language learners with the essential speaking and presentation skills they need in order to perform successfully in academic contexts.
The book consists of four thematic units which explore different aspects of carefully selected and stimulating themes like mind, art, marketing, and technology & science. The tasks in each unit build upon each other both thematically and skills wise and the units end with a culminating presentation assignment where students are expected to display their understanding and command of the themes and skills focused on in the relevant unit.
Key features:
designed for tertiary level learners
follows an integrated skills approach with the primary focus on the speaking skill
utilizes authentic listening and reading materials which serve as a springboard to provide the necessary context and background knowledge for the speaking tasks
offers an array of speaking tasks like debates, discussions, role plays and oral synthesis
encourages fluency and spontaneous language production
helps learners build confidence in speaking English
contains “Speaking Help” sections and “The Sound of English” sections to help learners improve their fluency and pronunciation
facilitates critical thinking skills
provides input and practice for the presentation skills required in academic and professional contexts
THE COMPASS: Route to Academic Speaking ensures that students will acquire the language skills they will draw upon not only in their academic life but also in their future career.
Navigating the rough patches in the academic landscape is a tough experience...All you need to survive is... “THE COMPASS”!
www.nuanskitabevi.com
Penny Ur
This session will begin with a summary of some interesting insights from the research and their implications for teaching. We shall then look at some practical ways in which we can help students acquire, consolidate and widen their vocabulary in order to communicate and read texts successfully in English.
Lecture: Fluency Fitness! One larger size fits all!ETAI 2010
Elisheva Barkon: Lecture: Fluency Fitness! One larger size fits all!
Research has established fluency as a critical factor in smooth, efficient language processing. In this presentation, I will discuss approaches to language acquisition and reading that encourage recognition and use of chunks/multi word units as a way forward in the promotion of fluency.
Dr. Melodie Rosenfeld & Mr. Melvyn Rach
we help EFL teacher candidates improve their own English? This presentation discusses the challenges, solutions, findings and lessons from running an English Language Lab for two years in Israel academic college...
ELLiE: a longitudinal transnational study on early language learningETAI 2010
Lucilla Lopriore
This contribution is aimed at presenting some preliminary results of a study of young EFL learners’ attitude to foreign language learning as well as of their language achievements. Longitudinal investigations have been carried out for four years in 7 European countries as part of a transnational research project.
And your homework is… : top tips for giving and checking homework
Summary by Debbie Lifschitz
Panel Chair: Penny Ur,
Panel Includes: Nava Horwitz, Debbie Lifschitz, Julie Nevo, Monica Rahvalschi and Aviva Shapiro
Creative Teaching Activities for the Multiple Intelligences ETAI 2010
Susan Osher
Dr. Howard Gardener proposed eight different intelligences to account for a broader range of human potential. Today, his theory plays a significant role in trying to meet the student’s individual strengths and needs. This hands-on workshop will show how you can bring creative multiple intelligence activities into your classroom.
Orly Sela
Teachers face ethical dilemmas in their work on an almost daily basis. Sharing and discussing them can potentially be both interesting and useful. The discussion will begin with a very short theoretical presentation, to be followed by a discussion of actual cases from the participants’ lives and work.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. ETAI 2010
Helen Osimo
The importance and benefits of teaching lexical chunks has been well-documented, but can some sort of order be imposed on an area which is so amorphous? This presentation suggests criteria for identifying idiomatic chunks in written and spoken texts, ways to explain their usage and to organize them for teaching.
Handouts: Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.ETAI 2010
Helen Osimo
The importance and benefits of teaching lexical chunks has been well-documented, but can some sort of order be imposed on an area which is so amorphous? This presentation suggests criteria for identifying idiomatic chunks in written and spoken texts, ways to explain their usage and to organize them for teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. ETAI 2010
Helen Osimo
The importance and benefits of teaching lexical chunks has been well-documented, but can some sort of order be imposed on an area which is so amorphous? This presentation suggests criteria for identifying idiomatic chunks in written and spoken texts, ways to explain their usage and to organize them for teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. ETAI 2010
Helen Osimo
The importance and benefits of teaching lexical chunks has been well-documented, but can some sort of order be imposed on an area which is so amorphous? This presentation suggests criteria for identifying idiomatic chunks in written and spoken texts, ways to explain their usage and to organize them for teaching.
