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            <title><![CDATA[Developing Teachers.com Weekly Teaching Tip - Weird Festivals - 30.6.08]]></title>
            <link>http://www.developingt2t.com/alistair/weblog/98.html</link>
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            <pubDate>Tue, 01 Jul 2008 20:18:34 GMT</pubDate>
		<dc:subject><![CDATA[festivals]]></dc:subject>
		<dc:subject><![CDATA[lesson ideas]]></dc:subject>
		<dc:subject><![CDATA[lesson plan]]></dc:subject>
            <description><![CDATA[DEVELOPINGTEACHERS.COM - WEEKLY TEACHING TIP - 30th June 2008<br /><br />BOOK RECOMMENDATIONS <br /><br />Using Authentic Video in the Language Classroom - Jane Sherman (CUP) <br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521799619/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521799619/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521799619/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521799619/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521799619/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521799619/developteac</a><br /><br />Laughing Matters: Humour in the Language Classroom - Peter Medgyes (CUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521799600/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521799600/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521799600/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521799600/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521799600/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521799600/developteac</a><br /><br />Using Newspapers in the Classroom - Paul Sanderson (CUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521645263/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521645263/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521645263/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521645263/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521645263/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521645263/developteac</a><br /><br />BUYING BOOKS (OR ANYTHING ELSE!) THROUGH AMAZON? - if you're <br />going to Amazon .com, Amazon .co.uk or Amazon.ca please go <br />through the Books page on the site - you pay the same, we get a <br />small percentage to help keep the newsletters free. Support the <br />site - thanks. <br /><a href="http://www.developingteachers.com/books/reading.htm">http://www.developingteachers.com/books/reading.htm</a><br />Click on one of the books to get to the .com or .co.uk site or <br />use the search box at the bottom of the page. To see the <br />recommended book index: <br /><a href="http://developingteachers.com/books/review_index.htm">http://developingteachers.com/books/review_index.htm</a><br /><br />***********************<br /><br />iMINDMAP <br />Excellent software from Tony Buzan, the inventor of the mind map. <br />To download the trial version of the excellent mind mapping <br />software &amp; to find out more: <br /><a href="http://www.imindmap.com/developingteachers/">http://www.imindmap.com/developingteachers/</a><br /><br />***********************<br /><br />DEVELOPINGTHEWEB.COM<br />DEVELOPINGCOURSES.COM<br />DEVELOPINGT2T.COM<br /><br />ONLINE DEVELOPMENT COURSES @ DEVELOPINGCOURSES.COM<br /><a href="http://www.developingcourses.com">http://www.developingcourses.com</a><br />A choice of online development courses to enhance your teaching. <br /><br />MOODLE HOSTING @ DEVELOPINGTHEWEB.COM <br /><a href="http://www.developingtheweb.com">http://www.developingtheweb.com</a><br />A range of web hosting options for teachers. <br /><br />NETWORKING FOR TEACHERS @ DEVELOPINGT2T.COM<br /><a href="http://www.developingt2t.com">http://www.developingt2t.com</a><br />Blog, share, communicate &amp; collaborate with other teachers.<br /><br />***********<br /><br />TEACHING TIP<br />-------------------<br /><br />Weird festivals<br /><br />----------------------------<br /><br />A note on the mailing list:<br />We have recently cleaned up the lists of all the bounces that we <br />get i.e. we have unsubscribed addresses that bounce. So if you <br />know anyone who isn't receiving the newsletter, please tell them <br />to resubscribe. <br />Yahoo addresses - recently Yahoo has been blocking lots of mails <br />so, again, if you know anyone who has a subscription with a Yahoo <br />address, please let them know about this problem. They should <br />subscribe with a different address to be sure of receiving the <br />newsletters. <br />Thanks.<br /><br />*********************<br /><br />We've had a lesson plan about strange festivals:<br /><a href="http://www.developingteachers.com/newsletterplans/News_lplan_april2000.htm">http://www.developingteachers.com/newsletterplans/News_lplan_april2000.ht</a><br /><br />Here's another article - a little shorter - that would make a <br />useful reading - have a read: <br /><br />Five best ... weird festivals<br /><br />The Glastonbury festival stomps defiantly into action this <br />weekend, but the odd druid, &quot;chanting dome&quot; and James Blunt <br />aside, you can rest assured that the truly weird festival action <br />is happening elsewhere. <br /><br />1. Boryeong Mud Festival, South Korea <br /><br />The rainy Glasto swamp has nothing on Boryeong city in the <br />Chungcheong province, three hours from Seoul, which has <br />9.9million square metres of squidgy brown mineral-rich mud on <br />nearby mud flats. In July it's put to good use in the form of mud <br />slides, mud fights, mud baths, mud wrestling, mock battles and <br />rodeo rides for a festival at Daecheon beach. All good clean fun. <br /><br />July 12-20. See <a href="http://www.mudfestival.or.kr,">http://www.mudfestival.or.kr,</a> charges for some <br />activities. <br /><br />2. Festival of near death experiences, Spain <br /><br />At the Santa Marta de Ribarteme festival in Las Nieves, Galicia, <br />people who've had near death experiences - surviving illnesses or <br />accidents - are paraded through the streets in open coffins. <br />Their relatives carry the coffin to church (god forbid any of <br />them has a heart-attack on the way), then locals gather round to <br />hear the story of their near misses, before fireworks to lighten <br />the mood. <br /><br />July 29, free. See <a href="http://www.gospain.org">http://www.gospain.org</a> <br /><br />3. Water buffalo races, Thailand <br /><br />Buffalo fancy dress, chaotic races (with jockeys riding <br />bareback), a buffalo procession and a Miss Farmland competition <br />lend a fun element to the serious business of buying and selling <br />buffalo at this annual market in Chonburi, 30 miles from Bangkok. <br /><br />October 1-31. See tourismthailand.org. <br /><br />4. Global Rainbow Gathering, Mexico <br /><br />Peace and love and a fair bit of nudity are on the line-up at the <br />ultimate hippy fest, which has travelled around the world since <br />1972. It's free and non-commercial, drugs and alcohol are banned <br />(except marijuana, naturally) and days are filled with massages, <br />drumming and discussing how to heal the world etc. Not one for <br />cynics. <br /><br />November 1-30 in La Paz, Mexico, also in Wyoming, US, July 1-7. <br />See welcomehere.org. Donation only. <br /><br />5 Twin Peaks Fest, US <br /><br />Set in North Bend, the town near Seattle where David Lynch made <br />his seminal television series, this celebratory festival includes <br />hikes and bus trips to film locations, a celebrity dinner with <br />some of the actors, Twin Peaks related games and a Lynch movie <br />night. <br /><br />July 25-27. See <a href="http://www.twinpeaksfest.com.">http://www.twinpeaksfest.com.</a> Tickets $200 or <br />$220 including bus tour. <br />&nbsp;&nbsp; <br />The Guardian,&nbsp; Saturday June 28, 2008<br />&nbsp;<a href="http://www.guardian.co.uk/travel/2008/jun/28/fivebest.festivals">http://www.guardian.co.uk/travel/2008/jun/28/fivebest.festivals</a> <br /><br />&nbsp;*******************<br />&nbsp;<br />So what to do with it?<br /><br />1. Put 'Festivals' on the board &amp; elicit different ones from the <br />stds' country &amp;, if they know any, around the world. You could <br />also brainstorm, &amp; write up, all festival - related vocabulary. <br /><br />2. Put the titles of the five festivals on the board &amp; get stds <br />to discuss what they might be about. <br /><br />3. Feedback - put up notes that they have come up with, for use <br />in the initial reading. 4. Stds then read to verify their ideas. <br />For the lower level you could doctor the text &amp; grade it to make <br />it more accessible. <br /><br />5. Pre-teach crucial vocab before the next reading task. <br /><br />6. Set some detailed reading questions. <br /><br />7. Stds read &amp; then compare in pairs. &gt;&gt; feedback. <br /><br />8. Discussion: 'response' to the article - in pairs/small groups <br />- which ones would they be interested in attending &amp; why. If you <br />have access to internet, the stds could follow up the links for <br />each of the festivals to get some more info &amp; pictures to share <br />with the rest of the class - maybe a homework task. <br /><br />9. Feedback - you could then go on to give some 'live listening' <br />by giving a description of some of the festivals in the article <br />from the lesson plan mentioned above: <br />&nbsp;<a href="http://www.developingteachers.com/newsletterplans/News_lplan_april2000.htm">http://www.developingteachers.com/newsletterplans/News_lplan_april2000.ht</a><br /><br />10. Speaking - stds come up with their own weird festivals - they <br />come up with the idea &amp; then design a poster to promote it. <br /><br />11. Stds then mingle &amp; try to persuade everyone to go to their <br />festival. The 'purpose' is to see how many people they can <br />persuade &gt;&gt; feedback. <br /><br />Alternatively, instead of using the whole article, you could give <br />each std a different weird festival. They work on it as a reading <br />&amp; then a jigsaw task - a mingle where they tell each other about <br />their festival - with the aim of deciding on the most interesting <br />festival. <br /><br />Comments &amp; ideas, please post for all to use at:<br /><a href="http://forum.developingteachers.com/index.php?topic=1569.0">http://forum.developingteachers.com/index.php?topic=1569.0</a><br /><br />---------------<br /><br />Don't forget to check out Developingt2t.com if you haven't <br />already: <a href="http://www.developingt2t.com">http://www.developingt2t.com</a> <br />Blog, share, communicate &amp; collaborate with other teachers.<br /><br />Happy teaching!<br />Alistair<br /><br />You can see past teaching tips at<br /><a href="http://www.developingteachers.com/tips/pasttips.htm">http://www.developingteachers.com/tips/pasttips.htm</a><br />- bookmark it for future reference.<br /><br />Please e-mail this tip to a friend - thanks.<br /><br />***********************<br /><br />DEVELOPINGTHEWEB.COM - MOODLE HOSTING<br /><br />You've probably heard lots about Moodle, the framework for <br />providing online courses. Have you thought about having your own? <br />At Developing TheWeb.com (a sister site of Developing <br />Teachers.com) we provide you with your own Moodle for only <br />$12/month or $60/seven months. Your Moodle installation comes <br />with 500mb of space &amp; 10gb/month of bandwidth. <br /><br />We set it all up for you &amp; you provide the courses. You don't <br />need to provide the actual course, this can simply be an online <br />presence, a way of keeping in touch with your students, a meeting <br />place with individuals or whole classes, an extension of your <br />lessons. <br /><br />We like it so much that we run our own online development courses <br />at Developing Courses.com with Moodle. <br />For more information: <br /><a href="http://www.developingtheweb.com/courses.htm">http://www.developingtheweb.com/courses.htm</a><br /><br />Reliable, affordable &amp; friendly Web Hosting for the English Language Teaching Community!<br /><br />***********************]]></description>
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            <title><![CDATA[Developing Teachers Weekly Tip - Different beginners - 23.6.08]]></title>
            <link>http://www.developingt2t.com/alistair/weblog/96.html</link>
            <guid isPermaLink="true">http://www.developingt2t.com/alistair/weblog/96.html</guid>
            <pubDate>Mon, 23 Jun 2008 07:45:04 GMT</pubDate>
		<dc:subject><![CDATA[absolute beginner]]></dc:subject>
		<dc:subject><![CDATA[adult beginner]]></dc:subject>
		<dc:subject><![CDATA[evening class beginner]]></dc:subject>
		<dc:subject><![CDATA[experienced beginner]]></dc:subject>
		<dc:subject><![CDATA[false beginner]]></dc:subject>
		<dc:subject><![CDATA[intensive beginner]]></dc:subject>
		<dc:subject><![CDATA[no Roman alphabet beginner]]></dc:subject>
		<dc:subject><![CDATA[school beginner]]></dc:subject>
		<dc:subject><![CDATA[tasks]]></dc:subject>
		<dc:subject><![CDATA[beginners]]></dc:subject>
