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May 16, 2008

Might be an idea if everyone posted their fave sites that they use when looking for material?


I recently came across Just The Word, a site for finding collocations for given words:

http://193.133.140.102/JustTheWord/index.html

 

 

 

 

Keywords: collocations, teaching, web sites

Posted by General teaching of adults - jobe | 0 comment(s)

May 15, 2008

We'd like to put up some material on Developing Teachers.com to help teachers with lower levels.

What kind of things do you think might be useful?

Keywords: beginners, low levels, material

Posted by General teaching of adults - Alistair | 0 comment(s)

May 11, 2008

DEVELOPINGTEACHERS.COM - WEEKLY TEACHING TIP - 12th May 2008

BOOKS RECOMMENDATIONS - related to the Tip below:

Speaking Clearly - P.Rogerson & J.Gilbert (CUP)
http://www.amazon.com/exec/obidos/ASIN/0521312876/developingt
Amazon.co.uk:
http://www.amazon.co.uk/exec/obidos/ASIN/0521312876/developingt
Amazon.ca:
http://www.amazon.ca/exec/obidos/ASIN/0521312876/developteac

Sound Foundations - Adrian Underhill (Heinemann)
Amazon.com:
http://www.amazon.com/exec/obidos/ASIN/0435240919/developingt
Amazon.co.uk:
http://www.amazon.co.uk/exec/obidos/ASIN/0435240919/developingt
Amazon.ca:
http://www.amazon.ca/exec/obidos/ASIN/0435240919/developteac

Pronunciation Practice Activities - M. Hewings (CUP)
Amazon.com:
http://www.amazon.com/exec/obidos/ASIN/3125340780/developingt
Amazon.co.uk:
http://www.amazon.co.uk/exec/obidos/ASIN/3125340780/developingt
Amazon.ca:
http://www.amazon.ca/exec/obidos/ASIN/3125340780/developteac

Pronunciation Games - M.Hancock (CUP)
Amazon.com:
http://www.amazon.com/exec/obidos/ASIN/0521467357/developingt
Amazon.co.uk:
http://www.amazon.co.uk/exec/obidos/ASIN/0521467357/developingt
Amazon.ca:
http://www.amazon.ca/exec/obidos/ASIN/0521467357/developteac

BUYING BOOKS (OR ANYTHING ELSE!) THROUGH AMAZON? - if you're
going to Amazon .com, Amazon .co.uk or Amazon.ca please go
through the Books page on the site - you pay the same, we get a
small percentage to help keep the newsletters free. Support the
site - thanks.
http://www.developingteachers.com/books/reading.htm
Click on one of the books to get to the .com or .co.uk site or
use the search box at the bottom of the page.
To see the recommended book index:
http://developingteachers.com/books/review_index.htm

***********************

iMINDMAP
Excellent software from Tony Buzan, the inventor of the mind map.
To download the trial version of the excellent mind mapping
software & to find out more:
http://www.imindmap.com/developingteachers/

***********************

DEVELOPINGTHEWEB.COM
DEVELOPINGCOURSES.COM
DEVELOPINGT2T.COM

ONLINE DEVELOPMENT COURSES @ DEVELOPINGCOURSES.COM
http://www.developingcourses.com
A choice of online development courses to enhance your teaching.

MOODLE HOSTING @ DEVELOPINGTHEWEB.COM
http://www.developingtheweb.com
A range of web hosting options for teachers.

NETWORKING FOR TEACHERS @ DEVELOPINGT2T.COM
http://www.developingt2t.com
Blog, share, communicate & collaborate with other teachers.

***********

TEACHING TIP
-----------

Content listening

-----------------

This week we revisit & expand the area of tone units. Initially
for our students, pronunciation is all about listening &
comprehension. Our students want to understand everything,
thinking that if they miss something they won't understand the
message. As with reading, they don't transfer their mother tongue
skills. To show them that native speakers don't hear everything,
try out the following awareness activities:

Telegrams
This is a fun activity to use as a warmer & also as an
introduction to prominence.

