Professional Documents
Culture Documents
NG
l!sslonal
Striking a balance
Michael Swan
Reported speech -
rules, what rules?
Dave Willis
More than please
and thank you
Mark Hancock
The tourist trap!
Rebecca Norman
Issue 70
September
2010
Celebrating 30 years
of the world's most trusted
language reference book
OXFORD
www.oup.com/elt UNIVERSITY PRESS
Contents
MAIN FEATURE
STRIKING A BALANCE
Michael Swan puts the language back into
language leaching
FEATURES
REPORTED SPEECH -
RULES. WHAT RULES?
Dave Willis explodes the myth of tense backshift
ACTIVE WORD POWER
4
8
12
James Venema makes the most of vocabulary notebooks
CARRY ON READING!
Britt Jepsen applauds authentic materials
CORPUS DELICTI 1
Chris Payne celebrates the corpus
SEX EDUCATION
Rose Hickman advocates an all-inclusive classroom
[Q EAP: AN ALL-ROUND CHALLENGE 2
Louis Rogers improves his students' seminar skills
THE TOURIST TRAP!
Rebecca Nonnan captures some keen
conversationalists
OVER THE WALL
Alan Maley recommends books dealing with disability
LEARNI NG DISABILITY 4
Lesley Lanir describes reading difficulties
TACKLING THE REAL WORLD
Andrew O' Dwyer takes his students out fOf
some playful practice
14
16
19
28
30
34
37
46
10 MORE THAN PLEASE AND THANK YOU 49
Mark Hancock looks at how we teach students
to be polite
TEACHING YOUNG LEARNERS
A FAIR DEAL FOR ALL
Laura Loder Buchel addresses the needs of the
already fluent
TEACHER DEVELOPMENT
FROM TDU TO CPD
Bahar Gun investigates the impossibility of pleasing
all the teachers all of the time
TEACHER PLUS
Sue Leather and Andy Hockley consider how
teachers can become managers
TECHNOLOGY
E-LEARNING
Blanka Klimova outlines the benefits and demands
of online courses
FIVE THINGS YOU ALWAYS WANTED TO
KNOW ABOUT: MICROBLOGGING
Nicky Hockly looks at a trend that's getting bigger
all the time
WEBWATCHER
Russell Stannard describes some quick and useful
online tools
REGULAR FEATURES
I!] PREPARING TO TEACH ...
Crammar
John Potts
COMPETITIVE GAMES
Rose Senior
10 SCRAPBOOK
REVIEWS
COMPETITIONS
25
53
55
57
60
61
40
63
42
44
41.64
A PRIMARY READING PROJECT
23 10 INTERNATIONAL SUBSCRIPTION FORM 32
Betka PiAlar sees her students' reading blossom
Includes materialS designed to pOOlOCOPY [)
__ etprof lonal.eom ENGLISH TEACHING profen-iol1tt/ . Issue 70 September 2010 1
I
1
I
t
j
Editorial
I
n our main feat ure, Michael Swan describes trends
in English language teaching in terms of a pendulum
swinging between two extremes: form and meaning,
and he would like to see more emphasis on the actual
teaching of language. Nevertheless, he comes 10 the
comforting conclusion that most good teachers pick
and choose between the methodologies and materials
on offer to create a mix that works for them.
The other articles in this issue represent some of the
many different viewpoints on the way in which language
should be taught. Dave Willis wants to make things
easier for students by abandoning the teaching of rules
which he believes don't actually work.
Britt Jepsen's school students read authentic materials
from the word go, and Chris Payne also advocates
looking at real-life language. He favours the use of
concordances to reveal not just the frequency of words
and collocations but how they are actually used. James
Venema then explains how students can record and
remember new language efficiently.
Also concerned with real language usage is Mark Hancock,
who describes ways in which we can teach our students
about politeness conventions in different situations.
Taking a more humanistic approach to language teaching,
Rose Hickman appeals to us to make our classrooms
places of inclusion and safety for all students, whatever
their gender or sexual orientation.
Andrew O'Dwyer, for his part, sees opportunities outside
the classroom to get his students to practise the language
they are learning and to see real language in use, while
Rebecca Norman brings the language of the outside world
inside by luring tourists into her conversation classes.
Helena Gomm
Editor
I heleoa.gomm@keywayspubl ishing.com I
ENGLISH
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Editorial Consultant: Mike Burghall
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Editorial Director: Peter Coll in
Designer: Christine Cox
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2 Issue 70 September 2010 ' ENGLISH TEACHING professional . _ . tprof lonal.com
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MAIN FEATURE
rl{ln
a aance
Michael Swan talks to ETp about the
pendulum swings of language teaching.
You have said t hat language
teaching should be about teaching
language, and t hat this idea can
sometimes get lost. Can you
explain?
Teachillg things is difficult: it's much
easicr to do things. Because of this..
thcrc's a perennial danger that the
activities language teachers use for
consolidation and nuency practice can
become an end in themselves, so we can
lose sight of what. if anything. our
activities are aelUally supposed to be
teaching. As we movc up the levels, this
Cim huppcn more and more eilsily. With
intermediate and advanced students.. it
cun really be quite hard to make clear
decisions about lr/UI/ to teach - which
clements of grammar, vocabulary,
phraseology, and so on the students
most need. or precisely which skills and
sub-skills really need improvcment. So
ilt this stilge. the temptation is to take
refuge more and more in activity-based
teaching. and doing things can take over
completely by default. If the students
are using English, and having fun, they
mllSI be learning, mustnt they?
This tendency has becn powerfully
fuelled by the communicative movement
that has dominated I;\llguage teaching
for the last 30 ye<lrs or so. with its
emphasis on 'language in use', It's donc
an awful lot of good. but it has also
reinforced and legitimised our liking for
doing things in the clussroom, il11d
taken the focus even further ilway from
looking systematically at the language
itself. We need to remind ourselves that
lunguage teuching docs meun teuching
Iilnguuge: making sure that students arc
exposed to the highest-priority language
forms (words.. fixed phrases, structures,
aspects of pronunciat ion), that they
leim1 illld practise these forms.. and thut
they become skilled at using them
nucntly and appropriately. There's a
question of balance here. h s no good if
students learn il lot of forms il1ld can't
usc them (which often happened wi th
older approilches. and still does in some
teaching contexts today). But it"s
equally unconstruetive if studcnts are
made to eonccntrate on using language
without being given a systematic
knowledge of the language they are
supposed to be using.
I remember you once suggested
that teaching reading skills is
mostly a waste of time.
Yes. this was the topic of a talk that
Cutherine Willter und I gilve ilt IATEFL
two or three years ago. [n fact. I think
all so-callcd 'skills teaching necds 10 be
looked at vcry carcfully. Of course, we do
have to ensure th;lt our students practise
using the language they learn. so that
they can deploy it easily and nuently in
realtime for their communicativc
purposes.. Work on the so-cillied four
skills' is vital. BIlt in the 1970s and 80s,
the four skills suffered a conccplUal
explosion. Reading, for instance, was
typically analysed into up to 20 subskills..
all of which soon arrived in textbooks.
along with exercises carefully designed
to tcaeh these sub-skills to learners who
were assumcd to lack them. And this
'bilttcry-of-skills' approllch still goes on
4 Issue 70 September 2010 ' ENGLISH TEACHING professional . _ . tprof lonat.com
today: any number of current tcaehing
material s purport to train students in
skimming, scanning, understllnding text
structure, predicting their way through
text. and so on and so on.
[ think a reasonable position (and
one that is increilsingly supported by
research) is thilt students already have
domain-general comprehension skills:
that those who are literate in their own
language (that is to say, a large
proportion of students) are already able
to apply these skills to written text; and
that what they need is language to apply
these skills to, and facility in handling
that language. If students sccm to have
trouble 'comprehending' an English text
that is apparently at their level - they
can understand all the words but don't
get the whole picture, so to speak - this
is likely to be it question of processing
capacity: so much of their working
memory is being used for low[evel
decoding thut they can't build a higher-
level menIal representation of the text
as a whole, As decoding becomcs more
automatic, capacity will be freed up, and
they will increasingly be able to llccess
their existing comprehension skills. But
this takes the time it takes. ' Training
studcnts to 'tmnsfcr' skills like
skimming, sCHnning, identifying main
points and so forth - which thcy mostly
al reildy possess in their mother tongues
- is unlikely to speed things up very
milch. Unfortunately, many teachers
and course writers lovc work of this
kind: it keeps everybody busy ilnd gives
people something structured to do with
texts.. (Texts. spoken and writtcn, can of
course be enormously useful for
lill1guilge-teaching purposes if they are
used properly - but that's another story.)
So, as far as reading skills (and others)
arc concerned. lelS not waste time
teaching people to do things they can do
already. (And dont get me started on
the notion that you can teach students
to 'guess vocabulary from context'.)
How about task- based learning?