            <description><![CDATA[DEVELOPINGTEACHERS.COM - WEEKLY TEACHING TIP - 23rd June 2008<br /><br />BOOK RECOMMENDATIONS <br /><br />Teaching Listening Comprehension - Penny Ur (OUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521287812/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521287812/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521287812/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521287812/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521287812/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521287812/developteac</a><br /><br />Teaching Pronunciation: A Reference for Teachers of English to <br />Speakers of Other Languages - M.Celce-Murcia, D.M. Brinton &amp; J.M. <br />Goodwin (CUP) <br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521406943/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521406943/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521406943/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521406943/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521406943/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521406943/developteac</a><br /><br />Principles of Language Learning and Teaching - H. Douglas Brown (Pearson)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0131991280/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0131991280/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0131991280/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0131991280/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0131991280/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0131991280/developteac</a><br /><br />BUYING BOOKS (OR ANYTHING ELSE!) THROUGH AMAZON? - if you're <br />going to Amazon .com, Amazon .co.uk or Amazon.ca please go <br />through the Books page on the site - you pay the same, we get a <br />small percentage to help keep the newsletters free. Support the <br />site - thanks. <br /><a href="http://www.developingteachers.com/books/reading.htm">http://www.developingteachers.com/books/reading.htm</a><br />Click on one of the books to get to the .com or .co.uk site or <br />use the search box at the bottom of the page. To see the <br />recommended book index: <br /><a href="http://developingteachers.com/books/review_index.htm">http://developingteachers.com/books/review_index.htm</a><br /><br />***********************<br /><br />iMINDMAP <br />Excellent software from Tony Buzan, the inventor of the mind map. <br />To download the trial version of the excellent mind mapping <br />software &amp; to find out more: <br /><a href="http://www.imindmap.com/developingteachers/">http://www.imindmap.com/developingteachers/</a><br /><br />***********************<br /><br />DEVELOPINGTHEWEB.COM<br />DEVELOPINGCOURSES.COM<br />DEVELOPINGT2T.COM<br /><br />ONLINE DEVELOPMENT COURSES @ DEVELOPINGCOURSES.COM<br /><a href="http://www.developingcourses.com">http://www.developingcourses.com</a><br />A choice of online development courses to enhance your teaching. <br /><br />MOODLE HOSTING @ DEVELOPINGTHEWEB.COM <br /><a href="http://www.developingtheweb.com">http://www.developingtheweb.com</a><br />A range of web hosting options for teachers. <br /><br />NETWORKING FOR TEACHERS @ DEVELOPINGT2T.COM<br /><a href="http://www.developingt2t.com">http://www.developingt2t.com</a><br />Blog, share, communicate &amp; collaborate with other teachers.<br /><br />***********<br /><br />TEACHING TIP<br />-------------------<br /><br />Different beginners<br /><br />----------------------------<br /><br />A note on the mailing list:<br />We have recently cleaned up the lists of all the bounces that we <br />get i.e. we have unsubscribed addresses that bounce. So if you <br />know anyone who isn't receiving the newsletter, please tell them <br />to resubscribe. <br />Yahoo addresses - recently Yahoo has been blocking lots of mails <br />so, again, if you know anyone who has a subscription with a Yahoo <br />address, please let them know about this problem. They should <br />subscribe with a different address to be sure of receiving the <br />newsletters. <br />Thanks.<br /><br />*********************<br /><br />As I was mulling over teaching beginners recently I came across <br />the book 'Beginners' by Peter Grundy in the OUP Resource books <br />series. In the introduction he talks of different kinds of <br />beginners: <br /><br />- Absolute beginner<br />- False beginner<br />- Adult beginner<br />- Experienced beginner<br />- Evening class beginner<br />- School beginner <br />- Intensive beginner<br />- No Roman alphabet beginner<br /><br />He makes the point that there are still beginners around &amp; there <br />are lots of different kinds of beginner. He goes on to set the <br />reader a couple of interesting tasks: With the list of beginners <br />above, decide the proportion of their English that should be <br />gained in class time &amp; the proportion outside of the class. Give <br />a percentage for each. <br /><br />This clearly depends on lots of variables such as where the <br />learner is studying, in an English-speaking country or in their <br />home country. Try it out anyway - think through each type of <br />beginner &amp; see if you can see any big differences &amp; why. <br /><br />The next task looks at the differing proportions of time spent on <br />whole class work, group work, small group work &amp; pair work. So, <br />for example, would there be more pair work for the Experienced <br />than the Intensive course beginner? Again, think it through for <br />each &amp; decide where the big differences are &amp; why. <br /><br />As Peter Grundy says ' The purpose of ..(the tasks).. is to make <br />us think hard about the different ways in which elements of a <br />beginners' course will need to be combined for different types of <br />learners (absolute, false, child, adult) and types of classes <br />(intensive, evening, school, subject). All too often we resolve <br />these issues intuitively rather than thinking our policy through <br />carefully at the outset and adjusting it continuously in response <br />to the changing needs of our students.' <br /><br />Clearly the same applies to all levels, not just beginners. <br /><br />To get hold of a copy of&nbsp; Peter Grundy's book 'Beginners':<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0194372006/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0194372006/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0194372006/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0194372006/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0194372006/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0194372006/developteac</a><br /><br />Comments &amp; ideas, please post for all to use at:<br /><a href="http://forum.developingteachers.com/index.php?topic=1566.0">http://forum.developingteachers.com/index.php?topic=1566.0</a><br /><br />---------------<br /><br />Don't forget to check out Developingt2t.com if you haven't <br />already: <a href="http://www.developingt2t.com">http://www.developingt2t.com</a> <br />Blog, share, communicate &amp; collaborate with other teachers.<br /><br />Happy teaching!<br />Alistair<br /><br />You can see past teaching tips at<br /><a href="http://www.developingteachers.com/tips/pasttips.htm">http://www.developingteachers.com/tips/pasttips.htm</a><br />- bookmark it for future reference.<br /><br />Please e-mail this tip to a friend - thanks.<br /><br />***********************<br /><br />DEVELOPINGTHEWEB.COM - MOODLE HOSTING<br /><br />You've probably heard lots about Moodle, the framework for <br />providing online courses. Have you thought about having your own? <br />At Developing TheWeb.com (a sister site of Developing <br />Teachers.com) we provide you with your own Moodle for only <br />$12/month or $60/seven months. Your Moodle installation comes <br />with 500mb of space &amp; 10gb/month of bandwidth. <br /><br />We set it all up for you &amp; you provide the courses. You don't <br />need to provide the actual course, this can simply be an online <br />presence, a way of keeping in touch with your students, a meeting <br />place with individuals or whole classes, an extension of your <br />lessons. <br /><br />We like it so much that we run our own online development courses <br />at Developing Courses.com with Moodle. <br />For more information: <br /><a href="http://www.developingtheweb.com/courses.htm">http://www.developingtheweb.com/courses.htm</a><br /><br />Reliable, affordable &amp; friendly Web Hosting for the English Language Teaching Community!<br /><br />***********************]]></description>
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            <title><![CDATA[Developing Teachers.com Weekly Tip - World Refugee Day: 20th June - 16.6.08]]></title>
            <link>http://www.developingt2t.com/alistair/weblog/95.html</link>
            <guid isPermaLink="true">http://www.developingt2t.com/alistair/weblog/95.html</guid>
            <pubDate>Sun, 15 Jun 2008 12:24:50 GMT</pubDate>
		<dc:subject><![CDATA[roleplay]]></dc:subject>
		<dc:subject><![CDATA[refugees]]></dc:subject>
		<dc:subject><![CDATA[links]]></dc:subject>
		<dc:subject><![CDATA[World Refugee Day]]></dc:subject>
		<dc:subject><![CDATA[Teaching Tip]]></dc:subject>
		<dc:subject><![CDATA[lesson ideas]]></dc:subject>
            <description><![CDATA[DEVELOPINGTEACHERS.COM - WEEKLY TEACHING TIP - 16th June 2008<br /><br />BOOK RECOMMENDATIONS <br /><br />Global Issues - R.Sampedro &amp; S.Hillyard (OUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0194371816/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0194371816/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0194371816/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0194371816/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0194371816/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0194371816/developteac</a><br /><br />Drama - C.Wessels (OUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0194370976/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0194370976/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0194370976/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0194370976/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0194370976/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0194370976/developteac</a><br /><br />Personalising Language Learning - G.Griffiths &amp; K.Keohane (CUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0415633648/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0415633648/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0415633648/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0415633648/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0415633648/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0415633648/developteac</a><br /><br />BUYING BOOKS (OR ANYTHING ELSE!) THROUGH AMAZON? - if you're <br />going to Amazon .com, Amazon .co.uk or Amazon.ca please go <br />through the Books page on the site - you pay the same, we get a <br />small percentage to help keep the newsletters free. Support the <br />site - thanks. <br /><a href="http://www.developingteachers.com/books/reading.htm">http://www.developingteachers.com/books/reading.htm</a><br />Click on one of the books to get to the .com or .co.uk site or <br />use the search box at the bottom of the page. To see the <br />recommended book index: <br /><a href="http://developingteachers.com/books/review_index.htm">http://developingteachers.com/books/review_index.htm</a><br /><br />***********************<br /><br />iMINDMAP <br />Excellent software from Tony Buzan, the inventor of the mind map. <br />To download the trial version of the excellent mind mapping <br />software &amp; to find out more: <br /><a href="http://www.imindmap.com/developingteachers/">http://www.imindmap.com/developingteachers/</a><br /><br />***********************<br /><br />DEVELOPINGTHEWEB.COM<br />DEVELOPINGCOURSES.COM<br />DEVELOPINGT2T.COM<br /><br />ONLINE DEVELOPMENT COURSES @ DEVELOPINGCOURSES.COM<br /><a href="http://www.developingcourses.com">http://www.developingcourses.com</a><br />A choice of online development courses to enhance your teaching. <br /><br />MOODLE HOSTING @ DEVELOPINGTHEWEB.COM <br /><a href="http://www.developingtheweb.com">http://www.developingtheweb.com</a><br />A range of web hosting options for teachers. <br /><br />NETWORKING FOR TEACHERS @ DEVELOPINGT2T.COM<br /><a href="http://www.developingt2t.com">http://www.developingt2t.com</a><br />Blog, share, communicate &amp; collaborate with other teachers.<br /><br />***********<br /><br />TEACHING TIP<br />---------------------<br /><br />World Refugee Day - 20th June<br /><br />-----------------------------------------<br /><br />A note on the mailing list:<br />We have recently cleaned up the lists of all the bounces that we <br />get i.e. we have unsubscribed addresses that bounce. So if you <br />know anyone who isn't receiving the newsletter, please tell them <br />to resubscribe. <br />Yahoo addresses - recently Yahoo has been blocking lots of mails <br />so, again, if you know anyone who has a subscription with a Yahoo <br />address, please let them know about this problem. They should <br />subscribe with a different address to be sure of receiving the <br />newsletters. <br />Thanks.