Ask the students to write a three or four word telegram in secret
- elicit an example to give them the idea. When all have one
written, assign roles in pairs of sender & receiver. The receiver
sits in front of the sender with her/his back to the sender who
writes, letter by letter, the telegram on their partner's back
with a pen. Not with the nib - the other end so that the student
'receiving' the message can feel each letter being drawn on
her/his back.
While the message is being conveyed the receiver can write each
letter down. When all of the telegram has been written they check
to see if it has been received correctly. Then the students
change roles.

After this you could then ask the students to write their
telegrams out in full & then you could tell them about prominence
(sentence stress). E.g. we hear the prominent words - the content
words (nouns, verbs..) - not the grammar words (prepositions,
auxiliaries..). The content words carry the important
information. This is the first function of prominence - to convey
important information. The idea of telegrams is the same.
Then you could transfer this all to a listening activity - the
students listen to isolated utterances & have to mark the
stressed words/syllables. They then see if they could get the
message across with just these words - telegram style!

http://www.developingteachers.com/tips/pasttips13.htm

Thought groups
A really useful way to help our students with their listening is
to help them become aware of 'thought groups' - a term from the
excellent phonology book for learners 'Speaking Clearly' -
Rogerson & Gilbert - (CUP). These are sometimes called 'tone
units' or 'sense groups'.

Rogerson & Gilbert define 'thought groups':

'When we speak, we need to divide speech up into small 'chunks'
to help the listener understand messages. These chunks or thought
groups are groups of words which go together to express an idea
or thought. In English, we use pauses & low pitch to mark the end
of thought groups.'

A very nice way to highlight the importance is through an
activity in 'Speaking Clearly' that looks at mathematical
equations. Compare the following:

(A + B) x C = Y (A plus B, multiplied by C, equals Y)

A + (B x C) = D (A, plus B multiplied by C, equals D)

Say these two equations to yourself & note when you have to
pause. Each pause means an end of a thought group & the start of
another. You have the same words, but said in different groups,
you have different results.

So how it is interpreted depends how the utterance is separated
into chunks. The speaker chooses when to pause to make the
message clearer for the listener.

After an activity like this, there are a series of equations read
out which when calculated give an answer. If the thought groups
have been interpreted correctly, then the right answer will be
given.

(2 + 3) x 5 = 25

2 + (3 x 5) = 17

With a listening text, after explaining the concept of thought
groups with examples on the board, get your students to mark the
groups on a short text. Then they can listen to the tape to see
if they were right.

We mark the groups with slash marks at the beginning & the end of
each group. Here is a short text, similar to one in the book,
with the thought groups marked:

a. /Who shall we invite to the party?/

b. /Well, //we could ask Helen./

a. /OK,// but what about Ben?/

b. /OK// we could ask Helen & Ben,// & don't forget Josh./

a. /Yes,// Josh.// What about Sarah & John?/

b. /OK.// So,// that's Helen & Ben,// Josh //& Sarah & John./

a. /Yes./

The division of the thought groups in line 6 tells us that Josh
will be going on his own but Helen will go with Ben & Sarah with
John.

http://www.developingteachers.com/tips/pasttips20.htm

To get hold of 'Speaking Clearly' - P.Rogerson & J.Gilbert (CUP):
http://www.amazon.com/exec/obidos/ASIN/0521312876/developingt
Amazon.co.uk:
http://www.amazon.co.uk/exec/obidos/ASIN/0521312876/developingt
Amazon.ca:
http://www.amazon.ca/exec/obidos/ASIN/0521312876/developteac


Listening
A procedure through listening/viewing:
1. Begin with a video with the sound turned off & the students
try to work out what is happening from the situation & the body
language - choose a fairly obvious scene.

2. Make telegram dialogues for the students to listen to. They
will immediately see that not all is necessary to understand the
message. The students then have their own one-word conversations.

3. Play a dialogue above their level & simply ask for the general
idea. In the feedback discuss whether it is necessary to get more
information in some situations. And in which situations is
detailed listening vital.

4. Continue incorporating extensive gist tasks into the listening
skills work you do in class. This will build up confidence & make
listening an enjoyable activity in class.