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...ETAI 2010
Ramon Lewis
Without effective behaviour management, a positive and productive classroom environment is impossible to achieve. Finding the most effective techniques for producing behaviour change and preventing the development of classroom discipline problems is a moderately stressful part of the professional lives of many teachers, and a major reason for job dissatisfaction. The need for confidence regarding the impact of particular strategies is important to teachers given that the ability to manage students effectively is a critical component of their sense of professional identity.
This presentation focuses on the results of attempts to introduce the Developmental Management approach into all schools in the Northern Metropolitan Region of Victoria, Australia, as part of the 'train the trainer', AiZ project. The rationale underlying the 15 recommendations for teacher behaviour implicit in the DMA are highlighted and examples of schools' attempts to introduce elements of the DMA into primary and secondary classrooms are discussed.
"Ear, Eye, Undivided Attention": Listening and Responding in a DiscussionETAI 2010
Liz Shapiro
Participants will listen and respond in a short meaningful discussion, acknowledging contributions and offering different points of view. The difficulties of pronunciation and expressing differing points of view for students of diverse linguistic and cultural backgrounds will be addressed through Brain Gym, voice exercises and some simple drawing.
Ann Shlapobersky
Our students were born into a new world, a new century where pen and paper are writing tools of ancients and in a millisecond they have immediate access to information. In this talk I will explore what teachers can do to bridge the gap and join the century that our students were born into.
1. THE OUTCOME
Participants will:
renew their awareness of the
components of listening and
responding in discussion
Effective listening skills
‘Ear, Eye, Acknowledging differing points of
view
Undivided Offering own point of view
Checking and confirming
Attention’ understanding(Syllabus fromOCR
Adult Literacy Speaking and Listening
E.3)
Listening and will be able to use exercises to
enable their students to:
Responding in a • release tension
Discussion • enhance listening
• help with appropriate
pronunciation including vowel
length,effect of
ETAI 2010 /p//t//k/on preceeding
vowel,consonant clusters(no
deletion in initial
clusters),nuclear
Liz Shapiro stress,word groups
speed,pause and volume
Exercises : BrainGym®
Relaxation of articulatory
system
Pronunciation
Drawing
Listening
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2. Listening and responding in discussion
ETAI 2010 Liz Shapiro ETAI 2010 Listening and responding
Breathing Exercises:
Some of these examples website:
www.scribd.com
Exercise 1
BREATH OUT
Let breath come in and fill
your body from the ground
up
Repeat
BREATH OUT
Let breath come in and fill
your body from the ground
up
Exercise 2
BREATH OUT SLOWLY: FFF
SSSS EVENLY !
A B C
A B C D
1 2 3
1 2 3 4 etc evenly PRACTICE!
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3. Relaxing the jaw:
FAH FAH FAH
BLAH BLAH BLAH
Tongue tips:
LLD DDD LLL DDD LDL LDL LDL
Lips:
WWW WWW WWW
BBB BBB BBB
WBW WBW WBW
MUMMY POPPY, MUMMY POPPY
Tongue and Lips:
LLL LDL WWW LDL WLWD
Facial exercises and long vowel sounds:
OO EE OO EE
Vowel contrasts:
MAT MAD
RICH REACH
POOL PULL
SIXTEEN SIXTY
Increase your resonance:
KING KONG
DING DONG
BING BONG
Emphasising Keywords:
I’M EXTREMELY HAPPY
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4. More vowel contrast:
He hit my bag.
He hit my back.
( Did it hurt?
Was it damaged?)
/є:/
I don’t know the longest word for bird in the world…not Emu
GIVE PAPA A CUP OF PROPER COFFEE IN A COPPER
COFFEE CUP
A BIG BLACK BUG BIT A BIG BLACK BEAR AND
MADE THE BIG BLACK BEAR BLEED BLOOD
BETTY BOTTER BOUGHT SOME BUTTER BUT THE
BUTTER BETTY BOTTER BOUGHT WAS BITTER, SO
BETTY BOTTER BOUGHT SOME BETTER BUTTER,
BETTER THAN THE BITTER BUTTER BETTY BOTTER
HAD BOUGHT
NINE NICE NIGHT NURSES NURSING NICELY
PLEASE PAY PROMPTLY, PLEASE PAY PROMPTLY
RED LEATHER, YELLOW LEATHER
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5. RED LORRY, YELLOW LORRY
SAY THIS SHARPLY, SAY THIS SWEETLY;
SAY THIS SHORTLY, SAY THIS SOFTLY;
SAY THIS SIXTEEN TIMES IN SUCCESSION
Listening and responding ETAI 2010
For Word Groups:
Limerick:
The lion gave a sudden stop,
He let the dainty morsel drop,
And slunk reluctant to his cage
Snarling with disappointed rage.