<br /><br />*********************<br /><br />It's World Refugee Day on June 20th, &amp; in the UK Refugee Week <br />2008 takes place from 16 - 22 June. Every day there are <br />heartbreaking stories in the media of refugees, asylum seekers &amp; <br />displaced people. It is a huge problem everywhere in the world. <br />Here's the front page text from the UN Refugee agency site: <br /><br />World Refugee Day: Displacement in the 21st Century. A new paradigm <br /><br />The refugee challenge in the 21st century is changing rapidly. People <br />are forced to flee their homes for increasingly complicated and <br />interlinked reasons. Some 40 million people worldwide are already <br />uprooted by violence and persecution, and it is likely that the future <br />will see more people on the run as a growing number of push factors <br />compound one another to create conditions for further forced <br />displacement. <br /><br />Today people do not just flee persecution and war but also injustice, <br />exclusion, environmental pressures, competition for scarce resources and <br />all the miserable human consequences of dysfunctional states. <br /><br />The task facing the international community in this new environment is <br />to find ways to unlock the potential of refugees who have so much to <br />offer if they are given the opportunity to regain control over their <br />lives. <br /><br />There are three ways we at the UN Refugee Agency are making this goal a <br />reality: we protect, we build and we advocate. First, we protect refugee <br />rights to safety, shelter and health, focusing special attention on the <br />most vulnerable people, particularly women and girls. <br /><br />Second, we work with our partners to build the capacity of refugees to <br />fend for themselves once they are able to do so. And we work hard to <br />find solutions so that refugees become self-sufficient as soon as <br />possible. <br /><br />Third, we advocate to draw attention to the plight of refugees and to <br />raise the money necessary to get the job done. Our goal is to persuade <br />people that it is our common responsibility to make a difference for <br />those forced to pick-up and go through no fault of their own. Results on <br />the ground show we are making progress. Last year, we helped hundreds of <br />thousands of people return home. In Africa, bright spots include <br />stepped-up repatriation to South Sudan and winding up of UNHCR's <br />operations in Liberia and Angola. In April, we held a major conference <br />in Geneva and mobilized international support for the millions fleeing <br />conflict in Iraq. We cannot do this alone. But with your support UNHCR <br />can begin to turn the tide, giving refugees hope for the future and new <br />opportunities for their families and their communities. <br /><br /><a href="http://www.unhcr.org/events/3e7f46e04.html">http://www.unhcr.org/events/3e7f46e04.html</a><br /><br />The UN Refugee agency on Facebook:<br /><a href="http://www.facebook.com/pages/UNHCR/13204463437">http://www.facebook.com/pages/UNHCR/13204463437</a><br />And on MySpace:<br /><a href="http://www.myspace.com/unhcr1">http://www.myspace.com/unhcr1</a><br />And videos on YouTube:<br /><a href="http://www.youtube.com/unhcr">http://www.youtube.com/unhcr</a><br /><br />************<br /><br />There is already a past Tip on the Day 'A Place To Call Home' at: <br /><a href="http://www.developingteachers.com/tips/pasttips68.htm#place">http://www.developingteachers.com/tips/pasttips68.htm#place</a><br /><br />There's a roleplay in the Tip from Amnesty Refugee. <br />Here are the role cards: <br /><br />Immigration officers' arguments and options:<br /><br />You can use these arguments and any others you can think of:<br /><br />* They are desperate, we can't send them back.<br />* If we will send them back we will be responsible if they are <br />arrested, tortured or killed. <br />* We have legal obligations to accept refugees.<br />* They have no money, and will need state support. Our country <br />cannot afford that. <br />* Can they prove that they are genuine refugees? Maybe they are <br />just here to look for a better standard of living? <br />* Our country is a military and business partner of country X. We <br />can't be seen to be protecting them. <br />* Maybe they have skills which we need?<br />* There are enough refugees in our country. We need to take care <br />of our own people. They should go to the richer countries. <br />* If we let them in, others will also demand entry.<br />* They don't speak our language, they have a different religion <br />and they eat different food. They won't integrate. <br />* They will bring political trouble.<br /><br />Before the roleplay, think about the following options:<br /><br />* Will you let all of the refugees across the border?<br />* Will you let some across the border?<br />* Will you split them up by age, profession, wealth...?<br />* Will you do something else instead?<br /><br />Refugees' arguments and options:<br /><br />You can use these arguments and any others you can think of:<br /><br />* It is our right to receive asylum.<br />* Our children are hungry, you have a moral responsibility to <br />help us. <br />* We will be killed if we go back.<br />* We have no money.<br />* We can't go anywhere else.<br />* I was a doctor in my home town.<br />* We only want shelter until it is safe to return.<br />* Other refugees have been allowed into your country.<br /><br />Before the roleplay, think about the following options:<br /><br />* Will you split up if the immigration officers ask you to?<br />* Will you go home if they try to send you back?<br /><br />************<br /><br />An interesting lesson for the teen group would be to ask them to <br />bring in newspaper articles about refugees &amp; asylum seekers. They <br />translate the headlines &amp; then retell the content of the articles <br />in English to everyone - could be a mingle. The class then <br />discuss the bias of the different articles &amp; the newspapers they <br />come from. A general discussion on the topic ensues. <br /><br />************<br /><br />There's an interesting article in the Observer, 'The hell of <br />being an asylum seeker': <br /><a href="http://www.guardian.co.uk/uk/2008/jun/15/immigration.familyandrelationships">http://www.guardian.co.uk/uk/2008/jun/15/immigration.familyandrel</a> <br /><br /><a href="http://www.ecre.org/refugeestories/">http://www.ecre.org/refugeestories/</a><br />A site dedicated to heartbreaking stories told by refugees. Each <br />story comes in pdf. For the more advance class you could use <br />several stories as a jigsaw activity i.e. give out a different <br />story to each student/pair/small group, the read &amp; discuss, &amp; <br />then they mingle explaining their story &amp; listening to others, <br />possibly filling in a chart of the important facts. At the end a <br />class discussion ensues on who had the most difficult time, the <br />most changes in their new country etc.... <br /><br />Some more sites on refugees:<br /><a href="http://www.globalgang.org/findit/topics/refugees.aspx">http://www.globalgang.org/findit/topics/refugees.aspx</a><br />Christian Aid site for youngsters - this section is about <br />refugees. There are some stories that you can use in class. <br /><br /><a href="http://learn.christianaid.org.uk/">http://learn.christianaid.org.uk/</a><br />Christian Aid resources for teachers &amp; youth leaders.<br /><br /><a href="http://www.refugeeaction.org/">http://www.refugeeaction.org/</a><br />Refugee Action committee - Australian. <br /><br /><a href="http://en.wikipedia.org/wiki/Refugees">http://en.wikipedia.org/wiki/Refugees</a><br />Wikipedia - refugee. <br /><br /><a href="http://www.refugeecouncil.org.uk/">http://www.refugeecouncil.org.uk/</a><br />Refugee council - UK<br /><br /><a href="http://www.refugees.org/article.aspx?id=1941">http://www.refugees.org/article.aspx?id=1941</a><br />Refugee Survey 2007<br /><br /><a href="http://www.refugee.net/">http://www.refugee.net/</a><br />Refugee republic<br /><br /><a href="http://www.redcross.org.uk/TLC.asp?id=81617">http://www.redcross.org.uk/TLC.asp?id=81617</a><br />British Red Cross Refugee Services<br /><br /><a href="http://www.refintl.org/">http://www.refintl.org/</a><br />Refugees International<br /><br />Comments, ideas &amp; materials, please post for all to use at:<br /><a href="http://forum.developingteachers.com/index.php?topic=1562.0">http://forum.developingteachers.com/index.php?topic=1562.0</a><br /><br />---------------<br /><br />Don't forget to check out Developingt2t.com if you haven't <br />already: <a href="http://www.developingt2t.com">http://www.developingt2t.com</a> <br />Blog, share, communicate &amp; collaborate with other teachers.<br /><br />Happy teaching!<br />Alistair<br /><br />You can see past teaching tips at<br /><a href="http://www.developingteachers.com/tips/pasttips.htm">http://www.developingteachers.com/tips/pasttips.htm</a><br />- bookmark it for future reference.<br /><br />Please e-mail this tip to a friend - thanks.<br /><br />***********************<br /><br />DEVELOPINGTHEWEB.COM - MOODLE HOSTING<br /><br />You've probably heard lots about Moodle, the framework for <br />providing online courses. Have you thought about having your own? <br />At Developing TheWeb.com (a sister site of Developing <br />Teachers.com) we provide you with your own Moodle for only <br />$12/month or $60/seven months. Your Moodle installation comes <br />with 500mb of space &amp; 10gb/month of bandwidth. <br /><br />We set it all up for you &amp; you provide the courses. You don't <br />need to provide the actual course, this can simply be an online <br />presence, a way of keeping in touch with your students, a meeting <br />place with individuals or whole classes, an extension of your <br />lessons. <br /><br />We like it so much that we run our own online development courses <br />at Developing Courses.com with Moodle. <br />For more information: <br /><a href="http://www.developingtheweb.com/courses.htm">http://www.developingtheweb.com/courses.htm</a><br /><br />Reliable, affordable &amp; friendly Web Hosting for the English Language Teaching Community!<br /><br />***********************]]></description>
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            <title><![CDATA[Developing Teachers.com Weekly Tip - 19.5.08 - Tone it up]]></title>
            <link>http://www.developingt2t.com/alistair/weblog/93.html</link>
            <guid isPermaLink="true">http://www.developingt2t.com/alistair/weblog/93.html</guid>
            <pubDate>Tue, 20 May 2008 05:38:37 GMT</pubDate>
		<dc:subject><![CDATA[attitudinal]]></dc:subject>
		<dc:subject><![CDATA[discoursal]]></dc:subject>
		<dc:subject><![CDATA[grammatical]]></dc:subject>
		<dc:subject><![CDATA[prominence]]></dc:subject>
		<dc:subject><![CDATA[stress]]></dc:subject>
		<dc:subject><![CDATA[telegram language]]></dc:subject>
		<dc:subject><![CDATA[tone units]]></dc:subject>
		<dc:subject><![CDATA[tones]]></dc:subject>
		<dc:subject><![CDATA[tonic syllable]]></dc:subject>
		<dc:subject><![CDATA[intonation]]></dc:subject>
            <description><![CDATA[DEVELOPINGTEACHERS.COM - WEEKLY TEACHING TIP - 19th May 2008<br /><br />BOOK RECOMMENDATIONS - related to the Tip below:<br /><br />English Pronunciation in Use: Elementary - J.Marks (CUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/052167266X/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/052167266X/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/052167266X/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/052167266X/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/052167266X/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/052167266X/developteac</a><br /><br />English Pronunciation in Use. Advanced - M.Hewings (CUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521693764/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521693764/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521693764/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521693764/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521693764/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521693764/developteac</a><br /><br />English Pronunciation In Use: Intermediate - M.Hancock (CUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521006570/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521006570/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521006570/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521006570/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521006570/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521006570/developteac</a><br /><br />Sound Foundations - Adrian Underhill (Heinemann)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0435240919/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0435240919/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0435240919/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0435240919/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0435240919/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0435240919/developteac</a> <br /><br />Pronunciation Practice Activities - M. Hewings (CUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/3125340780/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/3125340780/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/3125340780/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/3125340780/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/3125340780/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/3125340780/developteac</a> <br /><br />Pronunciation Games - M.Hancock (CUP) <br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521467357/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521467357/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521467357/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521467357/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521467357/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521467357/developteac</a><br /><br />Speaking Clearly - P.Rogerson &amp; J.Gilbert (CUP)<br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521312876/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521312876/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521312876/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521312876/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521312876/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521312876/developteac</a> <br /><br />BUYING BOOKS (OR ANYTHING ELSE!) THROUGH AMAZON? - if you're<br />going to Amazon .com, Amazon .co.uk or Amazon.ca please go<br />through the Books page on the site - you pay the same, we get a<br />small percentage to help keep the newsletters free. Support the<br />site - thanks.