5. Along the way, introduce  the tone unit idea above - from
'Speaking Clearly' or your own tape. And then introduce the idea
of the tonic syllable - the last major stressed syllable in the
tone unit, where the tone changes - & secondary stresses. These
are the words that are used in the telegram activity. If you look
at the dialogue above you will see the stresses in bold - please
see the Current Tip page for this:
http://www.developingteachers.com/tips/currenttip.htm
More on tonic syllables & secondary stress in a future Tip.

If our students are aware of what is involved in the process of
listening, they'll be much more efficient listeners. And of
course the same goes for all the other skills as well.  

What do you think? Any more ideas, please post for all in the
Forums at:
http://forum.developingteachers.com/index.php?topic=1545.0

---------------

The unofficial Limerick Day, the birthday of Edward Lear, is on
May 12th - check out the past Tip -'There once was an English
teacher':
http://www.developingteachers.com/tips/pasttips51.htm

And on the 18th it's Museum Day - for the past Tip:
http://www.developingteachers.com/tips/pasttips82.htm

And also see Alicia's speaking lesson around the theme at:
http://www.developingteachers.com/plans/alicia/museums.htm

Keywords: limerick, listening, Museum Day, phonology, prominence, pronunciation, secondary stress, stress, telegrams, tone units, tonic syllable

Posted by Alistair | 0 comment(s)

May 04, 2008

DEVELOPINGTEACHERS.COM - WEEKLY TEACHING TIP - 5th May 2008

BOOKS RECOMMENDATIONS

Elementary Communication Games - J.Hadfield (Nelson)
Amazon.com:
http://www.amazon.com/exec/obidos/ASIN/0175556954/developingt
Amazon.co.uk:
http://www.amazon.co.uk/exec/obidos/ASIN/0175556954/developingt
Amazon.ca:
http://www.amazon.ca/exec/obidos/ASIN/0175556954/developteac

Teach Business English - S.Donna (CUP)
Amazon.com:
http://www.amazon.com/exec/obidos/ASIN/0521585570/developingt
Amazon.co.uk:
http://www.amazon.co.uk/exec/obidos/ASIN/0521585570/developingt
Amazon.ca:
http://www.amazon.ca/exec/obidos/ASIN/0521585570/developteac

Teaching Children English: An Activity Based Training Course -
D.Vale & A.Feunteun (CUP)
Amazon.com:
http://www.amazon.com/exec/obidos/ASIN/0521422353/developingt
Amazon.co.uk:
http://www.amazon.co.uk/exec/obidos/ASIN/0521422353/developingt
Amazon.ca:
http://www.amazon.ca/exec/obidos/ASIN/0521422353/developteac

BUYING BOOKS (OR ANYTHING ELSE!) THROUGH AMAZON? - if you're
going to Amazon .com, Amazon .co.uk or Amazon.ca please go
through the Books page on the site - you pay the same, we get a
small percentage to help keep the newsletters free. Support the
site - thanks.
http://www.developingteachers.com/books/reading.htm
Click on one of the books to get to the .com or .co.uk site or
use the search box at the bottom of the page.
To see the recommended book index:
http://developingteachers.com/books/review_index.htm

***********************

iMINDMAP
Excellent software from Tony Buzan, the inventor of the mind map.
To download the trial version of the excellent mind mapping
software & to find out more:
http://www.imindmap.com/developingteachers/

***********************

DEVELOPINGTHEWEB.COM
DEVELOPINGCOURSES.COM
DEVELOPINGT2T.COM

ONLINE DEVELOPMENT COURSES @ DEVELOPINGCOURSES.COM
http://www.developingcourses.com
A choice of online development courses to enhance your teaching.

MOODLE HOSTING @ DEVELOPINGTHEWEB.COM
http://www.developingtheweb.com
A range of web hosting options for teachers.

NETWORKING FOR TEACHERS @ DEVELOPINGT2T.COM
http://www.developingt2t.com
Blog, share, communicate & collaborate with other teachers.