Poems:
‘Night Mail’ W H Auden 1907- 73
‘Fishbones Dreaming’ Matthew Sweeney
‘Phenomenal Woman’ Maya Angelou 1928 –
Listening and Responding in Discussion 2010 Etai
2010 Liz Shapiro
Body Language Game.
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6. Students make a circle with one student in the middle. The student in the
middle expresses a feeling or idea using only one word said in an appropriate
manner and , at the same time , using an appropriate gesture or movement to
illustrate the feeling or idea expressed.
Then all the students repeat the word and action ...
ie ‘hello’ to an imaginary neighbour( on a good day, a bad day or a sad day.)
They have to identify the feeling.
Alternatively, the student in the middle speaks a sentence using word
emphasis and gesture to identify the nuclear stress of the sentence and its
meaning.
ie I live here………(not you)
I LIVE here …....(always)
I live HERE (a. always and like it
b, Always and don’t like it)
More games for body language can be found in ‘Games for Actors and Non-
Actors’ Augusto Boal
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7. Acknowledging and Responding to other points of view
”You’re right”
“ I quite agree”
“Maybe,but…”
“That’s very interesting, but…”
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8. “I understand what you mean, but…”
“I agree with your point that…but…”
“I see your point, but…”
“I think..”
“from my point of view..”
“as I see it…”
“in my opinion…”
“I’m afraid I don’t agree… because...”
“I don’t think that’s right… because… ”
“I’d not thought of it that way…”
BIBLIOGRAPHY
‘Ear, Eye, Undivided Attention’. Listening and Responding in a Discussion
Apps, J. 2009 Voice of Influence, Crown House Publishing Ltd, UK
and USA
Boal, A. (translated by Jackson, A.) 1992 Games For Actors and
Non-Actors, Routledge London, UK
Dennison, P. & G. 2010 (USA) Brain Gym Teachers’ Edition, Hearts
at Play, Inc., a division of Edu-Kinesthetics, USA
Department for Education and Skills,UK, 2003, Skills For Life -
Teacher Reference ESOL
Hewings, M. 2004, Pronunciation Practice Activities, A resource
book for teaching English Pronunciation, Cambridge University
Press, UK
Jenkins, J. 2009 World Englishes, Oxford University Press, UK
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9. Jenkins, J. 2000 The Phononolgy of English as an International
Language, Oxford University Press, UK
Oxford Cambridge RSA Exams, OCR Basic Skills Adult Literacy
Entry Level Certificate Tutors Handbook, OCR Publications
Prodromou, L. 2008 English as a Lingua Franca A Corpus based
Analysis, Continuum, London
Swan, M. and Smith, B. 1987 Learner English –
A Teacher’s Guide to Interference and Other Problems,
Cambridge University Press, UK
Walker, R. 2010 Teaching the Pronunciation of English as a Lingua
Franca, Oxford Handbook for Language Teachers, Oxford
University Press (Chapter 4 Techniques and Materials for teaching
ELF Pronunciation)
BIBLIOGRAPHY: WEBSITES USED :
‘Ear, Eye, Undivided Attention’. Listening and Responding in a Discussion
www.ocr.org.uk to access OCR Entry Level Certification in Adult
Literacy Speaking and Listening Entry 3, sample candidates
evidence sheet and learning outcome sheet
www.excellencegateway.org.uk to access Skills For Life ESOL
curriculum
www.scribd.com/doc/3974305/British-Accent- Module to
access examples of ‘Speaking with the Perfect Tongue’ (a module
on British Accent training)
www.phonememachine.com for sound and lip movement and for
Free Thrass phoneme machine
www.en.tellmemore.com/shop - programme used at Manchester
Metropolitan University
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10. www.tellmemorecorporate.com – tell me more online
www.accentschool.com for pronunciation and intonation
www.thinks.com – for some examples of ‘Tongue Twisters’
www.telus.net/internationalintelligibility - Pronunciatiion for
International Intelligibility by Robin Walker, 2001
www.iatefl/britishcouncil/org/2010/sessions2010-04-
08/globalization-english-implications-business-english-classroom-
robin-walker a video
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