<br /><a href="http://www.developingteachers.com/books/reading.htm">http://www.developingteachers.com/books/reading.htm</a><br />Click on one of the books to get to the .com or .co.uk site or<br />use the search box at the bottom of the page.<br />To see the recommended book index:<br /><a href="http://developingteachers.com/books/review_index.htm">http://developingteachers.com/books/review_index.htm</a><br /><br />***********************<br /><br />iMINDMAP <br />Excellent software from Tony Buzan, the inventor of the mind map.<br />To download the trial version of the excellent mind mapping<br />software &amp; to find out more:<br /><a href="http://www.imindmap.com/developingteachers/">http://www.imindmap.com/developingteachers/</a><br /><br />***********************<br /><br />DEVELOPINGTHEWEB.COM<br />DEVELOPINGCOURSES.COM<br />DEVELOPINGT2T.COM<br /><br />ONLINE DEVELOPMENT COURSES @ DEVELOPINGCOURSES.COM<br /><a href="http://www.developingcourses.com">http://www.developingcourses.com</a><br />A choice of online development courses to enhance your teaching. <br /><br />MOODLE HOSTING @ DEVELOPINGTHEWEB.COM <br /><a href="http://www.developingtheweb.com">http://www.developingtheweb.com</a><br />A range of web hosting options for teachers. <br /><br />NETWORKING FOR TEACHERS @ DEVELOPINGT2T.COM<br /><a href="http://www.developingt2t.com">http://www.developingt2t.com</a><br />Blog, share, communicate &amp; collaborate with other teachers.<br /><br />***********<br /><br />TEACHING TIP<br />---------<br /><br />Tone it up<br /><br />------------<br /><br />Last week we had another look at tone units &amp; mentioned tonic<br />syllables. Tone units divide speech up to make it all easier for<br />the listener. We pause at the end of each tone unit. See the Tip<br />from last week:<br /><a href="http://www.developingteachers.com/tips/pasttips127.htm">http://www.developingteachers.com/tips/pasttips127.htm</a><br /><br />Within each tone unit there is a tonic syllable, &amp; this is<br />important as it is where the tone changes. There are five main<br />tones in English - rise, fall, rise-fall, fall-rise &amp; level.<br /><br />It can be difficult to hear the tones &amp; it's not only students<br />that need ear training but teachers as well. We can hardly<br />integrate intonation into our teaching if we feel unconfident<br />about actually identifying the movement in the first place. So<br />listen out for tonal movement in conversations you have &amp; with<br />the audio teaching materials you use. The more you do, the easier<br />it becomes. <br /><br />There are several functions of intonation, the main ones being<br />Grammatical, Attitudinal &amp; Discoursal. <br /><br />The Grammatical function - intonation reinforces grammar. <br />For example;<br />- wh-questions: fall <br />- conditional sentences: rise on the first clause &amp; a fall on the<br />second <br />- imperatives: fall<br />- yes/no questions: rise-fall<br /><br />The Attitudinal function - intonation carries the emotions of the<br />speaker. <br />For example;<br />- expressing surprise: rise<br />- sarcasm: rise-fall<br />- politeness: rise ('the polite rise')<br />- doubt: fall-rise<br /><br />The Discoursal function - if we are talking about something we<br />think the listener already knows about or has experience of then<br />we rise or fall-rise &ndash; known as referring tones. If we think it<br />is new for the listener we fall &ndash; known as the proclaiming tone. <br />See the following past Tips for more on this function:<br />Toning It Down<br /><a href="http://www.developingteachers.com/tips/pasttips78.htm">http://www.developingteachers.com/tips/pasttips78.htm</a><br />You don't say!<br /><a href="http://www.developingteachers.com/tips/pasttips87.htm">http://www.developingteachers.com/tips/pasttips87.htm</a><br /><br />So what do we do with all of this? <br />We can highlight the different areas for our students, making<br />them aware that there is a system at work, &amp; we can also<br />integrate these ideas into our day-to-day teaching. <br /><br />The first can be done through activities to highlight the<br />different functions. For example, students could listen to a<br />series of questions &amp; decide what the movement is on all of the<br />wh-questions &amp; the movement on the polar questions - a guided<br />problem solving awareness activity. <br /><br />Integrating intonation can come at many stages in a lesson. In<br />the planning we work out the stresses &amp; tonal movement so that in<br />the presentation stage we can clearly model the new language,<br />drill it &amp; then offer a comprehensive board stage for the<br />students to copy down. <br /><br />It is important to take intonation seriously. Begin with tone<br />units &amp; the main stresses, the telegram words, &amp; then move onto<br />introducing different aspects of tonal movement. <br /><br />Also see the Tip about integrating phonology:<br /><a href="http://www.developingteachers.com/phonology/phontegrated.htm">http://www.developingteachers.com/phonology/phontegrated.htm</a><br /><br />Comments &amp; ideas , please post for all in the Forums at:<br /><a href="http://forum.developingteachers.com/index.php?topic=1547.0">http://forum.developingteachers.com/index.php?topic=1547.0</a><br /><br />---------------<br /><br />Don't forget to check out Developingt2t.com if you haven't<br />already: <a href="http://www.developingt2t.com">http://www.developingt2t.com</a><br />Blog, share, communicate &amp; collaborate with other teachers.<br /><br />Happy teaching!<br />Alistair<br /><br />You can see past teaching tips at<br /><a href="http://www.developingteachers.com/tips/pasttips.htm">http://www.developingteachers.com/tips/pasttips.htm</a><br />- bookmark it for future reference.<br /><br />Please e-mail this tip to a friend - thanks.<br /><br />***********************<br /><br />DEVELOPINGTHEWEB.COM - MOODLE HOSTING<br /><br />You've probably heard lots about Moodle, the framework for<br />providing online courses. Have you thought about having your own?<br />At Developing TheWeb.com (a sister site of Developing<br />Teachers.com) we provide you with your own Moodle for only<br />$12/month or $60/seven months. Your Moodle installation comes<br />with 500mb of space &amp; 10gb/month of bandwidth. <br /><br />We set it all up for you &amp; you provide the courses. You don't<br />need to provide the actual course, this can simply be an online<br />presence, a way of keeping in touch with your students, a meeting<br />place with individuals or whole classes, an extension of your<br />lessons. <br /><br />We like it so much that we run our own online development courses<br />at Developing Courses.com with Moodle. <br />For more information: <br /><a href="http://www.developingtheweb.com/courses.htm">http://www.developingtheweb.com/courses.htm</a><br /><br />Reliable, affordable &amp; friendly Web Hosting for the English Language Teaching Community!<br /><br />***********************]]></description>
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            <title><![CDATA[Developing Teachers.com Weekly Tip - 12.5.08 - Content Listening]]></title>
            <link>http://www.developingt2t.com/alistair/weblog/88.html</link>
            <guid isPermaLink="true">http://www.developingt2t.com/alistair/weblog/88.html</guid>
            <pubDate>Sun, 11 May 2008 16:52:19 GMT</pubDate>
		<dc:subject><![CDATA[telegrams]]></dc:subject>
		<dc:subject><![CDATA[stress]]></dc:subject>
		<dc:subject><![CDATA[secondary stress]]></dc:subject>
		<dc:subject><![CDATA[pronunciation]]></dc:subject>
		<dc:subject><![CDATA[prominence]]></dc:subject>
		<dc:subject><![CDATA[phonology]]></dc:subject>
		<dc:subject><![CDATA[listening]]></dc:subject>
		<dc:subject><![CDATA[Museum Day]]></dc:subject>
		<dc:subject><![CDATA[tone units]]></dc:subject>
		<dc:subject><![CDATA[tonic syllable]]></dc:subject>
		<dc:subject><![CDATA[limerick]]></dc:subject>
            <description><![CDATA[DEVELOPINGTEACHERS.COM - WEEKLY TEACHING TIP - 12th May 2008<br /><br />BOOKS RECOMMENDATIONS - related to the Tip below:<br /><br />Speaking Clearly - P.Rogerson &amp; J.Gilbert (CUP)<br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521312876/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521312876/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521312876/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521312876/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521312876/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521312876/developteac</a> <br /><br />Sound Foundations - Adrian Underhill (Heinemann)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0435240919/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0435240919/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0435240919/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0435240919/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0435240919/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0435240919/developteac</a> <br /><br />Pronunciation Practice Activities - M. Hewings (CUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/3125340780/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/3125340780/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/3125340780/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/3125340780/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/3125340780/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/3125340780/developteac</a> <br /><br />Pronunciation Games - M.Hancock (CUP) <br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521467357/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521467357/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521467357/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521467357/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521467357/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521467357/developteac</a><br /><br />BUYING BOOKS (OR ANYTHING ELSE!) THROUGH AMAZON? - if you're<br />going to Amazon .com, Amazon .co.uk or Amazon.ca please go<br />through the Books page on the site - you pay the same, we get a<br />small percentage to help keep the newsletters free. Support the<br />site - thanks.<br /><a href="http://www.developingteachers.com/books/reading.htm">http://www.developingteachers.com/books/reading.htm</a><br />Click on one of the books to get to the .com or .co.uk site or<br />use the search box at the bottom of the page.<br />To see the recommended book index:<br /><a href="http://developingteachers.com/books/review_index.htm">http://developingteachers.com/books/review_index.htm</a><br /><br />***********************<br /><br />iMINDMAP <br />Excellent software from Tony Buzan, the inventor of the mind map.<br />To download the trial version of the excellent mind mapping<br />software &amp; to find out more:<br /><a href="http://www.imindmap.com/developingteachers/">http://www.imindmap.com/developingteachers/</a><br /><br />***********************<br /><br />DEVELOPINGTHEWEB.COM<br />DEVELOPINGCOURSES.COM<br />DEVELOPINGT2T.COM<br /><br />ONLINE DEVELOPMENT COURSES @ DEVELOPINGCOURSES.COM<br /><a href="http://www.developingcourses.com">http://www.developingcourses.com</a><br />A choice of online development courses to enhance your teaching. <br /><br />MOODLE HOSTING @ DEVELOPINGTHEWEB.COM <br /><a href="http://www.developingtheweb.com">http://www.developingtheweb.com</a><br />A range of web hosting options for teachers. <br /><br />NETWORKING FOR TEACHERS @ DEVELOPINGT2T.COM<br /><a href="http://www.developingt2t.com">http://www.developingt2t.com</a><br />Blog, share, communicate &amp; collaborate with other teachers.<br /><br />***********<br /><br />TEACHING TIP<br />-----------<br /><br />Content listening<br /><br />-----------------<br /><br />This week we revisit &amp; expand the area of tone units. Initially<br />for our students, pronunciation is all about listening &amp;<br />comprehension. Our students want to understand everything,<br />thinking that if they miss something they won't understand the<br />message. As with reading, they don't transfer their mother tongue<br />skills. To show them that native speakers don't hear everything,<br />try out the following awareness activities: <br /><br />Telegrams<br />This is a fun activity to use as a warmer &amp; also as an<br />introduction to prominence.<br /><br />Ask the students to write a three or four word telegram in secret<br />- elicit an example to give them the idea. When all have one<br />written, assign roles in pairs of sender &amp; receiver. The receiver<br />sits in front of the sender with her/his back to the sender who<br />writes, letter by letter, the telegram on their partner's back<br />with a pen. Not with the nib - the other end so that the student<br />'receiving' the message can feel each letter being drawn on<br />her/his back.<br />While the message is being conveyed the receiver can write each<br />letter down. When all of the telegram has been written they check<br />to see if it has been received correctly. Then the students<br />change roles.<br /><br />After this you could then ask the students to write their<br />telegrams out in full &amp; then you could tell them about prominence<br />(sentence stress). E.g. we hear the prominent words - the content<br />words (nouns, verbs..) - not the grammar words (prepositions,<br />auxiliaries..). The content words carry the important<br />information. This is the first function of prominence - to convey<br />important information. The idea of telegrams is the same.<br />Then you could transfer this all to a listening activity - the<br />students listen to isolated utterances &amp; have to mark the<br />stressed words/syllables. They then see if they could get the<br />message across with just these words - telegram style!