***********

TEACHING TIP
-----------

Lower levels

---------------

I've received a few emails recently looking for materials for
lower levels, & in particular beginners. It's true there is
little for these levels & we shall endeavor to put up some low
level plans. We've had a few past Tips dealing with beginners:

Writing for beginners
http://www.developingteachers.com/tips/pasttips35.htm
The honeymoon is over!
http://www.developingteachers.com/tips/pasttips36.htm
Unlocking beginners
http://www.developingteachers.com/tips/pasttips42.htm

When watching low level lessons I often find myself wondering
what it is that makes an effective lesson at this level. Here are
a few thoughts:

1. Relevance - choose the language & topics carefully & help them
to make progress quickly. This means looking very critically at
the coursebook & dumping stuff they're not going to need - all
that bedroom vocab for adults! And choose relevant grammar - get
onto the past simple fairly soon as with this they can talk about
themselves, rather than simply describing their daily routines
with the present simple or describing situations with the present
continuous. Some coursebooks come round to introducing can/can't
after several months! Take control the coursebook rather than the
other way round.

2. Pitch - this means anticipating accurately the difficulties
the students are going to have with the language & skills work
you look at. Put yourself in their shoes. 

3. Number of activities - don't overdo it so that you're cramming
in activities at the expense of completing them properly. And on
the other hand don't spend too long so that you end up doing only
one or two activities in the lesson.

4. Variety of activity - variety is the spice of life so get
creative & get out of the ruts, the similar procedures you
follow.

5. Signposting & continuity - the lessons shouldn't be one-offs,
students should be able to see the links - your timetable fit.
During the lessons be clear about starting & finishing stages so
all can see what's happening.

6. Classroom management - this has got to be as clear as
possible. All you ask the students to do hinges around this.
Clear instructions are vital. If you have a complicated task to
set up, write the instructions out. If your classroom management
is confused the students will be dissatisfied.

7. Authenticity & teacher talk - just because the students are
low level doesn't mean they need to be talked to as if they are
children. Certainly grade your language but try to speak as
naturally as possible.

8. Use visual aids to convey meaning. Don't rely on using the
students' mother tongue, try to use English as much as possible.

9. Organise their learning - within the lesson be consistent with
their study skills. Make sure they go away with a comprehensive
record of the new language. Get them to copy down the vocab in
their notebooks, together with the part of speech & the word
stress - go round & check. 

You could say the same for all levels but for me these are
particularly important for low levels. This is just looking at a
lesson but don't forget the slightly longer term motivational
problems. See the Tip 'The honeymoon is over!':
http://www.developingteachers.com/tips/pasttips36.htm
And, as usual, talk to them about what you do in the lessons -
why you do what you do.

What do you think? Any more ideas, please post for all in the Forums at:
http://forum.developingteachers.com/index.php?topic=1540.0

---------------

World Red Cross Day is May 8:
http://www.developingteachers.com/tips/pasttips66.htm

Keywords: activities, authenticity, beginners, classroom management, lower levels, pitch, relevance, signposting, study skills, teacher talk, variety

Posted by Alistair | 0 comment(s)

April 28, 2008

DEVELOPINGTEACHERS.COM - WEEKLY TEACHING TIP - 28th April 2008

BOOKS RECOMMENDATIONS - a few listening skills books

Practical English Usage M.Swan (Oxford)
Amazon.com: 
Amazon.co.uk:
Amazon.ca:

Common Errors in English Usage - P.Brians (William James & Company)
Amazon.com: 
Amazon.co.uk:
Amazon.ca:

Working With Words - R.Gairns & S.Redman (CUP)
Amazon.com: 
Amazon.co.uk:
Amazon.ca:

BUYING BOOKS (OR ANYTHING ELSE!) THROUGH AMAZON? - if you're
going to Amazon .com, Amazon .co.uk or Amazon.ca please go
through the Books page on the site - you pay the same, we get a
small percentage to help keep the newsletters free. Support the
site - thanks.
Click on one of the books to get to the .com or .co.uk site or
use the search box at the bottom of the page.
To see the recommended book index:

***********************

iMINDMAP 
Excellent software from Tony Buzan, the inventor of the mind map.
To download the trial version of the excellent mind mapping
software & to find out more:

***********************

DEVELOPINGTHEWEB.COM
DEVELOPINGCOURSES.COM
DEVELOPINGT2T.COM

ONLINE DEVELOPMENT COURSES @ DEVELOPINGCOURSES.COM
A choice of online development courses to enhance your teaching. 

