Family names

A very quick question which has been annoying me for a while: why do we (or our coursebooks) teach our students to say ‘mother’, ‘father’, ‘grandmother’, ‘grandfather’ as the main way of discussing these members of our families? This was a conversation I had with a 10-year-old a couple of days ago:

Me: What’s your mum’s name?

Student 1: What?

Me: What’s your mum’s name?

Student 2: Mum? Mother?

Me: Yes, what’s your mother’s name?

Student 1: My mother is Alena.

I know there are lots of different variations on the names for these people, but surely it’s more useful for students to know that ‘mum/mom/mam’ are more common in informal speech than ‘mother’ for example. I only use ‘mother’ when I’m talking to a student who didn’t understand ‘mum’ or when I’m being sarcastic😉 And I don’t think I’ve ever referred to ‘my grandfather’ or ‘my grandmother’ in a normal conversation.

What do you think? (By the way, I’m prepared to be proved wrong…)

A gratuitous photo of me and my mum🙂

Questions for micro-dictations

I’m putting together some activities to help students understand more fluent English speech, ready for a seminar on listening skills I’m running next weekend.  One of the activities is micro-dictations of common questions spoken at as normal a speed as possible. It can be difficult to find things like this ready-prepared, so I’ve recorded some and embedded them here:

What’s your name?

Where are you from?

What do you do?

What are you going to have?

What are you going to do tomorrow?

Did you have a good holiday?

I’d be interested to hear how you use them.

A map of me

With continuous enrolment, we get new students joining our classes every Monday morning, if they change from another class, on a Monday afternoon, when they’re new to the school, and sometimes on a Tuesday morning too, if they only have morning classes! This means that we’re constantly trying to make sure our students get on well together, and I’m always trying to find new getting to know you activities that still motivate and interest the students who’ve been in the class for weeks.

This is what I used a couple of weeks ago:

 

• Ask students in pairs/small groups to decide what the connections are between the items on your own mind map.
• Each pair/group writes three questions to find out more about the connections.
• They then create their own mind maps – give them about 10 minutes, as it takes a while to get a good mind map.
• Finally, they mingle and ask and answer questions about each other’s mind maps.

My students spent about 90 minutes on the whole process. I copied their mind maps and learnt a lot about my students in the process, something which isn’t always easy in a most of the getting to know you exercises I use. I even found out which of my students were great artists!

Starting the Delta

No, not time travel. Instead, a few questions for Chris Wilson, who’s about to start the Delta. He’ll be dedicating his blog, elt squared, almost exclusively to Delta for the duration of his course. Here are my questions and his answers:

1. Why did you decide to do Delta?

   As soon as I heard there was a higher level teaching certificate than the Celta, I knew I wanted to get it at some point. I heard that I needed two years teaching experience, something that I am grateful for, but I knew I didn’t want to be a “base-level” teacher, although since then I’ve realised there are plenty of great teachers who haven’t done the Delta but still have learnt a lot over time.
   I wanted to really know why I should teach in a certain way and how to craft better lessons. I guess I also just love learning about language, teaching and how the brain works. Really I just want to know more about teaching and help people more.

2. How are you going to do it? Why did you choose this method?

   I’m doing a modular distance Delta, which means I’m taking each module on it’s own when I want, fitting them in as I can. This was largely a practical decision tying in with the financial help that I could get from my school, but also because of difficulties in finding a local tutor for module two. I am probably going to have to do module two intensively at a local centre because of that.
   Also I’m interested in taking a closer look at how the distance delta does the distance learning aspect of the Delta so our school can hopefully steal some ideas too🙂

3. How much do you feel you know about the course before you start?

   I feel I know quite a lot about the course thanks to ELTChat and the recent “How to survive the Delta” discussion (and the previous “what has the delta ever done for us” one). I’ve also spent the last few months just asking people who had done the course lots of questions. At the same time I don’t know anyone who has done it the way I am about to, so I’m still unsure how it will go!

4. How have you prepared for the Delta?

   I’ve been asking a lot of questions, blogging for professional development and getting my note-taking system in order. At the same time we’ve been really busy here at work recently (and I’ve been finishing off a few projects that I want to get done before the start of the Delta) so perhaps erratically would be the best adverb🙂

5. What do you think will be the most useful part of the course?

   I am really looking forward to all of it, to be honest, and I am sure it will all be useful. I can’t wait to up my game in both knowledge of terminology and methodology, conducting a research project and lesson observations. In all honesty the lesson observations and classroom practice probably scares me the most and so is probably the part that will be most useful for me.

6. What will be the most difficult part?

   I think it’s connected to the point above, class observations. I am quite clumsy and forgetful at the best of times but with stress I know I can slip up more and take longer to recover.

7. Anything else?

   I guess thanks to everyone who has helped with their advice and recommendation in relation to the DELTA. I hope you don’t mind me asking a few more questions over the coming months!

I’m looking forward to following Chris’ blog over the next few months, and even more, to the end of my own Delta on June 5th! This post is, in fact, procrastination, as I’m supposed to be getting ready for the third of my four observed lessons. Hope you found it interesting!

Photo taken from http://flickr.com/eltpics by @senicko, used under a CC Attribution Non-Commercial license, http://creativecommons.org/licenses/by-nc/3.0/

Immigration: Belongings

Last week I stumbled across an excellent photo article from the New York Times about immigrants to New York City and the objects they choose to bring with them. This is the lesson I created based on the article, but it is full of other possibilities too. I hope you find it useful, and I look forward to hearing what you decide to do with it.

I started off with the powerpoint presentation below. I displayed it on the interactive whiteboard, but you could print off the pictures and put them around the room instead. First, students were asked to speculate on what is in the pictures, and naturally they focus on the objects. Next, I asked them what links the pictures together, accepting any suggestions. I then told them that these were objects which immigrants to New York City brought with them. I then asked them to make notes about their thoughts on the gender, nationality, age, job and family of the owners of each object.

[To download, click ‘view on slideshare’. You may have to log in (not sure), but it’s completely free. You should then be able to click on ‘download’ above the document.]

I then gave the students the texts and asked them to read quickly to match each text to the photos. Some of them needed quite a lot of persuading to skim read and not try to understand everything!

You can find the correct answers by looking at the original article online. The students then had to check their predictions about the people by reading the text in a bit more detail. When a colleague reused the materials, she added a worksheet with a table with spaces for each item of information, which worked better than the notes which my students made.

In the penultimate step of the two-hour lesson, I divided the ‘stories’ up around the class, so that each pair of students had two people to read about. They had to create three to five questions about each person, not including the information we had already talked about (nationality, job etc) and write them down.

Finally, they mingled and asked the other students their questions.

For homework, I asked them to choose a story from the comments board, take notes on it and bring them to class the next day to tell the other students about.

A couple of days later I was working on relative clauses with the same class, and created the following gapfill to help them practise which relative pronoun to use:

The texts could also be used to practise narrative tenses, reported speech, time phrases and much more. You could also use it to lead into a discussion on immigration.

Enjoy!