Communicative tasks are - and have
becn for a long time - an important
languilge-teilching tool. What is speciill
<Ibollt task-based teaching is the view
that sllch tasks.. where the focus is on
meaning rather than language. can do
nearly cvcrything - that a task syllabus
will enable students to ucquirc most or
all of the linguistic elements that they
need. It's recognised that such
'naturalistic'languagc use may nced 10
be supplemetlled by some extra 'focus
on form', bUl 'traditional' systematic
syllabus-based grammar teaching is
strongly discouraged in the task-based
model. The academic literature in this
area is full of very tendentious
term inology. ' Language-based',
'teacher -domi nated', 'sentence-level',
'transmission model'. 'product',
'memorisation' , 'repetition' and 'drill'
arc dismissivc exprcssions - thcy rcfcr to
supposedly bad and discredited
pedagogic allitlldes. 'Good' concepts -
thc applied linguistic cquivalcnts of
democr,tey and motherhood - include
'mean i ng-based', 'lea rner -centred' ,
'holist ic', 'discourse' , 'discovery',
'process'. 'intcraction' , 'negotiation' and
'strategy', I think we need to \<Ike issue
with this terminological polarisation,
and with the associated mindsct. What
exactly is wrong about a 'language-based'
approach to language learning and
teaching? We wouldn't criticise a music
teacher for making her lessons music-
based. would we? And why is 'process'
good and 'product' bad? If [ sign up for
lessons in. say, Turkish, product is exactly
what I want: a knowledge of Turkish,
The process involved is valueless unless it
gets me wherc I want to go - in !;tngu<tge
learning, to travel hopefully is 1/01 beller
than to arrive, And is 'learner-centred'
automatic,llly good and 'teacher-
dominated' <tutom,lIically bad? Of
course not. [t depends on what you arc
teaching, who 10, when and where,
Task-based learning. and thc thcorics
on which it is based, may certainly be
valid for a certain kind of situation - one
where your students have plenty of time
to work at their English. they're in an
input-rich environment, or they've learnt
the language for years and know far
more than they can usc. But one needs to
question its value for the more typical
teacher, working. let's say, in 1I s(:conrlllTY
school in a non-English-speaking
country, teaching poorly-motivated
students in classes that arc probably too
big, with perhaps three hours' cont;let
time a week for maybe 35 weeks a year,
maximum. For such teachers. cost-
effectiveness is crucial. A syllabus of
tllsks alone. unsupported by structum]
and lexical syllabuses. simply can't be
relied on to throw up 1I1i of the top,
priority language that students at a
pilrticulilr level need to learn. They won't
even be exposed to half the language
they need, let alone have a chance to use
it enough to fix it in their minds,
So should the academic focus be
on identifying what it is that
students need to know? Of course,
this will be different in different
contexts. Is it possible to say 'this
is what you need to know'?
Yes., selection and prioritisation are vitaL
And these need to be approached from
two directions. Coming at it from the
'form' end, one asks which arc the most
widely-used structures in the language:
which are the thousand commonest
words, which arc the next thousand
commonest words. and so on; which
aspects of pronunciation are going 10 be
crucial, if any, for the tllrget group of
learners, That's something we've becn
doing prclly well for centuries. We know
perfectly well that we have to teach the
present tenses before the subjunctive, or
the names of the colours before words
like pUll), or c{I/(/lOl/ic. Then, coming at
A syllabus of tasks
alone, unsupported by
structural and lexical
syllabuses, simply can't
be relied on to throw up
all of the top-priority
language that students
need to learn
it from the 'use' end, we can very
reasonably say thaI's it's all very well
teaching them all these words and
structures.. but docs it cnllble them to
<l sk for a cup of coffee or to deal with
an enquiry from a customer? C:m they
actually put these things together to
handle whatever everyday language
functions and rCill-lifc tilsks ;ITC relevant
to their purposes? This perspective got a
lot of allention in the 1970s when
people invented needs analysis.. and it
gets a lot of attention now through the
Common European Framework and its
'can do' statements. The danger, with
our current focus on language in use, is
thlll (as happens in some foreign-
language teaching in Britain) one half of
the dyad - the formal element - may be
downgraded in favour of the other, So
leilfllcrs may practise can-do scripts, SO
that they can write a letter to an
imaginary penfriend or show someone
round their home town. or whatever,
BIlt they may learn to operate each
script without being able to generalise
thei r knowledge to other different ,Illd
unpredicted situations. because of gaps
in basic grammar or vocabul ary -
missing items that fcll through the
language-in-use net.
In the typical ' three-hours-a-week'
situation, there's very lillie room for the
more peripheral issues that currently
occupy some sociologically-oriented
language-teaching theorists, Certainly,
we shouldn't dismiss a concern wi th
what onc might call the 'human' side of
language teaching: our recognition th,1I
students are individuals (with all that
tflat implies for their learning), and also
social beings (with all that tfl(lf implies
for their learning). This was a v;!luable
dynamic in the early days of the
eommuniclltive approach, It encouraged
teachers to get their students practising
language by talking ubout thi ngs that
mallered to them, rather than simply
parroting meaningless sentences aboUl
10hn, Mary and the gardcn, (Though it
could sometimes go too far: if you gel
the students to 'let it all hang out' and
talk about, for example.. their deepest
fea rs, you can move dangerously close
to casting the teacher in the role of the
incompetent amateur therapist.) What
worries me now is the extent to which the
'human being' focus may ;tetua1ly take
over from language teaching, Under the
influence of current theory. we may risk
spending so much time training our
students to become better learncrs and
better-rounded human beings - teaching
them social and negotiating skills.
training them in learning strategies,
nwking them increasingly autonomous
and so forth - that we m"y find ourselvcs
short of time for actually teaching them
what they want to learn, Some of the
more extreme pronouncements that
come from the sociolinguistic cnd of the
profession actually make me wonder if
the scholars in question are really
thinking about language teaching at all.
Allwright, in his 2003 book on
' Exploratory Practice', m(lkes the
remarkable statemelll that we should
'abol'e ollr cOl/cern for illstructiol/al
efficiellc)', prioriti;., Ihe qllalil), of life il/
the lal/guage classroom', Kumaravadivelu,
in a book published in 2006, lists what
he calls ten 'macrostrategics' for
language teaching, These includc things
like 'facilitating negotiated interaction',
'ensuring social relevance'. 'raising
cultural consciousness' and 'activating ........
_.etprQf ional.com ENGUSH TEACHtNG professiollal. i ssue 70 September 2010 . 5
Striking
a balance
............ intuitive heuristics', No doubt these arc
exciting areas to explore, but none of
Kumaravadivc1u's macrostratcgics seem
to me to h,wc much to do with language
itself lind how to leach it. I' m afraid I
feel strongly that the basic principles of
language leaching should have something
to do with leaching language: wilh. for
example, selecting high priority input.
designing syllabuses and structuring
them into courses. making appropriate
methodological decisions. ensuring that
tcachers have an adequate command of
the language they arc teaching ..... I
don', wanllO deny the value of some of
those peripheral concerns. but our
central task. as [ keep saying, is to
identify the highest priority language
items and skills that our !earners need,
to select from these the clements that we
actually have time for. and to teach
them in the best. most effective WilY
possible. All other considerations -
Macrostratcgies. Multiplc Intclligences.
Rcnective Practice. Cultural Awareness.
Second-Ianguilge Identity or whiltever -
are only useful if they actually contribute
in a cost -effective way 10 the central
process of teachi ng our students
language and enilbling them 10 use it.
You describe language teaching as
being on a pendulum between form
and meaning. Where is t he
pendulum now?
Language is two-faced - it's a formal
code. and it's uscd to express meanings.
Naturally. therefore. language teaching
swings backwards and forwards bemeen
the two poles. There arc periods whcn
form is paramount: knowledge and
learning arc good things. imitation is
important, control mailers. classrooms
tend to be disciplined. Then YOll get a
swing in the other direction. and thc
focus is on meowing. freedolll,
expression, experiential learning and
ski lls. The pendulum is not often in a
middle position where these clements
become well balanced. When I was at
schooL we were down at the form end.
Everybody knew that language teaching
was a mailer of doing grammar,
vocabulilry and pronunciation. learning
rules. and practising by translation and
reading, with a bit of speaking on the
side. And when I started teaching. things
were pretty much the same (except that
we didn't use translation). We were good
at teaching language; not so good at
teilching !eilrners to use it. Nowadays
things arc very different. There has been
the communicative revolution, the move
towards making second-language
leilrning more like 'n<llUral' acquisition.
the attempt to make classrooms morc
like the 'real' world. and the rest of it.
So everybody today knows that it's all a
maller of teaching language in use,
focusing on making meaning, using a
lot of skills work and communicative
t,lsks, 1llld shoe-horning in a bit of
grammar on the side.
In language teaching as elsewhere. I
think we need to be very cautious about
accepting what 'everybody knows'. It
takes a mental effort to back lIway and
see that one might be positioned
IOwards one particular end of a
~ w i n g i n g pendulum. We are. I have
suggested, still a long WilY 1lway frOIll iI
position where form and meaning are
valucd equally. We're moving back,
certainly. There is more understanding
of the need for proper grillllmar-
teaching now than there was 30 years
ago. when Krashen told us it was
unnecessary and that it achieved
nothing. Nevcrtheless. lllany te'lchers
still feel everything has to be
communicative or task-based, and that
they'fC doing something wrong if. Sily.
they do sentence-level non-
comlllunicative grammar exercises. I
don' t think there's anything wrong with
that at al1 (provided it's not al1 one
docs). But that's another story.