MOODLE HOSTING @ DEVELOPINGTHEWEB.COM 
A range of web hosting options for teachers. 

NETWORKING FOR TEACHERS @ DEVELOPINGT2T.COM
Blog, share, communicate & collaborate with other teachers.

***********

TEACHING TIP
-----------

Kiss me, Hardy

---------------

You have surely got the idea that we really like lessons that are
relevant to what's going on in the world at large, one reason for
the emphasis on the special Days, apart from making what to put
in the Tip a little easier! But this last one that HM sent me
does seem to be pushing the limits a bit. It's National Kissing
Day in the UK on 28th April. This was dreamed up by a dental
insurance company, & seems to work, in that it is known & gains
more publicity for the company. 

So it seems as if anyone can start a Day. What would you choose?
National Nosepicking Day?

But should we take this Kissing Day on? I presume you've got to
go round actually kissing people. Apart from not really wanting
to get within half a metre of 99% of the people I meet, let alone
kiss them, it would be a fairly unhygienic way to spend the day,
depending on the type of kiss of course, or maybe not.  

Anyway, why not, it's as good any other theme & gets us away from
the staple diet of travel, shopping, describing people etc... the
usual stuff in coursebooks. So, in the interests of world harmony
(!) here are some lesson ideas.

- To get the ball rolling with some visuals - do a quick search
in Google Images:
'The Kiss by the Hotel de Ville', by Robert Doisneau, which has
been described as the most famous photograph of all time. 
'The Kiss', the famous Rodin sculpture. 'The Kiss' by Man Ray. 
The famous Life Magazine photograph taken by Alfred Eisenstaedt
on V-Day in Times Square. Show the students & get reactions. 
Give one to each student & their partner guesses the content, or
the holder describes to their partner.

- I'm sure you diidn't want to know - the longest recorded kiss
took place in New York City on December 5, 2001, between Louisa
Almedovar and Rich Langley. It lasted 30 hours, 59 minutes and 27
seconds. Yuck!

- Start with some aspect of kissing - the photos above, introduce
the idea of the Day, see what they think, & then move on to
different nationality customs when greeting. e.g.which cheek do
you begin with when giving the two-cheek kiss? 
And then on to other gestures used, comparing them to other
nationalities.   

- Related vocab: kiss, kiss of life/death, air kiss, blow a kiss,
kiss better, kiss & tell, kiss goodbye etc...

- Little did Nelson know that amongst his victories, he would
also be remembered for his famous line 'Kiss me, Hardy'. For the
attempted cover up & explanation:

- For the younger learner 'Sleeping Beauty' is the obvious choice
for that famous kiss. 

Wikipedia's page on kissing:

- In the film 'Casablanca', the song 'As Time Goes By', sung by
Dooley Wilson (the only person in the film to have actually been
to Casablanca & purportedly ripped off for his performance,
receiving only $150 of the agreed $500) talks of the kiss. The
content's even more relevant today & if you've got the film to
use all the better. Should go down well in class.

As Time Goes By...

This day and age we're living in
Gives cause for apprehension
With speed and new invention
And things like fourth dimension
Yet we get a trifle weary
With Mr. Einstein's theory
So we must get down to earth at times
Relax relieve the tension
And no matter what the progress
Or what may yet be proved
The simple facts of life are such
They cannot be removed
You must remember this
A kiss is still a kiss, a sigh is just a sigh
The fundamental things apply
As time goes by
And when two lovers woo
They still say, "I love you"
On that you can rely
No matter what the future brings
As time goes by
Moonlight and love songs
Never out of date
Hearts full of passion
Jealousy and hate
Woman needs man
And man must have his mate
That no one can deny
Well, it's still the same old story
A fight for love and glory
A case of do or die
The world will always welcome lovers
As time goes by
Oh yes, the world will always welcome lovers
As time goes by

Ideas on using the song - anything but a gap fill!
- look at the vocab - is there any crucial vocab you need to pre-
teach? Would it be too much for lower levels or could they get
the general idea?
- simply play for pleasure - what did they think? Could be
connected with a viewing over several lessons of the film. 
- put eight key words on the board, students predict & then
listen to verify. 
- straightforward listening procedure - give a simple extensive
task: what's it about > play > compare in pairs > feedback > more
intensive task: What's the attitude to the present? What does the
singer feel we need? etc.. > play > compare in pairs>
feedback....
- cut up every 3/4 lines, students put in order & listen to
verify. 