<br /><br /><a href="http://www.developingteachers.com/tips/pasttips13.htm">http://www.developingteachers.com/tips/pasttips13.htm</a><br /><br />Thought groups<br />A really useful way to help our students with their listening is<br />to help them become aware of 'thought groups' - a term from the<br />excellent phonology book for learners 'Speaking Clearly' -<br />Rogerson &amp; Gilbert - (CUP). These are sometimes called 'tone<br />units' or 'sense groups'.<br /><br />Rogerson &amp; Gilbert define 'thought groups':<br /><br />'When we speak, we need to divide speech up into small 'chunks'<br />to help the listener understand messages. These chunks or thought<br />groups are groups of words which go together to express an idea<br />or thought. In English, we use pauses &amp; low pitch to mark the end<br />of thought groups.'<br /><br />A very nice way to highlight the importance is through an<br />activity in 'Speaking Clearly' that looks at mathematical<br />equations. Compare the following:<br /><br />(A + B) x C = Y (A plus B, multiplied by C, equals Y)<br /><br />A + (B x C) = D (A, plus B multiplied by C, equals D)<br /><br />Say these two equations to yourself &amp; note when you have to<br />pause. Each pause means an end of a thought group &amp; the start of<br />another. You have the same words, but said in different groups,<br />you have different results.<br /><br />So how it is interpreted depends how the utterance is separated<br />into chunks. The speaker chooses when to pause to make the<br />message clearer for the listener.<br /><br />After an activity like this, there are a series of equations read<br />out which when calculated give an answer. If the thought groups<br />have been interpreted correctly, then the right answer will be<br />given.<br /><br />(2 + 3) x 5 = 25<br /><br />2 + (3 x 5) = 17<br /><br />With a listening text, after explaining the concept of thought<br />groups with examples on the board, get your students to mark the<br />groups on a short text. Then they can listen to the tape to see<br />if they were right.<br /><br />We mark the groups with slash marks at the beginning &amp; the end of<br />each group. Here is a short text, similar to one in the book,<br />with the thought groups marked:<br /><br />a. /Who shall we invite to the party?/<br /><br />b. /Well, //we could ask Helen./<br /><br />a. /OK,// but what about Ben?/<br /><br />b. /OK// we could ask Helen &amp; Ben,// &amp; don't forget Josh./<br /><br />a. /Yes,// Josh.// What about Sarah &amp; John?/<br /><br />b. /OK.// So,// that's Helen &amp; Ben,// Josh //&amp; Sarah &amp; John./<br /><br />a. /Yes./<br /><br />The division of the thought groups in line 6 tells us that Josh<br />will be going on his own but Helen will go with Ben &amp; Sarah with<br />John.<br /><br /><a href="http://www.developingteachers.com/tips/pasttips20.htm">http://www.developingteachers.com/tips/pasttips20.htm</a><br /><br />To get hold of 'Speaking Clearly' - P.Rogerson &amp; J.Gilbert (CUP):<br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521312876/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521312876/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521312876/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521312876/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521312876/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521312876/developteac</a> <br /><br /><br />Listening<br />A procedure through listening/viewing:<br />1. Begin with a video with the sound turned off &amp; the students<br />try to work out what is happening from the situation &amp; the body<br />language - choose a fairly obvious scene. <br /><br />2. Make telegram dialogues for the students to listen to. They<br />will immediately see that not all is necessary to understand the<br />message. The students then have their own one-word conversations.<br /><br />3. Play a dialogue above their level &amp; simply ask for the general<br />idea. In the feedback discuss whether it is necessary to get more<br />information in some situations. And in which situations is<br />detailed listening vital. <br /><br />4. Continue incorporating extensive gist tasks into the listening<br />skills work you do in class. This will build up confidence &amp; make<br />listening an enjoyable activity in class. <br /><br />5. Along the way, introduce&nbsp; the tone unit idea above - from<br />'Speaking Clearly' or your own tape. And then introduce the idea<br />of the tonic syllable - the last major stressed syllable in the<br />tone unit, where the tone changes - &amp; secondary stresses. These<br />are the words that are used in the telegram activity. If you look<br />at the dialogue above you will see the stresses in bold - please<br />see the Current Tip page for this:<br /><a href="http://www.developingteachers.com/tips/currenttip.htm">http://www.developingteachers.com/tips/currenttip.htm</a><br />More on tonic syllables &amp; secondary stress in a future Tip. <br /><br />If our students are aware of what is involved in the process of<br />listening, they'll be much more efficient listeners. And of<br />course the same goes for all the other skills as well.&nbsp;&nbsp; <br /><br />What do you think? Any more ideas, please post for all in the<br />Forums at:<br /><a href="http://forum.developingteachers.com/index.php?topic=1545.0">http://forum.developingteachers.com/index.php?topic=1545.0</a><br /><br />---------------<br /><br />The unofficial Limerick Day, the birthday of Edward Lear, is on<br />May 12th - check out the past Tip -'There once was an English<br />teacher':<br /><a href="http://www.developingteachers.com/tips/pasttips51.htm">http://www.developingteachers.com/tips/pasttips51.htm</a><br /><br />And on the 18th it's Museum Day - for the past Tip:<br /><a href="http://www.developingteachers.com/tips/pasttips82.htm">http://www.developingteachers.com/tips/pasttips82.htm</a><br /><br />And also see Alicia's speaking lesson around the theme at:<br /><a href="http://www.developingteachers.com/plans/alicia/museums.htm">http://www.developingteachers.com/plans/alicia/museums.htm</a>]]></description>
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            <title><![CDATA[Developing Teachers.com Weekly Teaching Tip - Lower levels - 5.5.08]]></title>
            <link>http://www.developingt2t.com/alistair/weblog/87.html</link>
            <guid isPermaLink="true">http://www.developingt2t.com/alistair/weblog/87.html</guid>
            <pubDate>Sun, 04 May 2008 18:31:51 GMT</pubDate>
		<dc:subject><![CDATA[activities]]></dc:subject>
		<dc:subject><![CDATA[authenticity]]></dc:subject>
		<dc:subject><![CDATA[classroom management]]></dc:subject>
		<dc:subject><![CDATA[lower levels]]></dc:subject>
		<dc:subject><![CDATA[pitch]]></dc:subject>
		<dc:subject><![CDATA[relevance]]></dc:subject>
		<dc:subject><![CDATA[signposting]]></dc:subject>
		<dc:subject><![CDATA[study skills]]></dc:subject>
		<dc:subject><![CDATA[teacher talk]]></dc:subject>
		<dc:subject><![CDATA[variety]]></dc:subject>
		<dc:subject><![CDATA[beginners]]></dc:subject>
            <description><![CDATA[DEVELOPINGTEACHERS.COM - WEEKLY TEACHING TIP - 5th May 2008<br /><br />BOOKS RECOMMENDATIONS <br /><br />Elementary Communication Games - J.Hadfield (Nelson)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0175556954/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0175556954/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0175556954/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0175556954/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0175556954/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0175556954/developteac</a> <br /><br />Teach Business English - S.Donna (CUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521585570/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521585570/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521585570/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521585570/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521585570/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521585570/developteac</a> <br /><br />Teaching Children English: An Activity Based Training Course -<br />D.Vale &amp; A.Feunteun (CUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521422353/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521422353/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521422353/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521422353/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521422353/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521422353/developteac</a><br /><br />BUYING BOOKS (OR ANYTHING ELSE!) THROUGH AMAZON? - if you're<br />going to Amazon .com, Amazon .co.uk or Amazon.ca please go<br />through the Books page on the site - you pay the same, we get a<br />small percentage to help keep the newsletters free. Support the<br />site - thanks.<br /><a href="http://www.developingteachers.com/books/reading.htm">http://www.developingteachers.com/books/reading.htm</a><br />Click on one of the books to get to the .com or .co.uk site or<br />use the search box at the bottom of the page.<br />To see the recommended book index:<br /><a href="http://developingteachers.com/books/review_index.htm">http://developingteachers.com/books/review_index.htm</a><br /><br />***********************<br /><br />iMINDMAP <br />Excellent software from Tony Buzan, the inventor of the mind map.<br />To download the trial version of the excellent mind mapping<br />software &amp; to find out more:<br /><a href="http://www.imindmap.com/developingteachers/">http://www.imindmap.com/developingteachers/</a><br /><br />***********************<br /><br />DEVELOPINGTHEWEB.COM<br />DEVELOPINGCOURSES.COM<br />DEVELOPINGT2T.COM<br /><br />ONLINE DEVELOPMENT COURSES @ DEVELOPINGCOURSES.COM<br /><a href="http://www.developingcourses.com">http://www.developingcourses.com</a><br />A choice of online development courses to enhance your teaching. <br /><br />MOODLE HOSTING @ DEVELOPINGTHEWEB.COM <br /><a href="http://www.developingtheweb.com">http://www.developingtheweb.com</a><br />A range of web hosting options for teachers. <br /><br />NETWORKING FOR TEACHERS @ DEVELOPINGT2T.COM<br /><a href="http://www.developingt2t.com">http://www.developingt2t.com</a><br />Blog, share, communicate &amp; collaborate with other teachers.<br /><br />***********<br /><br />TEACHING TIP<br />-----------<br /><br />Lower levels<br /><br />---------------<br /><br />I've received a few emails recently looking for materials for<br />lower levels, &amp; in particular beginners. It's true there is<br />little for these levels &amp; we shall endeavor to put up some low<br />level plans. We've had a few past Tips dealing with beginners:<br /><br />Writing for beginners<br /><a href="http://www.developingteachers.com/tips/pasttips35.htm">http://www.developingteachers.com/tips/pasttips35.htm</a><br />The honeymoon is over!<br /><a href="http://www.developingteachers.com/tips/pasttips36.htm">http://www.developingteachers.com/tips/pasttips36.htm</a><br />Unlocking beginners<br /><a href="http://www.developingteachers.com/tips/pasttips42.htm">http://www.developingteachers.com/tips/pasttips42.htm</a><br /><br />When watching low level lessons I often find myself wondering<br />what it is that makes an effective lesson at this level. Here are<br />a few thoughts:<br /><br />1. Relevance - choose the language &amp; topics carefully &amp; help them<br />to make progress quickly. This means looking very critically at<br />the coursebook &amp; dumping stuff they're not going to need - all<br />that bedroom vocab for adults! And choose relevant grammar - get<br />onto the past simple fairly soon as with this they can talk about<br />themselves, rather than simply describing their daily routines<br />with the present simple or describing situations with the present<br />continuous. Some coursebooks come round to introducing can/can't<br />after several months! Take control the coursebook rather than the<br />other way round. <br /><br />2. Pitch - this means anticipating accurately the difficulties<br />the students are going to have with the language &amp; skills work<br />you look at. Put yourself in their shoes.&nbsp; <br /><br />3. Number of activities - don't overdo it so that you're cramming<br />in activities at the expense of completing them properly. And on<br />the other hand don't spend too long so that you end up doing only<br />one or two activities in the lesson. <br /><br />4. Variety of activity - variety is the spice of life so get<br />creative &amp; get out of the ruts, the similar procedures you<br />follow. <br /><br />5. Signposting &amp; continuity - the lessons shouldn't be one-offs,<br />students should be able to see the links - your timetable fit.<br />During the lessons be clear about starting &amp; finishing stages so<br />all can see what's happening. <br /><br />6. Classroom management - this has got to be as clear as<br />possible. All you ask the students to do hinges around this.<br />Clear instructions are vital. If you have a complicated task to<br />set up, write the instructions out. If your classroom management<br />is confused the students will be dissatisfied.<br /><br />7. Authenticity &amp; teacher talk - just because the students are<br />low level doesn't mean they need to be talked to as if they are<br />children. Certainly grade your language but try to speak as<br />naturally as possible. <br /><br />8. Use visual aids to convey meaning. Don't rely on using the<br />students' mother tongue, try to use English as much as possible. <br /><br />9. Organise their learning - within the lesson be consistent with<br />their study skills. Make sure they go away with a comprehensive<br />record of the new language. Get them to copy down the vocab in<br />their notebooks, together with the part of speech &amp; the word<br />stress - go round &amp; check.&nbsp; <br /><br />You could say the same for all levels but for me these are<br />particularly important for low levels. This is just looking at a<br />lesson but don't forget the slightly longer term motivational<br />problems. See the Tip 'The honeymoon is over!':<br /><a href="http://www.developingteachers.com/tips/pasttips36.htm">http://www.developingteachers.com/tips/pasttips36.htm</a><br />And, as usual, talk to them about what you do in the lessons -<br />why you do what you do. <br /><br />What do you think? Any more ideas, please post for all in the Forums at:<br /><a href="http://forum.developingteachers.com/index.php?topic=1540.0">http://forum.developingteachers.com/index.php?topic=1540.0</a><br /><br />---------------<br /><br />World Red Cross Day is May 8:<br /><a href="http://www.developingteachers.com/tips/pasttips66.htm">http://www.developingteachers.com/tips/pasttips66.htm</a>]]></description>