Part of the reason for the pendulum
swings. I believc. is a perennial feeling
that we're not doing very well. and that
we nced to do beller - we somehow
ought to be ashamed of ourselves
becausc we're not gelling our students
close enough to the native-speaker
st1llldilTd that we use as a model. If you
ask teachers about this. they'll probably
deny it. but teachers round the world do
mostly act as if deviations from the
perceived norm arc a mailer for concern.
Some teachers don't like mist akes. so
they correct, correct and correct. Some
worry beC1IUSC their learners don't ever
seem to become really nuent. Others
worry about breadth: they feel they must
teach more and more grammar and
vocilbulary. or skil1s. or whatever, to
& Issue 70 September 2010. ENGUSH TEACHING professiollal . _ . tprot lonal.com'
bring their students closer to native-
speaker knowlcdge. Becausc of that
implicit assumption that we're iliming
for the S\ilrs. we feel all too easily that
we've failed. So every ten or 20 years we
dccide that we're doing it al1 wrong and
go for new methods. new fashions. new
focuses and new gurus: let's stop doing
that and do this instead, and perhaps
we'll get it right this time, Actually, we're
not going to get it right - but wc h,wen't
failed either. Languages arc hard to
learn. many teaching contexts are oftcn
seriously unfavourable to good language
teaching. and we can only ever expect
limited results - a small fraction of
what native speakers know and can do.
Teachers. however wise lllld
experienced. <Ire innueneed by the
prevailing orthodoxies. I have suggested
that the current language-teaching
mindset is a long way from occupying a
balanced position, and this is bound to
have an effect. Howcver. I don't want to
over-state the case. I' m afraid I may
have sounded in this intervicw as if I' m
denigmting everybody in our
profession, theorists and practitioners
alike. That's certainly not my intention.
I believc we have today al1 the clements
we need for successfullangullge
teaching if they are properly combined.
We have a weal th of excellent materials
and methodologies. 11 long-stllllding
trildition of good and wel1-informed
teaching, a rich and productive teacher
education sct-up. and first-class
teachers' journals (such as this one).
And not leilst importilnt. we are rCilping
the benefits of half a century of
investment in applied linguistics
resellrch. Because of 1I11 this. 11 great
deal of excellent teaching is going on.
Languages may. as I have suggested, be
hard 10 learn and tcach. but many
teachers, even those working under
difficult circumst,mees. manage to get
strikingly good results. They have my
admiration. Gll>
Michael Swan writes
English language
teaching and reference
materials. His Interest s
Include descriptive and
pedagogic grammar,
second language
aCQuisitiOfl, cross
language Influence, and
the theory-practice
Intertace. He has had
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LANGUAGE
orte
eec ru es,
at ru es? w
Dave Willis doesn't
see the problem.
M
lilly of you wi ll hllvc seen
exercises and tests where
learners are required to
change direct speech into
reported speech. I clin remember asking
students \0 do <lctivitics like this:
Rewrite the following in reported
speech. Remember to change the
tenses;
1 We will be leaving home at six
tonight so we will arrive at about
half past seven.
Joan and Peler told us
2 I will see you tonight after I have
finished worll".
Mary said
This is a fa irl y mechanical cxcrcisc.
Students chllnge thc tenses accord ing to
the rules they have been taught. They
also change timc references aecording to
II given SCI of for mulae 10 produce the
following:
1 Joan and Peter told us they would
be leaving home at six that night so
they would arrive at about half past
seven.
2 Mary said she would see me that
night after she had finished work.
Studell\s who have been wen drilled
should havc litt le problcm applying the
rules they hllve been taught, but whitt
a . Issue 70 September 2010 ENGLISH TEACHING professiollal . _.etpn:ofe lon81. eam
they are doing has nothing in common
with the Wll y we report things in rC<l11ifc.
What the grammars
tell us
The rules for reported speech,
sometimes call ed illdirl.'CI.I'Pl.'cch. have
been sct out \'cry clearly by respected
grammarians. Mi chael Swan and
Catherine Walter, for example, in their
useful students' grammar tell us that:
'Tenses and pronouns (I, you, etc.)
change in indirect speech if the time
and speaker are different. For example,
present tenses become past; , may
become he or she; my may become
his or her. '
The prestigious Cambridge Gmmll1ar oj
English by Ron Carler and Michael
McCarthy is one of the besl referencc
grammars currently on the markel. It
informs us that:
'When the indirect speech is perceived
as referring to the past, the tense in the
reported clause usually changes to a
past form of the tense of the original
speech. This process is known as tense
backshift. '
Coursebooks lind student grammars
regularly produce guid,tnce of this kind.
explaining that yes/erda)' may become
the prel'iolls day, next Wet/nest/a)'
becomes IheJoflowillg Wedllesda)" and
so on.
However. there are three problems
wilh these formulations:
They are based on the mistaken
assumption that we recall and report
exactly whal we havc heard. If we
cannot recall the tense used in the
origina l. how can we possibly shift it
back into the past?
They imply thilt there is something
unusual about the way in which we
usc tcnses in reported speech. Some
coursebooks try to list all the changes
we need to milke, explaining how
present simple must be changed to
past simple.. present conti nuous to
past continuous, and so on. Lellfners
come 10 believe that there must be
something mysterious and
challcnging about reportcd speech 10
justify this level of dctailed treatment.
They can become extremely complex.
For examplc. if someone mentions /II'XI
Wednesda), and the original speech
takes place on Thursday 1st April and
is reported on Saturday 3rd April. then
lIeXI Wel/nesda)' is stilillexl Wedlleslftl),.
I f it is reported on Wednesday 7th
April. then it would probably be
reported as /oda)': if reported on
Thursday 81h April. it could be
reported either as Ihe lol/owing
Wedllesday or as yes/err/ay. So giving
rules aboul how to report lIeXI
Wel/llest/a), is really quitc complicated.
Fortunately, ;IS we shall sec later. there
is really no need for alilhis.
A false assumption
The rules given for repor ted speech arc
bilsed on the assumption that we rec;lll
exact ly what was said on a given
occasion and then go through a process
of ' Iense backshift'. But of course. we
very rarely recall exactly what was said,
so there is no way we ciln apply tense
baekshift. There are occasions when we
Ir)' 10 recall exactly what was said - in a
court of law. for example. or when we
il re accused of having broken ,I promise
- but fortunately. these occasions arc
very few and far between.
Most of us arc familiar with
meetings in which the minutes of the
last meeting are circulated. These
minutes contain summaries of what was
s,lid at the previous meeting, things like:
'The chair reminded everyone that the
next meeting would be postponed until
Monday, 31s t May.'
We can't tell from this exactly what the
chair said. It might have becn:
'OK, folks, don't forget that the next
meeting will be on the last Monday in
May, not the usual second Monday in
the month, So that 's the 31st, not the
10th. Can you all take a note of that?'
Or it could ha\'e been:
'I regret to inform you that due to
unforeseen circumstances we will be
unable to meet as usual on the second
Monday of the month, that is Monday
10th May. I have arranged instead that
we meet on the last Monday, that is the
31st of May. / hope this doesn' t
inconveni ence anyone unduly.'
Nobody, including Ihe secretary who
wrote the minutes. would be able to
recall the precise words. Even if they
could, just try applying the rules to
change one of the above into reported
specch and see how ridiculous they
sound. And there is ,Inother problem: if
we did recall and report exactly what
was said. then the minules would be
slightly longer than the original meeting.
The rules given
for reported speech
are based on the
assumption that we
recall exactly what
was said on a
given occasion
Report or summary?
If we don't recall wh,lI was s,lid, then
how do we report speech? [ think its
clear that we don't even try to repor t
eXilctly what was said - we summarise
it. We very rilrely remember preeisely
what was said. but we do reca ll what
was 1II(,1I111. Think of a conversation you
had recenlly and think how you might
tell someone about it. Almost cert ainly
you will be unable to remember the
exacl words. bUI you will probably be
able to remcmber the contcnt lllld. thus.
be able to ofTer a brief summary.
Summarising is something we do all
the time. We say Ihings like:
'I saw an interesting programme on the
TV last night. It was about .. ,'
'I read an article about that in The
Guardian. It said .. ,'
and ofT you go. You would not even try
to remember the article word for word.
You would summarise what it meant.
So let's get away from the idea that
reported speech involves some sorl of
mechanical processing of someone's
original words. Let us recognise it for
what it is - a summarising rathcr than a
reporting process.
What about all those
tenses?
Here's an excerpt from a letter from a
young woman 10 a language school:
'/ am a 21-year-old student at
Birmingham University. I'm in the final
year of my English course. I am taking
my fi nal exams ned month and will
graduate in July.
I plan to take a year off and I'd like
to travel round the world. Unfortunately,
I can' t afford to travel unless I earn
some money on the way, so I want to
learn to teach English as a second
language so I can make some money
while I am abroad ... '
Let's imagine that the wri ter took a
course and 1101 only learnlto teach
English. but took it up ilS a C'lreer.
Fifteen years later. she was asked how
she became an English teacher. She
might say something like:
'Well, / suppose it all started when I
was about 20. I was in my final year at
university and I wanted to travel after
graduation. But I couldn' t afford to
travel unless I earned some money ... '
All the verbs hcre arc past tense forms.
Bulth,l\'s not bee;lUse it's reported
speeeh. It's because she is talking about
something that happened 15 years ago.
