Search results matching tags 'communication' and 'adolescents'

936. Another coat of painting on something already said

Anonymous — Tue, 04 Dec 2012 10:23:00 GMT

I publish a post that can be useful for teachers of advanced levels of English or any other language. The text was published January 8, 2011, on a post from this very blog. I’ve changed minor things. / Photo from: thisoldhouse com. perfect interior painting

537. Practicing for the near future

Saturday, January 8, 2011

Here is a set of activities I helped to compose for a three-week course of English; a set of activities directed to the advanced students. We tried to think of high level activities, professional ones inasmuch as possible; as well it should be useful for the students’ near future. This document was included in the book I wrote for teachers of modern languages.

Apéndice 18

Objetivos para un curso de inglés de verano

May 18, 2007

Advanced group. Professional-like. Demand the following three objectives from the NN Academia’s teacher. Core point: help the students learn and practice professional English, in view of social current realistic demands, plus what their parents told us they expected from the course.

1- The students prepare a speech about one matter of their choice, from their favorite school subject. Then they convey the dissertation. Follow-up exploitation by the teacher, making everybody intervene to criticize the lecture. The students have been jotting down notes while the speech was in progress, to later say the general scheme or a brief outline. The teacher asks them questions about the lecture. The students ask the lecturer further questions or otherwise the lecturer asks his colleagues questions about his own speech.

2- The students prepare and learn how to compose an invented utter and extensive resume, as if they were university graduates or post-graduates eagerly applying for a job. They have to present the resume (CV) and give further details about it, responding to an imaginary employer. Exploitation by the teacher and the students follows up this discourse.

3- The students prepare and undergo a job interview to enter a company of their choice. Furthermore, their classmates explain whether they would choose the applicant or not, and why. The teacher acts out as though he was a bit tough employer.

907. United like a fist

Anonymous — Tue, 25 Sep 2012 11:03:00 GMT

One day teacher of English B said to teacher of English A, “One girl that’s been to Ireland for several times told me a few days ago, ‘Look, it’s always the same; you know, a group of Spanish girls go to Dublin, or Limerick, or wherever, and what? Every single evening those girls arrange an appointment to go out, to hang around, or to visit the river side, or go to a burger place, and... so what, all the time they will speak in Spanish.

They even can meet a group of boys... but from Spain.’

The last years that she’s been to Ireland she has stayed in a university residence, where all the girls were Irish or someplace else, but the common language was not any other but English.

Plus the girls of this residence introduced more Irish girls their age to them, and, she admits, had to do things she doesn’t like but the point is she made friends with native speakers. Things she does not like: canoing in the sea, for instance, or lots of sport.

At least many more times than before she speaks English. Now she loves Ireland.” / Photo from: athleticsireland ie mile challenge girls pic

801. The Internet. Our mutual friend

Anonymous — Tue, 28 Feb 2012 15:03:00 GMT

One day teacher of English A said to teacher of English B, “One of the big things of the Internet is that I’m connecting with teachers of English all the world wide: it’s something pretty good.

I tell other teachers about my experiences and also learn from them – otherwise I’d tend to do the same things all time in my classes! Also I learn everyday and literary English.

My students, for example, can benefit from some relationships with other youngsters from other countries, by using English when typing. We did this activity some years ago in my school. It was great.

Here the thing is my students’ parents and I are concerned with – we do recognize the Web has many big good things, more good things than bad ones –is that some of the relationships some kids could start and hold, through some social network, may be not appropriate, as everyone knows.

Like I’ve just said, we aren’t any against these networks.

Let me think.

A few parents and I were talking last week about that one of the main things we both have got to do is educating the kids in values, within a whole and integral education, in accordance to men and women’s dignity. Think that you wouldn’t let in someone you don’t know, at home.

Thus, I think we teachers might show and propose values to the kids; these latter ones will take the values they just wish to acquire. On the other hand, some parents told me that their kids and them use the Web in kind of agreement and mutual knowledge.” / Photo from: guardian co uk. I’d like to honor Charles Dickens in his 200 birth anniversary. You may know one of his books was Our Mutual Friend.

793. Thank you for the comment

Anonymous — Mon, 13 Feb 2012 11:05:00 GMT

On February 10 I received the following interesting comment to post 790. I thank you, reader, very much to send it. As well thanks for the suggestion; I’ll think of it and take it into consideration. – You know? I just read it again: I’ll have a try next Wednesday. / Photo from: morenglish es. Spanish kids learning English.