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            <title><![CDATA[Developing Teachers Weekly Tip - kiss me, Hardy - 28.4.08]]></title>
            <link>http://www.developingt2t.com/alistair/weblog/86.html</link>
            <guid isPermaLink="true">http://www.developingt2t.com/alistair/weblog/86.html</guid>
            <pubDate>Mon, 28 Apr 2008 20:56:55 GMT</pubDate>
		<dc:subject><![CDATA[Casablanca]]></dc:subject>
		<dc:subject><![CDATA[discussion]]></dc:subject>
		<dc:subject><![CDATA[kiss]]></dc:subject>
		<dc:subject><![CDATA[silly Days]]></dc:subject>
		<dc:subject><![CDATA[using songs]]></dc:subject>
		<dc:subject><![CDATA[visuals]]></dc:subject>
		<dc:subject><![CDATA[vocab]]></dc:subject>
		<dc:subject><![CDATA[Tip]]></dc:subject>
            <description><![CDATA[<div>DEVELOPINGTEACHERS.COM - WEEKLY TEACHING TIP - 28th April 2008</div><div><br /></div><div>BOOKS RECOMMENDATIONS - a few listening skills books</div><div><br /></div><div>Practical English Usage M.Swan (Oxford)</div><div>Amazon.com:&nbsp;</div><div><a href="http://www.amazon.com/exec/obidos/ASIN/0194420981/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0194420981/developingt</a>&nbsp;</div><div>Amazon.co.uk:</div><div><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0194420981/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0194420981/developingt</a>&nbsp;</div><div>Amazon.ca:</div><div><a href="http://www.amazon.ca/exec/obidos/ASIN/0194420981/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0194420981/developteac</a></div><div><br /></div><div>Common Errors in English Usage - P.Brians (William James &amp; Company)</div><div>Amazon.com:&nbsp;</div><div><a href="http://www.amazon.com/exec/obidos/ASIN/1887902899/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/1887902899/developingt</a>&nbsp;</div><div>Amazon.co.uk:</div><div><a href="http://www.amazon.co.uk/exec/obidos/ASIN/1887902899/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/1887902899/developingt</a>&nbsp;</div><div>Amazon.ca:</div><div><a href="http://www.amazon.ca/exec/obidos/ASIN/1887902899/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/1887902899/developteac</a>&nbsp;</div><div><br /></div><div>Working With Words - R.Gairns &amp; S.Redman (CUP)</div><div>Amazon.com:&nbsp;</div><div><a href="http://www.amazon.com/exec/obidos/ASIN/0521317096/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521317096/developingt</a>&nbsp;</div><div>Amazon.co.uk:</div><div><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521317096/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521317096/developingt</a>&nbsp;</div><div>Amazon.ca:</div><div><a href="http://www.amazon.ca/exec/obidos/ASIN/0521317096/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521317096/developteac</a>&nbsp;</div><div><br /></div><div>BUYING BOOKS (OR ANYTHING ELSE!) THROUGH AMAZON? - if you're</div><div>going to Amazon .com, Amazon .co.uk or Amazon.ca please go</div><div>through the Books page on the site - you pay the same, we get a</div><div>small percentage to help keep the newsletters free. Support the</div><div>site - thanks.</div><div><a href="http://www.developingteachers.com/books/reading.htm">http://www.developingteachers.com/books/reading.htm</a></div><div>Click on one of the books to get to the .com or .co.uk site or</div><div>use the search box at the bottom of the page.</div><div>To see the recommended book index:</div><div><a href="http://developingteachers.com/books/review_index.htm">http://developingteachers.com/books/review_index.htm</a></div><div><br /></div><div>***********************</div><div><br /></div><div>iMINDMAP&nbsp;</div><div>Excellent software from Tony Buzan, the inventor of the mind map.</div><div>To download the trial version of the excellent mind mapping</div><div>software &amp; to find out more:</div><div><a href="http://www.imindmap.com/developingteachers/">http://www.imindmap.com/developingteachers/</a></div><div><br /></div><div>***********************</div><div><br /></div><div>DEVELOPINGTHEWEB.COM</div><div>DEVELOPINGCOURSES.COM</div><div>DEVELOPINGT2T.COM</div><div><br /></div><div>ONLINE DEVELOPMENT COURSES @ DEVELOPINGCOURSES.COM</div><div><a href="http://www.developingcourses.com">http://www.developingcourses.com</a></div><div>A choice of online development courses to enhance your teaching.&nbsp;</div><div><br /></div><div>MOODLE HOSTING @ DEVELOPINGTHEWEB.COM&nbsp;</div><div><a href="http://www.developingtheweb.com">http://www.developingtheweb.com</a></div><div>A range of web hosting options for teachers.&nbsp;</div><div><br /></div><div>NETWORKING FOR TEACHERS @ DEVELOPINGT2T.COM</div><div><a href="http://www.developingt2t.com">http://www.developingt2t.com</a></div><div>Blog, share, communicate &amp; collaborate with other teachers.</div><div><br /></div><div>***********</div><div><br /></div><div>TEACHING TIP</div><div>-----------</div><div><br /></div><div>Kiss me, Hardy</div><div><br /></div><div>---------------</div><div><br /></div><div>You have surely got the idea that we really like lessons that are</div><div>relevant to what's going on in the world at large, one reason for</div><div>the emphasis on the special Days, apart from making what to put</div><div>in the Tip a little easier! But this last one that HM sent me</div><div>does seem to be pushing the limits a bit. It's National Kissing</div><div>Day in the UK on 28th April. This was dreamed up by a dental</div><div>insurance company, &amp; seems to work, in that it is known &amp; gains</div><div>more publicity for the company.&nbsp;</div><div><br /></div><div>So it seems as if anyone can start a Day. What would you choose?</div><div>National Nosepicking Day?</div><div><br /></div><div>But should we take this Kissing Day on? I presume you've got to</div><div>go round actually kissing people. Apart from not really wanting</div><div>to get within half a metre of 99% of the people I meet, let alone</div><div>kiss them, it would be a fairly unhygienic way to spend the day,</div><div>depending on the type of kiss of course, or maybe not. &nbsp;</div><div><br /></div><div>Anyway, why not, it's as good any other theme &amp; gets us away from</div><div>the staple diet of travel, shopping, describing people etc... the</div><div>usual stuff in coursebooks. So, in the interests of world harmony</div><div>(!) here are some lesson ideas.</div><div><br /></div><div>- To get the ball rolling with some visuals - do a quick search</div><div>in Google Images:</div><div>'The Kiss by the Hotel de Ville', by Robert Doisneau, which has</div><div>been described as the most famous photograph of all time.&nbsp;</div><div>'The Kiss', the famous Rodin sculpture. 'The Kiss' by Man Ray.&nbsp;</div><div>The famous Life Magazine photograph taken by Alfred Eisenstaedt</div><div>on V-Day in Times Square. Show the students &amp; get reactions.&nbsp;</div><div>Give one to each student &amp; their partner guesses the content, or</div><div>the holder describes to their partner.</div><div><br /></div><div>- I'm sure you diidn't want to know - the longest recorded kiss</div><div>took place in New York City on December 5, 2001, between Louisa</div><div>Almedovar and Rich Langley. It lasted 30 hours, 59 minutes and 27</div><div>seconds. Yuck!</div><div><br /></div><div>- Start with some aspect of kissing - the photos above, introduce</div><div>the idea of the Day, see what they think, &amp; then move on to</div><div>different nationality customs when greeting. e.g.which cheek do</div><div>you begin with when giving the two-cheek kiss?&nbsp;</div><div>And then on to other gestures used, comparing them to other</div><div>nationalities. &nbsp;&nbsp;</div><div><br /></div><div>- Related vocab: kiss, kiss of life/death, air kiss, blow a kiss,</div><div>kiss better, kiss &amp; tell, kiss goodbye etc...</div><div><br /></div><div>- Little did Nelson know that amongst his victories, he would</div><div>also be remembered for his famous line 'Kiss me, Hardy'. For the</div><div>attempted cover up &amp; explanation:</div><div><a href="http://www.phrases.org.uk/meanings/kiss%20me%20hardy.html">http://www.phrases.org.uk/meanings/kiss%20me%20hardy.html</a></div><div><br /></div><div>- For the younger learner 'Sleeping Beauty' is the obvious choice</div><div>for that famous kiss.&nbsp;</div><div><br /></div><div>Wikipedia's page on kissing:</div><div><a href="http://en.wikipedia.org/wiki/Kiss">http://en.wikipedia.org/wiki/Kiss</a></div><div><br /></div><div>- In the film 'Casablanca', the song 'As Time Goes By', sung by</div><div>Dooley Wilson (the only person in the film to have actually been</div><div>to Casablanca &amp; purportedly ripped off for his performance,</div><div>receiving only $150 of the agreed $500) talks of the kiss. The</div><div>content's even more relevant today &amp; if you've got the film to</div><div>use all the better. Should go down well in class.</div><div><br /></div><div>As Time Goes By...</div><div><br /></div><div>This day and age we're living in</div><div>Gives cause for apprehension</div><div>With speed and new invention</div><div>And things like fourth dimension</div><div>Yet we get a trifle weary</div><div>With Mr. Einstein's theory</div><div>So we must get down to earth at times</div><div>Relax relieve the tension</div><div>And no matter what the progress</div><div>Or what may yet be proved</div><div>The simple facts of life are such</div><div>They cannot be removed</div><div>You must remember this</div><div>A kiss is still a kiss, a sigh is just a sigh</div><div>The fundamental things apply</div><div>As time goes by</div><div>And when two lovers woo</div><div>They still say, &quot;I love you&quot;</div><div>On that you can rely</div><div>No matter what the future brings</div><div>As time goes by</div><div>Moonlight and love songs</div><div>Never out of date</div><div>Hearts full of passion</div><div>Jealousy and hate</div><div>Woman needs man</div><div>And man must have his mate</div><div>That no one can deny</div><div>Well, it's still the same old story</div><div>A fight for love and glory</div><div>A case of do or die</div><div>The world will always welcome lovers</div><div>As time goes by</div><div>Oh yes, the world will always welcome lovers</div><div>As time goes by</div><div><br /></div><div>Ideas on using the song - anything but a gap fill!</div><div>- look at the vocab - is there any crucial vocab you need to pre-</div><div>teach? Would it be too much for lower levels or could they get</div><div>the general idea?</div><div>- simply play for pleasure - what did they think? Could be</div><div>connected with a viewing over several lessons of the film.&nbsp;</div><div>- put eight key words on the board, students predict &amp; then</div><div>listen to verify.&nbsp;</div><div>- straightforward listening procedure - give a simple extensive</div><div>task: what's it about &gt; play &gt; compare in pairs &gt; feedback &gt; more</div><div>intensive task: What's the attitude to the present? What does the</div><div>singer feel we need? etc.. &gt; play &gt; compare in pairs&gt;</div><div>feedback....</div><div>- cut up every 3/4 lines, students put in order &amp; listen to</div><div>verify.&nbsp;</div><div><br /></div><div>- Kissing tips &amp; facts from About.com - stuff for your teenagers:</div><div><a href="http://teenadvice.about.com/od/kissing/Kissing_Tips_Techniques.htm">http://teenadvice.about.com/od/kissing/Kissing_Tips_Techniques.htm</a></div><div><br /></div>]]></description>
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            <title><![CDATA[Developing Teachers.com Weekly tip - 21.4.08 - Pardon?]]></title>
            <link>http://www.developingt2t.com/alistair/weblog/83.html</link>
            <guid isPermaLink="true">http://www.developingt2t.com/alistair/weblog/83.html</guid>
            <pubDate>Thu, 24 Apr 2008 19:26:40 GMT</pubDate>
		<dc:subject><![CDATA[Earth Day]]></dc:subject>
		<dc:subject><![CDATA[St George's Day]]></dc:subject>
		<dc:subject><![CDATA[awareness]]></dc:subject>
		<dc:subject><![CDATA[lesson ideas]]></dc:subject>
		<dc:subject><![CDATA[listening]]></dc:subject>
		<dc:subject><![CDATA[noise]]></dc:subject>
		<dc:subject><![CDATA[reading]]></dc:subject>
		<dc:subject><![CDATA[roleplay]]></dc:subject>
		<dc:subject><![CDATA[vocab]]></dc:subject>
		<dc:subject><![CDATA[Tip]]></dc:subject>