Of course she uses past tense for ms.
And if she were reporting or
summarising the contents of her letter,
the tenses would be past tcnse forms for
the same reason: beclluse she is talking
about the past.
The fact is that the tense system
works in exactly the same way when we
arc rcporting or summarising as it docs
in the rest of the langu'lge. There is
absolutely no need for a specia l set of
rules about reported speech. And there
is no such thing as 'tense backshift'.
_.etprQf ionat,com ENGUSH TEACHtNG professiol/al tssue 70 September 2010. 9
Reported
sp'eech - rules,
what rules?
Choosing the right form
Sometimes. however. we have to choose
between a past form and a present form
becausc either one is possible. So if last
week Mary sa id to you:
' / am going to stay at the Ritz because
it's the most comfortable hotel in
London',
you could report it as a narrative:
'Mary said she planned to stay at the
Ritz because it was the most
comfortable hotel in London. '
On the olher hand, you could lake it liS
telling us something <tbout Ihe Ritz
Hotel and say:
'Mary said she planned to stay at the
Ritz because it is the most comfortable
hotel in London.'
We normally usc the present tense for
something thaI everyone agrees is sti ll
true. We might. for example.. say:
'They wanted to climb Scafell Pike
because it is the highest peak in
England. '
BUI if we think the statement is
mi staken, we would use a past tense
form:
'They said they wanted to climb
Helvel/yn because it was the highest
peak in England, but actually the
highest is Scafel/ Pike, '
So the choice of tense here is affected
by what we want to emphasise and what
we believe to be true. It has nothing to
do with reported speech. But the
important thing is that the choice of
tense forms foll ows the same logic as in
the rest of the language.
So what about next
Wednesday?
Just as there is no problem with tenses
in reported speech, so there is no
problem wi th other deictic systems of
the language - the systems that show
how things and events are situated in
time ,Uld space rcl:ltive to the spe'l ker.
There's no need to tell learners that I
may become he or she, lI1y may become
his or her. If they know the way
personal pronouns work in English,
they just plll that knowledge to work.
They don't have to stop llnd think about
how to change the pronoun I. and what
to change it to. They don't think 'Now
when Mary was speaking, she said I,
but I am not Ma ry, so I ean't say I. And
you ,lfe not Mary, so I can't say ),011, so
I must say he or she, and since Mary is
female, I must say sill'.' They simply
know that Ihey arc talking about Mary
,Uld they know thaI they should rcfer to
her in the third person as .)he.
The important
thing is that the
choice of tense forms
follows the same logic
as in the rest of
the language
And if we arc talki ng about
somet hi ng that was happening ne.\"(
Wednesda)'. we don't need to take out
the calendar to tell us when the origil1<11
words were uttered and how to refer to
the day in question. If the day in
question was yesterday, we Sll)'
yesler(/a)" if it is tomorrow, we say
101l/0noll' and if it was 11 coupl e of
weeks ago, we say a couple of weeks (Igo.
One of the few sources to r<:cognise
the true nature of reported st atements is
the Collills COBUILD English
Gmll1l1/ar, which tells us that:
' You are more likely to report what
(someone) meant than what (they) said.
There are many reasons why you do not
quote a person's exact words. Often
you cannot remember exactly what was
said, At other times the exact words are
not important or not appropriate to the
situation in which you are reporting.'
and:
' Whatever the tense of your reporting
verb, you put the verb in the reported
clause into a tense that is appropriate at
the time you are speaking. '
This makes it clear that there is nothing
problematic about the dcietics of
reported speech in Engli sh, including
the tense system. Everything works in
10 Issue 70 September 2010' ENGLISH TEACHING pro/essiol/ol . _ ,.tpl"(lf ional.com
exactly the same way as it does in the
rest of the language. There is no need to
make life diflicult and confusing for
learners by telling them that there is
something different and compli cated
about reported speech. We have quite
enough to do in the classroom without
making life any more diflicult for our
learners.
***
So what do we do about it? Stop
spending inordinate amounts of time on
un!l(..'Cess'l ry and misle,lding rules. There
are plenty of opportunities in cl ass for
learners to summarise. They can do
resellrch on thc internet or in thc libnlfY
and report it in class. They C,Ul
interview people inside and Olllside cl ass
and report what they have 10 say.
Basically, they will get the right tenses
and the right deietic forms in pilice. If
they don'Lthen it's an indiC,l\ion that
there is something wrong with their
understanding of these systems
themselves. not a problem with reported
speech.
Perhaps you beli eve it is useful for
learners. as a mechanical revision
exercise, 10 transpose a text from
present to past time, or perhaps they
need to do something like this for
examinat ion practice. If this is the case.
then you might spend time in class
doing the ki nd of exercise I exemplified
at the beginning of this ar ticle. But you
should sec it for what it is - a useful but
artificial ped,lgogic device, not an
exercise with communicat ive relevance
outside the classroom. Clll>
Carter, R and McCarthy, M Cambridge
Grammar of English CUP 2006
Sinclair, J Collins COBu/LD English
Grammar HarperCollins 1990
Swan, M and Walter C The Good
Grammar Book OUP 2001
Dave Willis has
published widety on
language description
for ELT, including
Rules, Patterns and
Words: Grammar and
LeJl./s In English
Language Teaching
(CUP), He is also the
author of the grammar
on the British CounCi l's
LeamEnglish website:
http://leamenglish.britlsh
council.orglbook,pagel
leam-english,grammar.
dave@willlsell. co.uk
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VOCABULARY
James Venema explains how to use
vocabulary notebooks efficiently.
L
eilflling vocilbulary is
sometimes seen as progression
from passive to active. When a
learner first 'mcets' a word.
they might check its meaning. perhaps
in a bilingual dictionary. Further
exposure will result in a deeper
rellitionship liS the learner encounters
conjugations. tenses and forms as well
as different meanings, common
collocations ilnd members of the silme
word family. From this perspective. cvcn
a single word can present a rather
daunting source of study.
Active vocabulary
Students will. however. need to move
beyond passive knowledge to actively
using 1I word well before they have
Icarnt all its possible varilltions, usages
and meanings. A vocabulary notebook.
lVith example sentences combined with
student-wrilten original sentenccs. can
provide a structured first stcp in
developing their active vocabulary.
However. a poorly-produced vocabulary
notebook is. lit best. not vcry hclpful
and C;Ill. at worst. leild to error
fossilisation. For this reason. it is best to
provide some guidance on vocllbulary
notebooks that can set the students on
the WilY towards vocilbul ary learning
independence.
Choosing words
The first step is the selection of words
for active use. 11 is important to note
here the diITerence between activc and
passive use. sincc writing their OlVn
original sentences is the silldents' first
move towards being able to use 11 word
effectively. Exposure to a wide selection
of words is criticaL Reading materials.
vocabulary lists and regulllr clllssroom
teaching all provide rich sources of
vocabulary. It is importilnt that the
students choose the words themselves
since they are best able to mllke a
decision on what words would be useful
to them. 'Usefulness' in this context
implies that a student believes they will
encounter opportuni ties to use the word.
In some cases.. a st udent may already be
filmiliar with the word chosen. but
would like to move beyond passive
knowledge to being able to usc the word
aClively. While [ will conti nue to usc the
singular form of 1I'0rd in this article, the
selected items may often include two-
part \'erbs as well as longer phrases.
Noting information
Once a word has been selected, the
studenls will need some basic
information ;Ibout it. This should include.
at the very least, meaning. pronunciation
and form. While translations arc a
useful start for meaning. they may not
encompass the precise meaning of a
givcn word very accurately. Where the
English definition is too daunting.
students should be prepared to look
closely at the examples of text in which
thcy encounter thc word (more on
examples later). Ideally. information
about pronunciation would involve
writing the word in phonemic symbols.
At the very least. the student s will need
to note the number of syllables as well as
the stressed syllable. While SYLL-a-ble is
recognisable in quite a number of accents
and less than perfect pronunciation.
will be less so. Finally. noting
down the form of a word will be crit ical
in helping students to use it accurately.
After all. if a student is not aWilre that
sylfabh' is;1 noun. they ;Ire likely to
producc some rather peculiar sentences
using it. Some students may also want
to pursue word families and write some
variittions of'l word, such itS phrtlse and
flhra,ml. Others might like to write down
some common collocations straight away,
However, it is important not to send the
Writing their own
original sentences is
the students' first
move towards being
able to use a word
effectively
students down the slippery slope of
knowing everything about a word before
attempting to use it. Aftcr alL the goal
is simply to help them begin expanding
their ilctive word voc;lbulary, not to
enable them to become linguistic experts
on the word selected.
Writing example sentences
The next step is to imhcd the selected
word in some kind of structured context
with example sentences or phrases.
Reading 111;lterials provide the 1110st
obvious contexL Vocabulary textbooks
typically provide example sentences
and/or phr;lses. Where the original
context might be morc ephemeral. say iI
conversation class, or where the
students need additional information.
thcy ciln also look up the word in
le;lrners' dictionaries. all of which will
provide good examples of the word in
use. Advanced Icarners can even make
usc of an online corpus. such itS the
12 Issue 70 September 2010' ENGLISH TEACHING pro/essiol/ol . _.etprofe lanal.eam
British National Corpus. What is
critical here is that the context provides
importllnt lexical informlltion while not
overwhelming the students with data. r
always encourage my students to copy
the example sentences they encounter
into their notebooks before beginning
to write their own original sentences.