“I am a student currently majoring in English Education, and I really enjoyed your idea having the students engage and communicate. Although a fun twist to this lesson would be to use it as a sort of ice breaker for High School students."

By Anonymous on 790. A naturalistic way of learning English? on 2/10/12

729. Do you know her point of view?

Anonymous — Thu, 20 Oct 2011 08:42:00 GMT

One day teacher of English B said to teacher of English A, “Often my students feel bored with the stories or non-fiction texts from their textbook of English. Also with the exercises.

All these things aren’t of any interest to them. Those topics have nothing to do with their lives. The first premise, I think, should be to make them see that the subject of English is not a mere doing exercises in a meaningless book.

How about fostering speaking in English? The subject of English isn’t a theoretical subject, but one for life itself, for communication with real people they’re going to encounter, now more than thirty years ago, when I started to study English.

I propose to you, if you let me do so: after working on a text, or better said, while working on a text, ask them simple – or challenging and brain-engaging – questions, related to the life and the events they’re living, about the city, simple yes/no questions, wh-questions, the youth now, proposals for current economic crisis, crises of values among the young, how young pople their age think about this or that point.

The students like these serious discussions, among other things because they feel listened to!, and you foster a discussion that makes them think, and all of you have small laughs – also because of the slight sense of humor you talk with, from time to time.

Besides you’ll attain to know what they think about points of their own lives. It’s worthy to try. Oh, as well they expect what you, as an adult you are, think about those points.” / Photo from: fastweb com. Asian girl studying

537. Practicing for the near future

Anonymous — Sat, 08 Jan 2011 17:13:00 GMT

Here is a set of activities I help to compose, for a three-week course of English; a set of activities directed to the advanced students. We tried to think of high level activities, professional ones inasmuch as possible; as well as useful for the students’ near future. This document was included in the book I wrote for teachers of modern languages. Sorry for I don’t find italics in the laptop I’m using these days. I have corrected some mistakes, left some others. / Photo from: tennis-game-400 sports-information org

Apéndice 18

Objetivos para un curso de inglés de verano.

New version of ’07 CE
Mainlines after a conversation with the Assistant of the program
This layout might be taken as well for the Top-level group

#304
May 18, 2007

A. Advanced group. Professional status-like. Demand the following three objectives from the NN Academia’s teacher. Core point: help the students learn and practice professional English, in view of social current realistic demands, plus what their parents told us they expect from the course.

1- The students prepare a speech about one matter of their choice, from their favorite shool subject. Then they convey the lecture. Follow-up exploitation by the teacher, making everybody intervene to criticize the lecture. The students have been jotting down notes while the speech is in progress, to later say the general scheme or a brief outline. The teacher asks them questions about the lecture. The students ask the lecturer further questions or otherwise the lecturer asks his colleagues questions about his speech.

413. The staff playing together like an orchestra

Anonymous — Tue, 03 Aug 2010 12:48:00 GMT

A useful activity, and a reinforcement to foster the speaking skill, in a summer-camp of English, for example, is to have one teacher, either native or a fluent speaker, who would pick up the students, one by one, out of the classrooms, and hold an interview with him. A really interesting dialog, starting for example from the score table which his team is on. This chart could include the points won at soccer, visiting the sick, volley-ball, participation in the class... We, the staff, are concluding, in this course of English, that the main skill to practice is speaking, definitely. Roughly stating, the speaking capability is low in a lot of Spanish schools, improving little by little nonetheless. Maybe your school is one otherwise the level, and the standard is high. Photo from www clemson edu. I guess the conductor is Emil de Cou.

402. What's her mood you think?

Anonymous — Tue, 13 Jul 2010 08:06:00 GMT

One day teacher B said to teacher A, “I have a good experience of teaching boys. Schools for boys and schools for girls are one educative option, and obviously you know teachers that are in favor and others that are against the separation of boys and girls. In my experience and from what I’ve read and discussed, when there are only boys, these ones aren’t distracted with showing off before the girls. Boys are more focused on the class, albeit there may be further disruption problems. When girls are with boys are in the same classroom, the former ones may be, I believe, more timid to say things in the target language. Besides, I think girls view and learn languages more easily than boys, in general terms.” Photo from www territoriogolf com

391. How to prepare to face up with a job interview

Anonymous — Fri, 02 Jul 2010 08:50:00 GMT

A few days ago I came accross a *** web site fitting adult learners, or even adolescents. So so useful, look:

By GetEnglishLessons on 06/07/09 at 9:50 am

“A Job Interview in English – ESL/EFL/Business English

Some adult students are learning English for their jobs and some other to apply for jobs. Nothing better than a list of questions they are going to be asked on the day of the interview.