            <description><![CDATA[<p>A couple of Days this week with lesson material on the site:<br />                           22nd - <strong>Earth Day</strong><br />                           Unexpected situations:<br />                           <a href="http://www.developingteachers.com/tips/pasttips95.htm#2">http://www.developingteachers.com/tips/pasttips95.htm#2</a><br />                           23rd - <strong>St. George's Day - England</strong> <br />                           Slaying Dragons:<br />                           <a href="http://www.developingteachers.com/tips/pasttips66.htm">http://www.developingteachers.com/tips/pasttips65.htm</a></p>                         <p>Last year the 25th April was <strong>International Noise Awareness Day </strong>&amp; so one would assume it would be the same this year. But no, it was on the 16th! I'm not sure who really decides all of these Days but in order not to miss such a worthy Day entirely, better late than never, here are some ideas for using 'noise' as a theme, as well as looking at Noise Awareness Day:</p>                         <p>- Noise lexis; a noise, make a noise, noisy, noiseless, noise pollution, soundproof...</p>                         <p>- Students list 5 most pleasant noises &amp; 5 worst noises &amp; then compare to see if they have any similarities. </p>                         <p>- Order the following in order of irritation, most to least:<br />   * aircraft<br />   * loud neighbors<br />   * traffic<br />   * leaf blowers and other lawn equipment<br />   * loud music, &quot;boom cars&quot;<br />   * sirens, car alarms, horn honking<br />   * barking dogs and other animals, jet skis, snowmobiles<br />   * other?</p>                         <p>- Play a series of sounds &amp; the students work out a story - see the Tip 'Sounds Intriguing':                            <a href="http://www.developingteachers.com/tips/pasttips66.htm">http://www.developingteachers.com/tips/pasttips66.htm</a></p>                         <p>- Develop comprehension strategies, ways to clarify comprehension, by introducing language such as 'I didn't catch that.', 'Could you repeat that, please?', 'Could you talk a little slower, please?'... Maybe make your own audio recording of a conversation with lots of background noise that makes the dialogue dificult for both speakers, &amp; include some of the clarification exponents. Deal with the content of the dialogue with appropriate tasks &amp; then notice &amp; pull off the language, clarify it &amp; go on to practise it. </p>                         <p>- Noise complaint roleplays - e.g.<br /> A: You are fed up wiuth the noise from your neighbours. At all hours there is music coming from their flat. You would like some peace &amp; quiet. Go &amp; talk to your neighbours about the problem. <br /> B: Your neighbours are very sensitive to noise, totally over the top. You play music but don't play it excessively, or loudly. </p>                         <p>For a lesson plan on neighbourse &amp; complaints:<br />                           <a href="http://www.developingteachers.com/plans/neighbours.htm">http://www.developingteachers.com/plans/neighbours.htm</a><br />                           <br />                           - Noise quotes for discussion:<br />                         'The worst wheel of the cart makes the most noise.' Benjamin Franklin<br />                         'Silence is the true friend that never betrays.' Confucius<br />                         'Silence is a source of great strength.' Lao Tzu<br />                         'The Arctic expresses the sum of all wisdom: Silence.' Walter Bauer<br />                         'Nowadays most men lead lives of noisy desperation.' James Thurber<br /> 'Silences make the real conversations between friends. Not the saying but the never needing to say is what counts.' Margaret Lee Runbeck<br />                         <br /> - Reading - from the League for the Hard of Hearing - lots of short reading that couold be used for some nice jigsaw reading - see the following - change the texts to suit:<br />                           Facts on noise:                          <a href="http://www.lhh.org/noise/facts/index.html"  target="_blank">http://www.lhh.org/noise/facts/index.html</a><br />                           * Noise &amp; Hearing<br />                           * Noise &amp; Health<br />   * Noise in the Workplace<br />   * Recreational Noise<br />   * Personal Stereo Systems &amp; Headsets (mp3 players)<br />   * Noise &amp; Music<br />   * Noise &amp; Health Clubs<br />   * Noise in the Home<br />   * Noise Levels Common in Our Environment<br />   * Airport Noise<br />   * How To Handle A Noise Complaint<br />   <br /> - Recipe for A Quiet Diet - from the above site - students brainstorm what they might do on the Day &amp; then compare with the list of things below, deciding on the best ideas. The same for the younger learners but they try to do the tasks as quietly as possible, whispering to each other. </p>                                                                                 <p>Take these few, simple steps to preserve the peace and quiet in your life:<br />   ALL DAY:</p>                               <p>Pay attention to the noises you make and respect your neighbor's right to peace and quiet.<br />   Turn down the volume two notches on your radios and personal stereo systems with headphones.<br />   Turn down the volume one notch on your television.<br />   Do NOT honk your horn, except in the case of imminent danger.<br />   Do NOT tip cab drivers who honk their horns illegally.<br />   Avoid noisy sports events, restaurants, rock concerts and nightclubs unless you use hearing protection.<br />   Replace noisy activities with quiet ones such as taking a walk, visits to libraries and museums.<br />   Ask your health club instructor to lower the music.<br />   Ask the movie theater manager to turn down the volume.<br />   Wear adequate hearing protection if you must be in a noisy environment (the subway, mowing the lawn)<br />   Turn off the television during dinner and have a quiet conversation instead.<br />   Get a free hearing screening.<br />   Organize a town meeting to review (or develop) a local, enforceable noise ordinance.<br /> Participate in the Noise Center's letter writing campaign to reestablish the Environmental Protection Agency's Office of Noise Abatement &amp; Control.<br />   Spread the word about the danger of noise,</p>                             <p><a href="http://www.lhh.org/noise/recipe.html"  target="_blank">http://www.lhh.org/noise/recipe.html</a></p>]]></description>
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            <title><![CDATA[Developing t2t mailing - Blogs & RSS feeds - 10.4.08]]></title>
            <link>http://www.developingt2t.com/alistair/weblog/79.html</link>
            <guid isPermaLink="true">http://www.developingt2t.com/alistair/weblog/79.html</guid>
            <pubDate>Sun, 13 Apr 2008 16:12:10 GMT</pubDate>
		<dc:subject><![CDATA[community]]></dc:subject>
		<dc:subject><![CDATA[feeds]]></dc:subject>
		<dc:subject><![CDATA[rss]]></dc:subject>
		<dc:subject><![CDATA[blogs]]></dc:subject>
            <description><![CDATA[Hello all.<br /> We're now up to 183 people at Developingt2t.com - an excellent<br /> number for so short a time.<br /> <br /> Are you using the site?<br /> Here are a couple of areas to exploit:<br /> <br /> BLOGS<br /> There is the personal blog for you to use - see the very top of<br /> each page when you are logged in - 'Your Blog'. This can be<br /> private, just for you, or you can allow logged on users to view<br /> it, or you can make some postings public. You decide on the<br /> exposure it gets. For the site, it's better to be public, with<br /> the tags, as these then show up in the 'tag cloud' - see the link<br /> at the top right of each page. When people click on the tag cloud<br /> link, this enables them to find posts &amp; people of interest to<br /> them.<br /> <br /> If you want to comment on someone's blog posting, all you need to<br /> do is click on the title &amp; a page will appear with a box for you<br /> to fill in your comment.<br /> <br /> And then there are the Community Blogs. After joining a<br /> Community, you have access to posting in that Community blog. Ask<br /> questions, introduce yourself &amp; get in touch, anything connected<br /> to that community. This is the place to exchange ideas.<br /> <br /> There are two new communities: Teaching One-to-one &amp; Moodle<br /> teachers. Get along &amp; join.<br /> <br /> FEEDS<br /> Have you checked out 'Your Resources'? These are for your RSS<br /> feeds, enabling you to keep up with what's happening on other<br /> sites. To see my feeds go to:<br /> <a href="http:///newsclient/"  target="_blank"  Xonclick="return top.js.OpenExtLink(window,event,this)">http://www.developingt2t.com/alistair/newsclient/</a><br /> <br /> Try it out in 'Your Resources'. Go to the Guardian website:<br /> <a href="http://www.guardian.co.uk/"  target="_blank"  Xonclick="return top.js.OpenExtLink(window,event,this)">http://www.guardian.co.uk/</a> At the top on the right, you'll see<br /> the RSS feed icon - the little orange broadcasting icon. Click on<br /> it &amp; copy the link you are given into the box on 'Your Resources'<br /> page. Then when you are on the site you can 'View content' to see<br /> what's new on those sites.<br /> <br /> Wherever you see the little orange RSS broadcating icon on the<br /> site you can click on these to have the feed appear in feed<br /> readers that you already have set up elsewhere. I use Google &amp;<br /> GMail a lot &amp; have a personalised homepage. If I click on a RSS<br /> feed on Developingt2t.com I am taken to a page where I can choose<br /> between adding the feed to my Google homepage or to Google<br /> Reader. So you can keep up to date with the different blog<br /> postings. Excellent. Try it out.<br /> <br /> <br /> If you have any questions about the site, please do get in touch<br /> as I'm sure others are thinking the same as you.<br /> <a href="http:///content/Contact"  target="_blank"  Xonclick="return top.js.OpenExtLink(window,event,this)">http://www.developingt2t.com/content/Contact</a>]]></description>
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            <title><![CDATA[Developing Teachers.com Weekly Teaching Tip - 14.4..08 - A grid, clues: down & across (9)]]></title>
            <link>http://www.developingt2t.com/alistair/weblog/78.html</link>
            <guid isPermaLink="true">http://www.developingt2t.com/alistair/weblog/78.html</guid>
            <pubDate>Sun, 13 Apr 2008 10:02:43 GMT</pubDate>
		<dc:subject><![CDATA[reading]]></dc:subject>
		<dc:subject><![CDATA[practice]]></dc:subject>
		<dc:subject><![CDATA[crosswords]]></dc:subject>
		<dc:subject><![CDATA[collaborate]]></dc:subject>
		<dc:subject><![CDATA[articles]]></dc:subject>
		<dc:subject><![CDATA[Tip]]></dc:subject>
		<dc:subject><![CDATA[activities]]></dc:subject>
            <description><![CDATA[DEVELOPINGTEACHERS.COM - WEEKLY TEACHING TIP - 14th April 2008<br /><br />BOOKS RECOMMENDATIONS <br /><br />Grammar Games: Cognitive, Affective and Drama Activities for EFL <br />Students - M.Rinvolucri (CUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521277736/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521277736/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521277736/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521277736/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521277736/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521277736/developteac</a><br /><br />Games for Language Learning - A.Wright, D.Betteridge &amp; M.Buckby (CUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521618223/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521618223/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521618223/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521618223/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521618223/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521618223/developteac</a> <br /><br />Discussions that Work: Task-centred Fluency Practice - P.Ur (CUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521281695/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521281695/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521281695/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521281695/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521281695/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521281695/developteac</a> <br /><br />Keep Talking: Communicative Fluency Activities for Language Teaching <br />- F.Klippel (CUP)<br />Amazon.com: <br /><a href="http://www.amazon.com/exec/obidos/ASIN/0521278716/developingteac0b">http://www.amazon.com/exec/obidos/ASIN/0521278716/developingt</a> <br />Amazon.co.uk:<br /><a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521278716/developingteache">http://www.amazon.co.uk/exec/obidos/ASIN/0521278716/developingt</a> <br />Amazon.ca:<br /><a href="http://www.amazon.ca/exec/obidos/ASIN/0521278716/developteache-20">http://www.amazon.ca/exec/obidos/ASIN/0521278716/developteac</a><br /><br /><br />BUYING BOOKS (OR ANYTHING ELSE!) THROUGH AMAZON? - if you're<br />going to Amazon .com, Amazon .co.uk or Amazon.ca please go<br />through the Books page on the site - you pay the same, we get a<br />small percentage to help keep the newsletters free. Support the<br />site - thanks.<br /><a href="http://www.developingteachers.com/books/reading.htm">http://www.developingteachers.com/books/reading.htm</a><br />Click on one of the books to get to the .com or .co.uk site or<br />use the search box at the bottom of the page.<br />To see the recommended book index:<br /><a href="http://developingteachers.com/books/review_index.htm">http://developingteachers.com/books/review_index.htm</a><br /><br />***********************<br /><br />iMINDMAP <br />Excellent software from Tony Buzan, the inventor of the mind map.