This is the best way to ensure that they
attend to important information on
usage, including griullmil!ieal pilt!erns
and collocations. when they move on to
write their own sentences.
Writing original sentences
The obvious next step is for the students
to begin writing their own sentences.
While the question of what a good
original sentence might be involves. 10 it
degree. some subjective opinions. there
are useful guidelines that can help
students improve the ovcrall quality of
their vocabulilry notebook. 1 illways
have my studcnts ask themselves the
following three questions:
Am I really trying to communicate
something with this sentence?
Meaning is a kcy part of retention. and
the attempt to express real meanings in
originill sentences will help students
retain the word and sentence for future
use. As a guide. r tell them that they
should be able to use their original
sentcnce 10 launch a sm;lll conversation.
Aft er alL if they are writing the original
sentences with some image of who.
where. when. why and how. there will
usually be more meaning behind them
than what they actually encapsulate in a
single sentence. Using real meaning as a
stilrting point is also one way of guiding
students in the selection of useful words.
If they are unable to think of something
to communicate with the word chosen.
the chances arc that they have not
sc!ected a p;trticularly useful word.
Are there clues to the meaning
of the word given in the original
sentence?
White it may not always be possible 10
write sentences that would make good
doze questions in a test . it is possible to
note unhelpful sentences sueh as:
My father was angry yesterday.
Encouragc the silldents to write instead:
My father was angry with me for coming
home late yesterday.
Not only is the mcaning of allgry clearer
in the second example. which should
help facilitate retention. it is also more
The attempt to
express real meanings
in original sentences
will help students
retain the word
and sentence for
future use
lexically complex. including the
prepositionjor followed by iI verb in the
il1g form. This rel at ive complexity
probably better replicates the demands
of real-world usage. [t is importll11t to
note that the students' ilbility to produce
accuratc original sentences such as these
without direct teacher help will be, to a
considerable degree. dependent on the
examples in which they have previously
encountered lhc word. This brings us to
the final. critical. question.
Does the original sentence use
grammatical patterns and
collocations from the copied
example sentence(s)?
If one of the goals of having students
wri te original sentences in a vocabulary
notcbook is vocabulary learning
independence. then the efTective analysis
and usc of copied example sentences
will be critical. Looking up the word
jurious in the Longll/all AClire Sllldy
Dieliollar)" one finds the following
sentcnces (among others):
She was furious with me.
I'm absolutely furious that nothing has
been done.
When students read these sentences.
they should note:
Furious collocates with absollllefy.
You can be furious willi sOll/eone.
The reilson for being furious Cim be
givcn with 111m followed by a
grammatically complete clause. with
both a subject and a verb.
They now have enough information to
write a wide variety of aceurate
sentences. It is important to note that
thc eXilmple sentences they find and
copy will, to iI large degree. form thc
parameters of the ones they can attempt
to writc for themselves, at least with
some confidence in ilccuracy. For
examplc. if students wanted to write that
somebody was furious about something
using only an object. they would need
the following example sentence:
He was furious at the court's decision.
(Longman Active Study Dictionary)
In the absence of such an example
sentence, the students may ;I!tempt to
write the following:
My teacher was furious that the
cheating in the test.
In fac\. I have found that the expression
of mcanings not encapsulatcd in copied
example sentences is the most frequent
source of errors. In order to maintain a
modicum of student independence. a
teacher can encourage thc students to
limit their origin'll sentences to the
panerns and meaning provided in the
example scntence(s) they have found.
This has the downside of limiting them
in what they arc able to say. In efTcct.
the students will need to choose useful
example sentences rather than useful
words. The alternative is to train the
students in the efTective use of language
rcsources. primarily diction'lries. While a
more time-consuming endeavour. this has
the advantage of encouraging long-term
learner independence. A complete
overview of whilt dictionaries hilvc to
ofTer is beyond the scope of this article.
but a good place to start is the
dictionary guide typically found at the
beginning of most learners' dictionaries.
***
The cfTcctive and accurate use of
vocabulary is a central component of
languilge competence. While a student's
active vocabulary typically only
constilUtes a fraction of their total
knowlcdge of vocabula ry. it is
important to encourage them to
continue to cxpand on the words they
arc 'Ible to usc efTective1y. A vocabuhny
notebook. with both copied example
sentences and Sllldcnt-written original
sentences. can be a structured means to
help students towards vocilbuhlry
learning independence. <D>
James Venema is
currenlly an ASSOCiate
Professor and teacher
coordinator at Nagoya
Women's University in
Japan. He is interested
in curriculum
development as well
as the development
of professional
communities of
teachers.
_.etprof.sstonal.eom ENGLISH TEACHING professional . Issue 70 September 2010' 13
READING
on
rea I n ~ !
Britt ..Jepsen sees
the benefits for increased
confidence and competence
of giving students authentic
texts.
T
eachcrs often avoid thc use of
authentic reading materiaL
Somc of thc rC<lsons thcy givc
for ncglccting or avoiding it
are as follows:
'There is silllply //01 enough lillie illihe
week. / hare Ihe exam syllabus to gel
Ihrollgh. .
'The ,j'II/(/ellls prefer /() keep 10 Ihe
coursebook: Ifle)' like 10 kllow howfllr
Ihey //(/re progrt'ssed.
'/1 is (/ijJiCIIII alld I(lkes lime lojilld
.l"lIi/(/bl1' lexts lIlId matl'rials.
In this articlc I intcnd to prcscnt somc
of thc benefits of reading authentic
materi al. wi th the focus particularly on
cxtcnsive reading l i S an idelll resource
for English teaching.
Curriculum
I tCilCh in Denm<lrk. whcrc the overall
aim whcn it comes to gClling students
to read in English is to give thcm Ihe
opportunity to produce language (oral
<lnd wrillcn). b<lscd on what thcy have
rC<ld. The Communicativc Appro<lch to
languagc teaching has had a major
impact on teaching in Danish schools.
Its fivc major c1cmcnts are each
represented in the curriculum:
linguistic competcnce;
pragmatic competence:
discourse competence:
strategic competcnce:
nuency.
Reading is involved in working towards
<Ill these clements and emphasis is
placed from the early st ages of English
instruction on the abili ty 10 understand
short. simple texts on relevant and
meaningful topics. with the support of
audio and visu<ll media.
Goals
In the light of the demands of the
curriculum and insights into how
successful rcaders intcntct with tcxts. a
set of gencntllearning goals for thc
rcading component of ;1Il English
language course could include:
the ability to read a rangc of texts in
English:
the ability to adapt a reading style
according to purposc and apply
different strategies (eg skimming.
scanning) as appropriate:
the acquisi tion of knowledge about
languagc (cg vocabulary. structurc)
which will faeilit<lte dcvelopment of
greater reading ability:
thc building of schematic knowledgc in
order to intcrpret texts meaningfully:
the development of awareness of the
structure of written texts in English,
,l11d the "bility to make usc of such
things as discourse features and
cohesive devices in comprehcnding
tcxts:
the ability to take a critical stance
with regard to thc contcnt of texts.
(Adapted from Hedge, T Teaching al/d
Learnillg ill Ihe Lallgllilge CI(I.srOOIll
our 20(3)
Levels
Naturally. for students at lower lcvcls it
is morc difficult to find suitable
authentic texts. though I do believe that
it is possible. Recipes from cookbooks
for chi ldren. poems. letters. invitations.
postcards. cartoons. simple short
storics, etc, will all yicld useful reading
pfllctice - and. more import,Hltly, the
students find original materials much
more interesting! Young lcarncrs arc
usually easy to motivate and they enjoy
most of the materials ;\lld tasks
presented in class. since the English
language is still new to them.
With higher-level studcnts who have
better l;tnguagc competence. it is
important to focus on motivation.
rcading purposes and thc valuc of
extcnsive reading. To find or create valid
reading purposes for texts presented in
class might be the key to motivating the
14 Issue 70 September 2010 ' ENGLISH TEACHING pro/essiol/ol . _.etprofe lanal.eam
students to read texts which would not
normally interest them. These purposes
can be contrived to create interest. And
where there is some freedom of choice.
interest will be a key criterion in
sclecting texts for learncrs.
Purposes
The list compiled by Wilga Rivers and
Mary Temperlcy of purposes for reading
is 11 uscful tool for tCllchers to use as 1I
framework for text selection. They
should be able to find authentic material
to match each of these purposes:
to get information:
to respond to curiosi ty about a topic:
to follow instructions:
for pleasure and cnjoymcnt;
to keep in touch:
to know what is happening in thc
world:
to find out whcn and where.
If reasons for readi ng are missing from
textbook tasks, one of the most useful
things teachers can do for thei r learners
is to create purposes which will motivate
thcm to rcad.
Extensive reading
il1/f'I1Sil'(' reading activities in the
classroom arc intcnded to train studcnt s
in the strategies nccded for successful
reading. The pedagogic;!l value
attributed to es/el1sire reading. howe\"er.
is based on the assumption that
exposing learners to large quantities of
material will. in the long rUIl. produce a
bencficial effect. Furthermore. extensi \'e
reading can be a highly productive step
towards autonomous learning and
gre1llly increases a student's exposure to
English - which is relevant where class
contact time is limited.