- Kissing tips & facts from About.com - stuff for your teenagers:

Keywords: Casablanca, discussion, kiss, silly Days, Tip, using songs, visuals, vocab

Posted by Alistair | 0 comment(s)

April 27, 2008

user icon
Ivy

Hello guys,

 

Time is flying by! Surprised

Next week we're starting May/08 and I find it hard to believe. Over here in Brazil it's mid semester and winter is coming only in June. The days are beautiful and students are dedicated at the moment.

I wonder if this dedication changes around the globe according to local holidays, seasons or celebrations. Next week, for instance, we'll have a big holiday on May 1st which will become a 4 day weekend. Guess what happens? All students start the "I'm on holidays" feeling even before, starting Monday (tomorrow). So I have, as a teacher, to swim against the mainstream and pump them up, trying to motivate us (them and myself) to focus and study - at least - until the holiday itself.

Does this happen with everybody else? I'd love to hear from you...

 Have a great week,

Ivy

Keywords: dedication, holiday, Teaching

Posted by Ivy | 1 comment(s)

April 24, 2008

A couple of Days this week with lesson material on the site:
22nd - Earth Day
Unexpected situations:
http://www.developingteachers.com/tips/pasttips95.htm#2
23rd - St. George's Day - England
Slaying Dragons:
http://www.developingteachers.com/tips/pasttips65.htm

Last year the 25th April was International Noise Awareness Day & 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:

- Noise lexis; a noise, make a noise, noisy, noiseless, noise pollution, soundproof...

- Students list 5 most pleasant noises & 5 worst noises & then compare to see if they have any similarities.

- Order the following in order of irritation, most to least:
* aircraft
* loud neighbors
* traffic
* leaf blowers and other lawn equipment
* loud music, "boom cars"
* sirens, car alarms, horn honking
* barking dogs and other animals, jet skis, snowmobiles
* other?

- Play a series of sounds & the students work out a story - see the Tip 'Sounds Intriguing': http://www.developingteachers.com/tips/pasttips66.htm

- 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, & include some of the clarification exponents. Deal with the content of the dialogue with appropriate tasks & then notice & pull off the language, clarify it & go on to practise it.

- Noise complaint roleplays - e.g.
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 & quiet. Go & talk to your neighbours about the problem.
B: Your neighbours are very sensitive to noise, totally over the top. You play music but don't play it excessively, or loudly.

For a lesson plan on neighbourse & complaints:
http://www.developingteachers.com/plans/neighbours.htm

- Noise quotes for discussion:
'The worst wheel of the cart makes the most noise.' Benjamin Franklin
'Silence is the true friend that never betrays.' Confucius
'Silence is a source of great strength.' Lao Tzu
'The Arctic expresses the sum of all wisdom: Silence.' Walter Bauer
'Nowadays most men lead lives of noisy desperation.' James Thurber
'Silences make the real conversations between friends. Not the saying but the never needing to say is what counts.' Margaret Lee Runbeck

- 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:
Facts on noise: http://www.lhh.org/noise/facts/index.html
* Noise & Hearing
* Noise & Health
* Noise in the Workplace
* Recreational Noise
* Personal Stereo Systems & Headsets (mp3 players)
* Noise & Music
* Noise & Health Clubs
* Noise in the Home
* Noise Levels Common in Our Environment
* Airport Noise
* How To Handle A Noise Complaint

- Recipe for A Quiet Diet - from the above site - students brainstorm what they might do on the Day & 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.