<br />To download the trial version of the excellent mind mapping<br />software &amp; to find out more:<br /><a href="http://www.imindmap.com/developingteachers/">http://www.imindmap.com/developingteachers/</a><br /><br />***********************<br /><br />DEVELOPINGTHEWEB.COM<br />DEVELOPINGCOURSES.COM<br />DEVELOPINGT2T.COM<br /><br />ONLINE DEVELOPMENT COURSES @ DEVELOPINGCOURSES.COM<br /><a href="http://www.developingcourses.com">http://www.developingcourses.com</a><br />A choice of online development courses to enhance your teaching. <br /><br />MOODLE HOSTING @ DEVELOPINGTHEWEB.COM <br /><a href="http://www.developingtheweb.com">http://www.developingtheweb.com</a><br />A range of web hosting options for teachers. <br /><br />NETWORKING FOR TEACHERS @ DEVELOPINGT2T.COM<br /><a href="http://www.developingt2t.com">http://www.developingt2t.com</a><br />Blog, share, communicate &amp; collaborate with other teachers.<br /><br />***********<br /><br />TEACHING TIP<br />-----------<br /><br />A grid, clues: down &amp; across (9)<br /><br />-------------------------------<br /><br />Crossword Puzzle Day is coming round again on 18th April, so this<br />week we revisit a couple of past Tips on using crosswords in<br />different ways &amp; a couple of articles on crosswords:<br /><br />A few ways to use them.<br /><br />- Collaborative Crossword: a normal crossword that reviews<br />recently taught vocabulary or is leading into a theme, done<br />collaboratively with the whole class - it's fun to do it<br />together. Encourage them to give further clues rather than shout<br />out the answers when they have them. <br /><br />- Pairwork Crossword: give half of a completed crossword to each<br />person in the pair. They have to make up the clues for their set<br />of answers &amp; then they tell each other until both have a<br />completed crossword. <br /><br />- Class Crossword: give out a crossword to each student but with<br />a different answer filled in on each. The students think of the<br />clue to their answer &amp; then mingle telling each other their clues<br />&amp; listening to each other until all have completed the crossword.<br />Good for revising vocab.<br /><br />- Advanced Crossword: give out the crossword, with all of the<br />clues about the vocabulary that is going to come up in the next<br />two weeks. As the fortnight proceeds the students can do a bit<br />more of their crosswords - the first to complete it gets a small<br />prize. Then use the crossword to review the vocab covered. <br /><br />- Invented Crossword: in pairs, get your students to make their<br />own crosswords up based on the vocab recently covered. When<br />finished, swap them around for each pair to do a new one. Lots of<br />vocab reviewed in both parts of the activity. <br /><br />- Coursebook Crossword: at the beginning of a course when you are<br />showing the students what is involved in the coursebook, instead<br />of a list of questions that asks them to look through the book<br />for the answers, design a crossword to fill in.eg. 3 across: the<br />section near the back with lots of verbs (9, 4, 4) (Irregular<br />Verb List).<br /><br />- Comprehension Crossword: As in the above activity, when<br />students are looking for information to answer comprehension or<br />scan reading questions in a text, they can be presented in the<br />form of a crossword.<br /><br />- Picture Crosswords: for the younger learner, the clues are in<br />picture form instead of definitions. <br /><br />- Phonology Crosswords: design a crossword that reviews vocab but<br />instead of putting in the letters for the words, the students put<br />in the phonemes for the words. For word stress, choose the<br />pattern you want to look at &amp; for each clue give three words, the<br />right answer being the one that fits the pattern. <br /><br />Don't forget about the logistical language the students might<br />need to do the above activities &amp; deal with it beforehand to<br />maximise the effectiveness of the tasks e.g.- have you got the<br />clue for four across? - the language of dis/agreement - the<br />language of negotiation<br /><br />Most people find crosswords interesting &amp; if integrated into<br />classes, they can be motivating &amp; fun for your students. And for<br />the teacher in a non-English speaking country, normal newspaper<br />crosswords are a great way of trying to keep your English<br />vocabulary from diminishing. <br /><br />------------------<br /><br />Have a look at the history of crosswords - the first crossword can<br />be seen at the Current Tip page:<br /><a href="http://www.developingteachers.com/tips/currenttip.htm">http://www.developingteachers.com/tips/currenttip.htm</a><br /><br />Brief History of Crossword Puzzles<br /><br />Crossword puzzles are said to be the most popular and widespread<br />word game in the world, yet have a short history. The first<br />crosswords appeared in England during the 19th century. They were<br />of an elementary kind, apparently derived from the word square, a<br />group of words arranged so the letters read alike vertically and<br />horizontally, and printed in children's puzzle books and various<br />periodicals. In the United States, however, the puzzle developed<br />into a serious adult pastime.<br /><br />The first known published crossword puzzle was created by a<br />journalist named Arthur Wynne from Liverpool, and he is usually<br />credited as the inventor of the popular word game. December 21,<br />1913 was the date and it appeared in a Sunday newspaper, the New<br />York World. Wynne's puzzle(on the Current Tip page) differed from<br />today's crosswords in that it was diamond shaped and contained no<br />internal black squares. During the early 1920's other newspapers<br />picked up the newly discovered pastime and within a decade<br />crossword puzzles were featured in almost all American<br />newspapers. It was in this period crosswords began to assume<br />their familiar form. Ten years after its rebirth in the States it<br />crossed the Atlantic and re-conquered Europe.<br /><br />The first appearance of a crossword in a British publication was<br />in Pearson's Magazine in February 1922, and the first Times<br />crossword appeared on February 1 1930. British puzzles quickly<br />developed their own style, being considerably more difficult than<br />the American variety. In particular the cryptic crossword became<br />established and rapidly gained popularity. The generally<br />considered governing rules for cryptic puzzles were laid down by<br />A. F. Ritchie and D. S. Macnutt.<br /><br />These people, gifted with the ability to see words puzzled<br />together in given geometrical patterns and capable of twisting<br />and turning words into word plays dancing on the wit of human<br />minds, have since constructed millions of puzzles by hand and<br />each of these puzzlers has developed personal styles known and<br />loved by his fans. These people have set the standard of what to<br />expect from a quality crossword puzzle.<br /><a href="http://www.crosswordtournament.com/more/wynne.html">http://www.crosswordtournament.com/more/wynne.html</a><br /><br />This would make an interesting reading, &amp; afterwards you could<br />present the students with the very first crossword - the Current<br />Tip page -there is a link to the solutions. You might let them<br />have a go first &amp; then give out the answers, mixed up, to choose<br />from to make it all manageable.<br /><br />------------------<br /><br />And then there's an interesting article about how a crossword<br />nearly gave the game away:<br /><br />The Crossword Panic of May 1944<br /><br />During World War II the daily newspapers were at their most<br />popular even though they consisted of only a few pages. People<br />throughout Britain could find out what was happening in the parts<br />of the world where our troops were engaged in the fight against<br />Hitler and the Nazis<br /><br />At the beginning of the war, the news was mainly bad with the<br />German blitzkrieg advances throughout Europe, but as the years<br />rolled on, the news slowly became better &hellip;and in October 1942<br />British morale was greatly bolstered by General Montgomery&rsquo;s<br />famous success at El Alamein in North Africa.<br /><br />But it wasn&rsquo;t just the news that was eagerly sought in the<br />papers; there were other matters of interest. Nearly all<br />newspapers had crossword puzzles in them and they were very<br />popular as they helped fill in the hours spent in the Air-Raid<br />Shelters, waiting for trains or just simply engaged in that great<br />British tradition of queuing.<br /><br />One of the popular &lsquo;Dailys&rsquo; of the time was the Daily Telegraph,<br />and so too was its crossword puzzle.<br /><br />It was in January 1943 that the British Prime Minister Winston<br />Churchill and American President Franklin D Roosevelt met and<br />agreed that the future of the war must include an invasion of<br />northwest Europe or a &lsquo;return to the Continent&rsquo;.<br /><br />Planning for the invasion started almost immediately, and after<br />extensive research it was decided that the sheltered Normandy<br />coastline with its wide sandy beaches presented the best option<br />for the surprise attack that was to be the D-Day landings. The<br />assault was code-named Operation Overlord by Churchill himself.<br /><br />The US General Dwight D Eisenhower was made overall commander of<br />Operation Overlord in December 1943, with the British hero<br />General Bernard Law Montgomery assuming control of ground troops.<br />It was in early May 1944 that Eisenhower decided that D-Day would<br />fall on 5th June 1944.<br /><br />A huge security blanket had been thrown over all aspects of the<br />operation, including the place and exact date of the landings, in<br />order to maximise the element of surprise and minimise<br />casualties. One US major-general was even demoted and sent home<br />for simply speculating at a cocktail party on the date of the<br />invasion.<br /><br />But while some members of MI5, Britain&rsquo;s counter-espionage<br />service, were whiling away their spare moments in May 1944 by<br />doing the Telegraph Crossword, they noticed that vital code-names<br />that had been adopted to hide the mightiest sea-borne assault of<br />all time, appeared in the crossword.<br /><br />They noticed that the answer to one clue, &lsquo;One of the USA&rsquo;,<br />turned out to be Utah, and another answer to a clue was Omaha.<br />These were the names, given by the Allies, to the beaches in<br />Normandy where the American Forces were to land on D-Day.<br /><br />Another answer that appeared in that month&rsquo;s crossword was<br />Mulberry. This was the name of the floating harbour that was to<br />be towed across the Channel to accommodate the supply ships of<br />the invasion force. Neptune another answer, referred to the code-<br />name for the naval support for the operation.<br /><br />Perhaps the most suspicious was a clue about a &lsquo;Big-Wig&rsquo;, to<br />which the answer was Overlord. This was the code-name given for<br />the entire operation!<br /><br />Alarm bells rang throughout MI5 - was the crossword being used to<br />tip-off the Germans?<br /><br />Two officers were sent immediately to Leatherhead in Surrey,<br />where a man called Leonard Dawe lived. He was the crossword<br />compiler, a 54 year-old teacher.<br /><br />Why, the officers demanded to know, had he chosen theses five<br />words within his crossword solutions?<br /><br />&ldquo;Why not?&rdquo; was Dawe&rsquo;s indignant reply. Was there a law against<br />choosing whatever words he liked?<br /><br />MI5 eventually became convinced of Dawe&rsquo;s honesty and he managed<br />to convince them that he had no knowledge of the coming D-Day<br />invasion.<br /><br />His crossword solutions it appears were perhaps just another of<br />life&rsquo;s astonishing coincidences!<br /><a href="http://www.historic-uk.com/HistoryUK/England-History/Crossword.htm">http://www.historic-uk.com/HistoryUK/England-History/Crossword.htm</a><br /><br />------------------<br /><br />Links to crossword creating software:<br /><a href="http://www.crossword-puzzles.co.uk/">http://www.crossword-puzzles.co.uk/</a><br />Free:<br /><a href="http://www.eclipsecrossword.com/">http://www.eclipsecrossword.com/</a><br /><a href="http://www.mazecreator.com/">http://www.mazecreator.com/</a><br />Paid:<br /><a href="http://www.crosswordweaver.com">http://www.crosswordweaver.com</a><br /><a href="http://www.crossword-compiler.com/">http://www.crossword-compiler.com/</a><br /><br /><br />If you have any more ideas on using crosswords, please post for<br />all to use at:<br /><a href="http://forum.developingteachers.com/index.php?topic=1526.0">http://forum.developingteachers.com/index.php?topic=1526.0</a><br /><br /><br />Don't forget to check out Developingt2t.com if you haven't already:<br /><a href="http://www.developingt2t.com">http://www.developingt2t.com</a><br />Blog, share, communicate &amp; collaborate with other teachers.<br /><br />Happy teaching!<br />Alistair<br /><br />You can see past teaching tips at<br /><a href="http://www.developingteachers.com/tips/pasttips.htm">http://www.developingteachers.com/tips/pasttips.htm</a><br />- bookmark it for future reference.<br /><br />Please e-mail this tip to a friend - thanks.<br /><br />***********************<br /><br />DEVELOPINGTHEWEB.COM - MOODLE HOSTING<br /><br />You've probably heard lots about Moodle, the framework for<br />providing online courses. 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