If we are persuaded by Stephen
Kr1lshen's view that learners need to be
exposed to large amounts of
comprehcnsible input which is
meaningful. relevant lind interesting, in
a stress-free environment. then clearly
individual extensive reading outside
class timc has value.
The opportunities that extensive
reading affords learners of all ages ,l11d
levels of language proficiency makes it a
useful resourec:
Leilfners can build their liUlguage
competence.
They can progress in their reading
ability.
They can become more independent
in their studies.
They can acquire cultural knowledge.
They can develop confidence and
motivation to carryon learning.
Reading syndicates
An example of a useful procedure to
support extensivc reading is the reading
syndicate_ in which members of a group
read different books lllld then share
their experiences. The outcome is often
a peer conference in which studcnts can
take on the roles of lIsking questions as
well as answering them. and this tallies
with the aim of giving students an
opportunity to produce language based
on what they have read. Reading
syndicates combine the 1l10tiv1llion
engendered by the fact that the students
may hm'e chosen the books themselves.
genuinc classroom interaction among
chiwging groups of learners, lind
potential student recommendation of
books to their classmates.
***
In summary_ the reading of authcntic
English texts with students of English
as a foreign language has several
benefits. Indeed. it is possible to
construct a tcaching programmc bascd
mllinly on 1luthentic texts which offers
purposeful engagement with reading
and is likely to prove motivating. In
addition. it will build the learners'
competence and confidence to carryon
reading in English outside the
classroom - not as part of the course.
but for fun! G2i>
Rivers, W and Temperley, M A Practical
Guide to the Teaching of English as a
Second or Foreign Language OUP 1976
Krashen. S D Principles and Practice in
Second Language Acquisition Pergamon
1962
Britt Jepsen has been
involved in teaching
English for eight years.
She also teaches PE
and Spanish at
secondary teveL She is
currenUy working at a
primary schoot in
Skuldelev, Denmark.
"
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__ etprof.ss ional.eom ENGLISH TEACHING professional. Issue 70 September 2010 15
RESOURCES
Chris Payne confesses
the error of his ways.
C
orpl/.). delicti is defined by the
Oxford English Die/ionar)' as
the facts and circumstances
constituting a crime'. The
crime commilled in this case was my
own - of not incorporating corpus-
informed language into my cl asses.
What is a corpus?
A corpus is a carefull y laid out collection
of real examples of spokcn and wrillcn
languagc stored on a computcr. Because
the language found in a corpus has
actually been used, it consists of
dcscriptivc rather than prcscriptivc
language. Thc information that corpora
cont ain is typically prcsentcd in the
form of word frt:qucney lists and
concordilllCCS. Concordances displilY thc
key word in context in example sentences.
Corpora arc used to crcate and
inform multifarious teaching resources.
Thcse includc: dictionaries. rcferencc
grammars. grammar practicc ltctivities.
exam practice tests and an array of
matcrials for tcaching vocabulary and
lcxiclll scts. collocations. phmsal vcrbs
and idioms. Some courscbook writcrs
also usc corpora by consulting word
frequency lists.
Why should we use
corpora?
Authenticity
CorpoTll arc II vlllullblc rcsourec of
iluthcntic I,Ul guage for allteltchers.
Although we tend to trust our intuitions
about gTllmmar and vocabulary. corpus
cvidcncc shows that thcse intuitions arc
somet imes flawed , and that words we
think of as common are aClllally
infrequent. Teachers can consult a
corpus or a corpus-informed dictionary
in order to asccrtilin which words are
used most frequent ly and 10 keep
abrcast of languagc change.
Wc hllve been laking lluthentic
material int o our classrooms for many
years. in the form of books. newspapers.
magazines. leaflcts. ctc. Today, many of
us use whll! is argullbly the worlds
biggest corpus. the internet and its
search engines. to find topical or
engaging tcxts for our learncrs.
Frequency
Thanks to corpora, we now have more
information than ever before about the
difTerences between spoken and written
English. A corpus allows us to observe
important variat ions in the frequency of
many words and structufCs betwccn
thcse two wlIys of communicliting.
Context
As wcll as informing us about the
frequency with which grammar and
lexis occur. corpora c,m give us an
insight into thc preferred context in
which words occur - somc words, such
as ("(II/S(' , might be used mainly in a
negative context. This is sometimes
referred to as sell/tlll/ic prosot/)'.
Collocation
Corpora also show us the most common
collocatcs and colli gations of words.
The box on page 17 shows the first fcw
concordance lines for the word crime
from a spoken corpus of British
English. It is immediatcly clear that the
collocation crime prel"l:ntioll is a
frequent one.
Prioritisation
Corpus cvidence is extrcmely useful for
teaching vocabulary. Vocllbulary
learning crCiltes an enormous memory
load for our students, and it becomes an
Augean task unlcss we havc a sound
organising principlc. The Collills Cobllild
Corpus shows that a core vocabulary of
2.500 words accounts for about 80
perccnt of the words in spokcn and
written texts. With the help of a corpus.
we can identify these words and teach
them as a priority to elementary levcls.
Recycling
Words need 10 be revisited sevcmltimes
and in difTercnt contexts to increase the
chllnce of them being truly acquired.
1& Issue 70 September 2010' ENGLISH TEACHING pro/essiol/ol . _.etprofe lanal.eam
To your discussion on erm possible Nazi war crime trials coming up. Yes. My
Coming up fairly soon of course is the National crime preyentjon Week and I think we ought as
Sentences. Let's have sentences which fit the crime. Because there are murders and murders aren't
But the theft element you know this rising in crime in breaking into shops Yeah. Erm
er for example has been working to prevent crime or if your group leader at school in the
Bangkok. The crackdown on switchblade crime in Glasgow. Who' ll win and who' lilose
Just want stay in t he game? When petty crime I just want to come back I want to come
Mm If they'd promised to reduce crime Mm and they don't deli ver
Which are a large reason for the rise in crime in the first place Okay. So you have
and hospitable and generous. Is crime quite serious there and what about the drugs
private sector people er either crime prevention which there are quite a few
I mean how much do they know about the kind of crime prevent jon work
Only a significant role and I think sort of crime prevent jon as a
Of agencies which can have an influence on crime prevention as possible erm largely
Re likely to have any impact on the instance of crime the fear of crime that you can to then
Of were having to go back what is crime prevention. It is particularl y
Stephen Krashen recommends extensive
reading as an aid to vocabulary
acquisition <lnd retention. This is
undoubtedly good advice. but the use of
<I concord<lnce C<lll be even more effective
because learners are prescnted with a
word in multiple contexts which can be
read in very lillie time. It would take
even the most omnivorous reader far
longer to encoulller as many examples
<lnd contexts with extensive re<lding.
Communication
[f we aim and claim to teach
communicatively, as most of us do these
d<lYs. then our Ie<l rners ought to be
exposed to I<lngu<lge that i s used in real
communication outside the cl assroom.
We can liken Icarning a language to
lellrning 10 drive_ Sooner or bier. a
le<lTller driver will need to leave the
relative safety of the local industrial
estate and drive in real traffic. Likewi se.
our learners will be in a beller position
to cope, when the need for
communication arises outside the
classroom. i f we can offer them a diet of
actually-used l anguage in our !essons.
We cannot always rely on <I coursebook
to give them the naillral-sounding
English they need. When the onus is on
the teacher to supply more authentic
languagc, a corpus can be a useful tool .
Simplification
It is naillralto simpli fy l anguage. After
all, we simplify our English when we arc
speaking to children and non-native
speakers of English outside the
cI<lssroom. It should be axiom<ltic that
some language needs to be adapted and
redesi gned for the specific purpose of
learning EngliSh. Clearly, learncrs can
benefit considerably from hHlgu<lge
content concocted specifically for
tCilching. Also, in the unpredictable
environment of Ihe classroom, we often
have to think on our feet and usc our
own bespoke' examples of langullge.
Our learners will be
in a better position to
cope outside the
classroom, if we can
offer them a diet of
actually-used language
in our lessons
Howevcr, dcspitc there being
justification for a certain amount of
simplified content, we should rencct on
how much of i t we use. [t i s not
desimble to expose learners to lin exccss
of contrived contcnt. Studcnts who
encounter simplified language too often
could end up learni ng English that is
not just simplified. but simply restricted
or, cven worse, distorted.
I f our teaching situation permits us
10 usc some corpus-informed content,
this will cnsure that what our studcnts
l earn is truly represenlilt ive of the target
language.
What can we learn from
a corpus?
Corpus cvidence can further our own
and our students' language llWareness.
Of course, some data will confirm what
we already know, such as the fact that
question tags (islI't il? arell'tthey? etc)
are almost exclusively found in spoken
English. But most corpus fi ndings will
enable us 10 make more informed
choiccs about what grammar and Icxis
to prioritisc and teach. lind when to
teach it.
Let us look at some examples of
frequcncy and semantic information we
can obtain about a word. Space allows
me to cite just a few examples. but some
of the following findings may be of
interest.
Frequency information
The fUlUre continuous is]oo times
more frequcnt thanthc futurc perfect.