Take these few, simple steps to preserve the peace and quiet in your life:
ALL DAY:

Pay attention to the noises you make and respect your neighbor's right to peace and quiet.
Turn down the volume two notches on your radios and personal stereo systems with headphones.
Turn down the volume one notch on your television.
Do NOT honk your horn, except in the case of imminent danger.
Do NOT tip cab drivers who honk their horns illegally.
Avoid noisy sports events, restaurants, rock concerts and nightclubs unless you use hearing protection.
Replace noisy activities with quiet ones such as taking a walk, visits to libraries and museums.
Ask your health club instructor to lower the music.
Ask the movie theater manager to turn down the volume.
Wear adequate hearing protection if you must be in a noisy environment (the subway, mowing the lawn)
Turn off the television during dinner and have a quiet conversation instead.
Get a free hearing screening.
Organize a town meeting to review (or develop) a local, enforceable noise ordinance.
Participate in the Noise Center's letter writing campaign to reestablish the Environmental Protection Agency's Office of Noise Abatement & Control.
Spread the word about the danger of noise,

http://www.lhh.org/noise/recipe.html

Keywords: awareness, Earth Day, lesson ideas, listening, noise, reading, roleplay, St George's Day, Tip, vocab

Posted by Alistair | 0 comment(s)

James sent me some Tommy Cooper jokes:



Two Aerials meet on a roof - fall in love - get married

The ceremony was rubbish but the Reception was Brilliant.

-----------------------

Man goes to the docs, with a strawberry growing out of his head.

Doc says, "I'll give you some cream to put on it."

-----------------------

"Doc, I can't stop singing the green green grass of home."

"That sounds like Tom Jones syndrome."

"Is it common?"

"It's not unusual."

-----------------------

A man takes his Rottweiler to the vet.

"My dog's cross-eyed, is there anything you can do for him?"

"Well," says the vet, "let's have a look at him"

So he picks the dog up and examines his eyes, then checks his teeth.

Finally, he says, "I'm going to have to put him down."

"What? Because he's cross-eyed? "

"No, because he's really heavy"

-----------------------

"Doctor, I can't pronounce my F's, T's and H's."

"Well you can't say fairer than that then"

-----------------------

Two elephants walk off a cliff...... boom boom!

-----------------------

So I went to the dentist.

He said "Say Aaah."

I said "Why?"

He said "My dog's died."

-----------------------

So I got home, and the phone was ringing. I picked it up, and said
'Who's speaking please?'

And a voice said "You are."

-----------------------

So I rang up my local swimming baths.
I said 'Is that the local swimming baths?'

He said 'It depends where you're calling from..'

-----------------------

So I rang up a local building firm,
I said 'I want a skip outside my house.'

He said 'I'm not stopping you.'

-----------------------

Apparently, 1 in 5 people in the world are Chinese. And there are 5
people in my family, so it must be one of them.

It's either my mum or my dad.
Or my older brother Colin.
Or my younger brother Ho-Cha-Chu.

But I think it's Colin.

-----------------------

So I was in my car, and I was driving along, and my boss rang up, and he
said 'You've been promoted.'

And I swerved.

And then he rang up a second time and said 'You've been promoted again.'

And I swerved again.

He rang up a third time and said 'You're managing director.'

And I went into a tree.

And a policeman came up and said

'What happened to you?'
And I said 'I careered off the road.'

-----------------------

Now, most dentists' chairs go up and down, don't they?
The one I was in went back and forwards.

I thought 'This is unusual'.
And the dentist said to me
'Mr. Cooper, get out of the filing cabinet.'

-----------------------

So I was getting into my car, and this bloke says to me "Can you give
me a lift?"

I said "Sure, you look great, the world's your oyster, go for it."

-----------------------

Two cannibals eating a clown. One says to the other

"Does this taste funny to you?"

-----------------------

Police arrested two kids yesterday, one was drinking battery acid, and
the other was eating fireworks.

They charged one and let the other one off.

-----------------------

You know, somebody actually complimented me on my driving today.
They left a little note on the windscreen; it said 'Parking Fine.'

So that was nice.

-----------------------

A man walked into the doctors,
The doctor said "I haven't seen you in a long time"
The man replied, "I know I've been ill"

-----------------------

A man walked into the doctors,
he said "I've hurt my arm in several places"

The doctor said, "well don't go to those places"

-----------------------

I had a ploughman's lunch the other day.
He wasn't very happy.

-----------------------

I went to buy some camouflage trousers the other day but I
couldn't find any.