Interviewing Questions

Below is a listing of sample interview questions to use as a guideline when developing questions you might ask a potential employee. The trend in developing these interview questions has been to make them behavioral based, allowing the interviewer to get the maximum benefit from the interview.

***

General

· Tell me about your recent work experience(s).

· Why did you leave your previous place of employment?

· Why are there gaps in your employment history?

· What strengths and weaknesses would you bring to this position?

· What is your understanding of this position and what skills do you bring to the position?

· What types of job responsibilities do you find to be most rewarding? Why?

· What types of job responsibilities do you find to be most frustrating? Why?

· Tell me about your computer skills and what type of software you are experienced with.

· What type of management style do you prefer (hands-on, frequent supervision, minimal supervision, etc.) and why?

Behavior Questions

· Describe a situation when you had to take directions from several people at the same time.

· Describe a tough problem that you have dealt with, tell me how you approached it and the outcome.

· Tell me about a specific occasion when you conformed to a policy even though you did not agree with it.

· Tell me about a project you have been responsible for and how you organized the necessary paperwork, tasks, goals, etc.

· Describe for me two improvements you have made in your job in the past six months.

· When you delegate assignments to others, how do you keep track of their progress?

· Tell me about a decision you made that your supervisor disagreed with. How did you handle it?

· What do you feel would be the most common errors made in a position such as this?

· Tell me about a time when you were late or absent to work. How did you communicate that to your supervisor?

· Tell me about a time when a supervisor asked you to complete a task that you thought was not necessary, or could have been done another way. What steps did you take to achieve the task?

· Tell me about a time when you felt you had to break a company rule in order to get something done.

Customer Service

· How would your supervisor describe your relationship with your peers?

· Describe a day when you were faced with multiple interruptions and had to assist in covering an additional position. Tell me how you managed your day to accomplish your work.

· Tell me about a time when you were given high priority tasks from multiple supervisors. How did you decide which to complete first?

· How would the people you supervise describe your management style?

End of Interview

· What aspect of your past employments did you enjoy the most?

· Why should I hire you?

· Do you have any questions for me?"

***

Photograph from psychosmart files wordpress com

384. Toward excellence

Anonymous — Thu, 24 Jun 2010 07:34:00 GMT

I found the next stuff on the Internet: it’s bang on our classes, very helpful and useful for our classes. I hope so. I hadn’t got a baldy about some these tips, I mean, I thought otherwise. Sorry for possible formatting bugs: I copied and pasted this stuff from a Word document I had created before. Here you go:

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By GetEnglishLessons

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10 strategies for creating and sustaining motivation in the classroom

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1. Rapport. Build quality relantionship with your students.

2. Relevance. Help students see the relevance to them:
“What’s in it for me?”

3. Choice. Give students choice and sense of control. Let them decide. Give responsibility to get responsible behavior.

4. Individuals. Allow students to learn in ways that are significant to them. Explain different learning styles.

5. Environment. Make the classroom a bright, pleasant and relaxed place. Use 1-minute breaks to enliven mood and increase attention.

6. Self-talk and self-esteem. Teach the value of positive self-talk and high self-esteem. Teach students to manage their own motivation.

7. Feedback. Make it safe to make mistakes. Give feedback as information. Be aware of the dangers of praise or punishment.

8. The power of suggestion. Everything should suggest success. Encourage students to help each other.

9. Involve the parents. Parents want to help, but often don’t know how. Give them information and seek their active input.

10. Juicify!!!! Put yourself in a motivated state first. Have passion-enthusiasm.

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Do you find it hard to have your teenage students talk?

How about a lesson in which they interview and are interviewed? I’m sure they will have a good time, as these questions relate to their own life and experience!

If you have a large group, the conversation might be set up in pairs or even a small group. If you have a small group, students might be given time to talk among themselves! Teacher goes around monitoring and writing down eventual mistakes!

They might start using their first language, or just say it is too difficult, but you have to explain them it is important to try out and give themselves the time. They will realise it will be fun and at the end they will say they practiced a lot!

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Snap from www scientificamerican com Some winners at kind of project contest or competition, at High School.