The zcro conditional is the most
frequcntly occurring pattern out of
the diffcrent types of conditionals.
Scvcn prepositions arc in the top 20
most frequent words. Here they arc in
order of frequency: 10. of. ill,jor, Oil ,
Wilh lind (If. .. ....
__ .tprof lonal.com ENGLISH TEACHING professiol/al . Issue 70 September 2010 17
Corpus
delicti D
............ Of the top 50 words. 49 arc grammar
words, ic prepositions.
pronouns, conjunctions. modal and
auxiliary verbs.
Chunks containing a word may
account for many of ils occurrences.
Thi s is tfue of halld, where over half
of all its occurrences are with chunks.
011 'he 0I111'( hand being by far the
most common.
Semanti c information
Sixty percent of the usc of like is
prepositional and mealls '\0 resemble
something' , cg &111"1'1'111944 (II/d 1946.
Ila!J' was like 1I Third Wor"/ cOlllllry.
Less than half Ihe uses of ill refer to
place or lime. but are found in
advcrhiuls and fixed phrases like li/fiICl.
The word see is much morc common
in spoken corpora with Ihe meaning
'understand' (cg I see or I see what
)"011111/:(111) than it is with Ihc me,ming
'pcrceive with the eyes'.
MIiSf is first taught for referring to
obligation. Corpora confirm for us
th,1I its function for expressing
speculation or deduction. as in YOII
11111.1'1 be flllilgry. is al so a very frequent
grammar pattcrn. Thc perfect form
mllS( h(lre bel'li is extremely common
in spoken English. Perhaps its place
in syllabuses should be reassessed.
In >l mixed eorpliS of American
Engli sh. wo1i1d is the 46th most
frcquent word. Dave Willis claims
that. in spite of conventional EFL
wisdom. wOllld denoting 'used to' is
rcmarkably common.
How should we use a
corpus?
There are different kinds of corpora.
both largc and small, available for us to
consult. Among them are general
corpora of spokcn and written
American, British or other vitrieties of
English. T here are also specialised
corpora. including acadcmic and
business Engli sh. and teachcr. learner
and non-native-speaker corpora. As
teachers.. we should rcmcmber that
native-speaker corpora tell us a lot about
the way native speakers use language,
but nothing about the way languages
are le(lrlll. Thus, it's a good idca to look
at a learner corpus.. which lets us sec the
problems might experience. Then
we can compare learner and nalive-
speaker corpora to see why errors occur.
We need to make judicious use of
corpora, which entails criticall y
interpreting corpus findings Hnd
selecting language wisely for teaching.
This is important because wc want 10
avoid having to modify or alter corpus
information, for this would defeat the
object of choosing it as aUlhenlic
material in the first place.
Native-speaker
corpora tell us a lot
about the way native
speakers use language,
but nothing about
the way languages
are learnt
elUtion is al so required when
consulting frequency information. T he
fact that a particular example of
language use is attested as frequent does
not automatically mean it is sui table for
teaching purposes. Some language
contained in corpora is inappropriate for
the classroom. irrespective of whcther
the classroom is LI or L2. Other
language is best taught for reception
only, a point raiscd by Pctcr Well s in
Issue 115 of ETp. when referring to sl ang.
Nor should we use frequency
evidence alone without considering
other criteria. such as the learnabilit y of
the languagc lind whcthcr it is relevant
to our le,lrners' needs and interests. The
words TIIl'sf/ay and Wednesday are
relatively low in frequency compared
with the other days of thc weck, but
they form part of the same lexical set
and we would not contemplate leaving
them off a beginners' syllubus. 1 pointed
out earlicr that see mcaning 'understand'
and 1I'0llld me,llling 'used to' are
common occurrences. Yet this does not
mean that these senses of the words
should be taught before or 10 the
exclusion of their othcr meanings.
18 . Issue 70 September 2010 ' ENGUSH TEACHI NG professiollal _.8tprofe&&lonal.com
***
As a linguistic resource, corpora arc
especially useful for promoting noticing,
and thcre is a strong casc for using them
for language learning.
My crime was that I hud fuiled 10
muke use of the invaluable work carried
out by corpus linguists like John
Sinclair, Michael McCarthy and others.
We are doing our learners it disservice if
we do not exploit the significance of the
pattcrns of grammar and lexis revealcd
by modern corporu. Teaching of the
four skills can also benefit by looking at
how communication works in speech
and writing. A corpus ncedn't be
considered as an esoteric research tool
or ,IS the preserve of applied linguists.
By using one we can add another string
to our pedagogic bow.
Having first confessed. in the next
issue of ETp I would like to address the
use of corpora and will suggest some
practical activi tics.
There are many corpus-based resources
online. and some olthern are Iree.
You can download examples of non-native-
speaker talk for free from the Michigan
Corpus of Academic Spoken English. Other
useful corpora are The British National Corpus
and the Collins Cobuild Corpus.
Q'Keeffe, A, McCarthy, M and Carter, R
From Corpus to Classroom CUP 2007
Tomlinson, B MaterialS Development in
Language Teaching CUP 1998
Tribble, C and Jones, G Concordances in
the Classroom Athelstan Publications
1997
Willis, D The Lexical Syllabus Collins
1990
Chris Payne Is the
owner of Paddington
School of Engl'ch 3nd
has been teaching in
Spain since 1993. He
has published several
articles on ELT and Is
particularly interested in
a greater focus on lexis
in language learning.
Writing for ETp
Would you like to write for ETp? We are
always interested in new writers and
fresh ideas. For guidelines and advice,
write to us or email:
editor@etprofessional .com
IN THE CLASSROOM
Rose Hickman looks
beyond the limitations of
the assumptions.
I
n my articie in Issue 69, we saw
how being one gendcr or another
has an cffcct on our experience of
a class and how a tcachcr may
counteract gcndcr incqu'llity. I'd now
like to look at thc Engli sh language,
gender and sexuality in class in more
dctail.
Whose English?
We don't all use English in the same
way, nor do we all find that it mects our
necds whcn it comes to expressing our
experience of life, gcnder and sexu<llity,
This is one of the reasons why the
contcnt words of the languagc are
adaptcd lind lIddcd to so frcqucntly.
But intercstingly. although
sexualities that differ from the socially.
applied hctcro 'norm', and behaviours
that break the supposed gcnder rules.
arc becoming more acccptcd. thc
..
language to describe thcm respectfully is
slower to appear. Evcn something as
basic as Ms is still ridiculed in some
quartcrs .md hasn't managcd to rcplacc
Miss or Mrs. Steven Pinker maintains
that '(lflI'IliPIS 10 il1lmduce gellder
/wulrat words tikI' "hl'sll" [a pronoun
encompassing he and she] ... 1/(/1"1' jailed'
beclluse function words resist change. I
belicvc it is important 10 undcrstand
that it is not the words themselves that
resist change. but thc society they
function in .
And in the middle of this mincficld
of dcbatc about our hlllgmige and
cultures are our students. who come
from cultures and languages that have
their own debates. Teachers. thcrefore.
need to know'l little about the issues in
the language they teach and those in the
Ll and culture of their students. Their
students will. after:1ll. be trying to
ncgoti,lIe between what thcy know and
what they learn. in two languages/worlds.
Who are our students?
I work in Spain. where I often see girls
get irritated or give up whcn thcy are
pressured to be quiet by boys. lind boys
who don't like the i11l1lge thcy know
they're supposed to fit. I see those who
have samesex parcnts and don't want
to talk about their families, just in case.
And those who identify as gay, lesbian or
transsexual. who stay suspiciously quict
at ccr\iLin moments in com'ers'lt ions.
We should not assume that everyone
in our class is heterosexual or wants 10
be identified as eithcr male or fenmlc .
recenlly saw a Tshirt produced by 11
group of studcnts at Barcelona
Univcrsity. [t said: 2 lesbians + 3 gays +
I /l"{lI/sse,\"IIat + 4 bisexuals + f 5 heleros
= III)' doss. Our slUdents certainly secm
to be well aware of who is in our classes!
What are we teaching?
Teachers ,Ire autom,lIic,l1Jy part of a
society that produces and reproduces
eulluml beliefs: we are pmt of the process
of transmillillg a message of equality or
stcrcotyping, We need to be aware of
our role in this. If we acccpt equality as
our preference, we need 10 realise that
doing nothing to combat inequality is
equiv'llent to being part of the causc.
One effect of not taking into
consideration who is actually in thc
classroom. and not rcgarding thcm as
individuals but as one homogeneous.
nondifferentiated blob. is to 'Q1weducme
al/d orer promole' specific groups. ......
. _.etprof.sstonat.c:om ENGLISH TEACHING professional . Issue 70 September 2010 19
Sex education
according to Alistair Man!, and research
suggests this will mostly benefit mules -
I'd .. dd hcteroscxualm<l1cs ill that.
AlIlcarncrs would surely benefit
from learning respect for everyone and
acquiring the social skills necessary to
work with others. I believe these skills
arc already being int roduced inlo the
curriculum in some schools in some
countries. We could also integrate this
imo our language classes in our given
contexts and cultures.
;z;>1l1'1.liill:ll!) -
What can we do?