-----------------------

I bought some HP sauce the other day.
It's costing me 6p a month for the next 2 years.

-----------------------

Two blondes walk into a building..........you'd think at least one
of them would have seen it.

-----------------------

Phone answering machine message -

"...If you want to buy marijuana.............press the hash key..."

-----------------------

I went to the butchers the other day and I bet him 50 quid that he
couldn't reach the meat off the top shelf.

He said, "No, the steaks are too high."

-----------------------

My friend drowned in a bowl of muesli.

A strong currant pulled him in.

-----------------------

A man came round in hospital after a serious accident.

He shouted, "Doctor, doctor, I can't feel my legs!"

The doctor replied, "I know you can't, I've cut your arms off".

-----------------------

I went to a seafood disco last week...and pulled a mussel.

-----------------------

Two Eskimos sitting in a kayak were chilly.

They lit a fire in the craft, it sank, proving once and for all
that you can't have your kayak and heat it.

-----------------------

Our ice cream man was found lying on the floor of his van covered
with hundreds and thousands.

Police say that he topped himself.

-----------------------

Two fat blokes in a pub, one says to the other "Your round."

The other one says "So are you, you fat slob!"

Keywords: jokes, Tommy Cooper

Posted by The Lounge - Alistair | 0 comment(s)

April 17, 2008

An ethical question for those teaching very young learners. As English teaching professionals, we are very quick to differentiate ourselves from the simple native teacher with no training whatsoever. Why is it that this ethical stance does not transfer to the teaching of very young learners or young learners for that matter? Would I be wrong in thinking that someone who holds even a CELTA has very little idea as to how very young learners learn and their cognitive capabilities? Why is it OK for the teacher with no training whatsoever to be placed in a classroom full of 3-4yr olds, yet not OK for them to be teaching adults, whom they certainly understand better? This is terribly common practice here in Spain and from what I hear in Japan, but do parents care so little elsewhere?

Keywords: credentials, training, very young learners, young learners

Posted by Pre-school teaching - Troy Nahumko | 2 comment(s)

April 13, 2008

Hello all.
We're now up to 183 people at Developingt2t.com - an excellent
number for so short a time.

Are you using the site?
Here are a couple of areas to exploit:

BLOGS
There is the personal blog for you to use - see the very top of
each page when you are logged in - 'Your Blog'. This can be
private, just for you, or you can allow logged on users to view
it, or you can make some postings public. You decide on the
exposure it gets. For the site, it's better to be public, with
the tags, as these then show up in the 'tag cloud' - see the link
at the top right of each page. When people click on the tag cloud
link, this enables them to find posts & people of interest to
them.

If you want to comment on someone's blog posting, all you need to
do is click on the title & a page will appear with a box for you
to fill in your comment.

And then there are the Community Blogs. After joining a
Community, you have access to posting in that Community blog. Ask
questions, introduce yourself & get in touch, anything connected
to that community. This is the place to exchange ideas.

There are two new communities: Teaching One-to-one & Moodle
teachers. Get along & join.

FEEDS
Have you checked out 'Your Resources'? These are for your RSS
feeds, enabling you to keep up with what's happening on other
sites. To see my feeds go to:
http://www.developingt2t.com/alistair/newsclient/

Try it out in 'Your Resources'. Go to the Guardian website:
http://www.guardian.co.uk/ At the top on the right, you'll see
the RSS feed icon - the little orange broadcasting icon. Click on
it & copy the link you are given into the box on 'Your Resources'
page. Then when you are on the site you can 'View content' to see
what's new on those sites.

Wherever you see the little orange RSS broadcating icon on the
site you can click on these to have the feed appear in feed
readers that you already have set up elsewhere. I use Google &
GMail a lot & have a personalised homepage. If I click on a RSS
feed on Developingt2t.com I am taken to a page where I can choose
between adding the feed to my Google homepage or to Google
Reader. So you can keep up to date with the different blog
postings. Excellent. Try it out.


If you have any questions about the site, please do get in touch
as I'm sure others are thinking the same as you.
http://www.developingt2t.com/content/Contact

Keywords: blogs, community, feeds, rss

Posted by Alistair | 0 comment(s)

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