Managing our classes
Being in tunc with our students' needs
doesn't only consist of being able to
identify such things as ' Paul is weak on
prepositions', but also -Paul doesn't
seem to work well in groups. [ wonder
why. and what I can do 10 make him
feel more comfortable'. Clt/ss
lIuII/agel/1I.'11i is an umbrella term for
many aspects of our job: we can include
within it organising our classes so that
no one feels left out or uncomfortable.
Doing it differently
We know that our learners are never
oilly learning a language, and some
teachers arc exploiting this in course
content. Feminist English courses have
existed in Japan since the 1980s.
including learners in the content while
addressing gender, as well as linking the
content to the use of English and
Japanese. This is a challenging idea,
bringing up problems we encounter
every day. Jacqueline Beebe asks,
'Should 11';' Il'aeh }ap(IIl('se sludnlls \1"ho
illiheir firSl klllguagl' II"0uld 1/.)'1' "SOI/" or
slImll. courll'sy litles which do 1101
distinguish bJI St'X or mar;{(I1 S{(lWs. 10
/(Ike lip a 111'11' sexisl praelicl' ill English
wllieh could dall/age Ihe imagl' of
Ihemsel\"es or Iheir compallY? Stlldems
nl'l't/lhe knoll'ledge fO tIl'oid il/od1"ertem
SI':";sl praelices SI/ch (IS (I(/ding (I IIfr 10
alllhl' names UII (/ COlllplIll'rised mailillg
lisl or addressing af! adlill 11'01111'11 as Jlfrs
Fml/ify N(//I/e.'
Including everybody
The problem of inequality in language is
even more subtle than usc of greetings
or personal pronouns. When speaking of
how we need background informution to
make sentences understandable. Steven
Pinker gives the following example:
WOIII(m. rm karillg )'011.
Mall: Who is he?
The way the missing background
information h"s been understood is that
it is a heterosexual situation. but by no
means everybody would assume this.
Shouldn't we also teach the neutral if to
cover all possibilities? Where I work.
Spanish speakers do not tend to know
that it can sometimes refer to a person.
It is not just gender roles thilt ,lTe
supportcd and promoted by popular
belief and the language we teach.
Deborah Cameron ilnd Don Kulick
cl;lim there is a 'port pltlyed by {ul/gllflge
(lm/Mngl/og!' Wie in sust(lining
heterOllOrmati1"e sociaf (Irf(lIIgellleIllS'.
Every day we use our L I to perform
and perpetuate stilndilrdised 'norms' in
society tlmt have no basis in reillity for
m,my people. and we teach thilt WlIY. too.
Some EL T books havc gone some
way to addressing gendcr role issues.
but they have yet to even begin to tackle
the sexuality issues. I would suggest that
just as girls are negatively affected by
stereotyping, so too are people of
certain sexual orientations, and they arc
losing out by being ignored in CI;IS!>. I
really think it's time to address both
gender and sexual it y issues in education.
ReconSidering learner needs
Thcre is always a need to be aware of
the culture in which we teach. and even
more so when approaching possibly
'taboo' issues, However. I belicve we
should not hide behind these difficulties
ilS an excuse for ignoring ilspeets of life
which rencct reality for some students.
Kinship patterns clln be different,
depending on where you teilch. but the
assumed two-parent. married.
heterosexual binllry system is not the
great majority that many would have us
believe. There are many different types
of family, so how will that affect how
we teach certain items of vocabulary.
likefillllify itself?
The way we teach languilge is oftcn
through majority kinship pallerns (my
cul t ure's case having one male and one
female parent). and we tend to ask
questions likc . Wltm are )"O/lr mother
olldftllher's Howevcr. not all
childrcn fit into this kinship pattern.
And what about children who are living
in state care? We could be perpetuilting
an unequal ilnd possibly uncomfortable
situation for more students than we
realise. Because of this.. I teach the
words lIIolher andfillher. but use
gllordiml in my questions. I also do not
aut omatically assume a child means
when they say 'my fill/It'rs' . and
tend to bring it up at the end of an
activity to cleilr up misunderstandings
without pUlling a specific student on
the spo!. It is not my wish to cause
difficult moments for individuals, but it
is important to include illl and promote
equal ity. We arc educators in general as
well as English teachers, after all
Learner needs include the necd to
know about the rules for social
discourse. appropriacy. etc. which is a
strong argument for including issues
around gender. sexuality lind kinship
when we te'leh. Ultimately. the learncrs
will be using the language in a society
wi th many different types of people.
Le,lrners need to know how to address
people in English correctly in modern
times.. and they need to feel included.
even when they recl difTerenl.
Knowing our stuff
Do we actually know if 1I word has
difTerent connotations in the students'
LI ? 1 once had a conversation with a
teacher lIbout homophobill lind hc said
he had not hcard any eXilmples in his
classes. He'd been working in the
country for seven years, but it turned
20 . Issue 70 September 2010 ' ENGLISH TEACHING professional . _ tprof lonal.com
,
oulthal he didn"t know Ihe offending
words in LI to look oul for. so how
could he possibly spot any problem?
We enter into dangerous territory.
Teachers arc also part of society and
have their own vielVs - but are we not at
least supposed \0 be irnp<lrtial? Th<ll
would mean making an effort to inform
ourselves. When we do nothing, a
message is still being given. As Adrienne
Rich expresses it. .... ill I('(/ching lI"e 111:(,(/
/0 be (ICuleI), COl1sl"iolls ... fO Ihal
language will 1101 be IIsed to ... keep
otliers silelll (/lid pQwerless',
A word can mean different things in
different cultures. so its connotations
and the actions wc take upon hearing it
used wiU be difTerClll. So if a child has
same-sex parents and wi thin their world
hears words like gay as posi tive. when
they hear the same words used
pejoratively in class without this being
challenged, it will be no surprise to see
that child stay si lent at times. as well as
other lamentllble reactions. Also, for
those students who have no (known)
contact with gayllesbi an people,
allowing the pejorative usc of the word
ENGLISH
T.EACHING
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in class could confirm their idea that
'gay = bad' is some kind of 'univcrsal
truth', Shouldn't teachers make an
effort to be aware of the possible
problems?
A little help from your
friends
If you decide to tackle these iSSlles. here
arc some ideas to gct you startcd,
The most obvious place to begin is
with your teacher colleagues: don't
assume they have no views on the
subject. Keep each other informed of
what is going on in your classes,
discuss problems and share ideas.
To ntise the issues in class.. you may
find the book Taboos (llId hSllc,\' by
Richard MacAndrew and Ron
Martinez a good source of lessons on
these themes.
You can also find information on the
internet to provide topics (or lessons
or class discussions,
If you think it will be too difficult to
address these issues wi th the whole
cl ass, start by putting thc studcnts
into small , citrefully-chosen groups
and give them some questions to
discuss. Hold an open.class feedback
session afterwards.. but sct a written
homework assignment for individuals.
Learners often say things in private
that they wouldn't say in public: let
them know their work will only be
read by you,
***
IT WORKS IN PRACTICE
Do you have ideas you'd like to share
with colleagues around the world?
Tips, techniques and activities; simple or
sophisticated; well tried or innovative;
something that has worked well for you?
All published contributions receive
a prize! Write to us or email:
editof'@etprofessional.com
Writing for ET p
Would you like 10 write for ETp?
We are always interested in new writers
and fresh ideas, For guidelines and
advice, write to us or email:
editor@etprofessional .com
It just takes the desire to promote
equality and a little extnt effort, not
even a great (ield of pl anning, to milke a
ch,mge, Even simply adding the odd
question here and there that doesn't
assume everyone is the same, and
making it clear your C];ISS is il safe zone
where students know they can speak
openly and safely will help, Above all.
we should insist that everyonc is
represented in our institution's equal it y
and anti bullying policies. <ill>
Beebe, J 'Sexist language and English as
a foreign language: A problem of
knowledge and choice' The Language
Teacher 22{5) JALT 1998
Cameron, 0 and Kulick, 0 The Language
and Sexuality Reader Rout ledge 2006
MacAndrew, R and Martinez, R Taboos
and Issues Thomson Heinle 2001
Mant, A Intelligent Leadership Allen &
Unwin 1997
Norton, Band Pavelenko, A 'Addressing
gender in the ESUEFL classroom' TESOL
Ouarterly 1996
Pinker, S The Language Instinct Penguin
1994
Rich, A On Ues, Secrets and Silence W
W Norton & Company 1995
Rose Hickman is a
DELTA qualified teacher
who has taught English
to children, teenagers
and aduhs for 15 years
in Barcelona, Spain, She
coordinates
and provides
guidance for new
leachers, Her personal
research interests
include gender in
education and the buill
environment.
00 you have something to say about
an article in the current issue of ETp?
This is your magazine and we would
really like to hear from you,
Write to us or email:
editor@etprofessional.com
Visit the ETp website!
The ET p website is packed with practical
lips, advice, resources, information and
selected articles, You can submit tips
or articles, renew your subscription
or simply browse the features,
_.etprofessional.com
_.etprof.sstonal.eom ENGLISH TEACHING professional . Issue 70 September 2010 ' 21
Now available
in digital format
Over 40 years since it was first published, Modem English Teacher is still the magazine
leading the way In the development of English Language Teaching around the world.
Every issue is packed with teaching ideas, insights into language, news of
developments In new technology, views and opinions of methodology and theory, and
reviews of the latest published materials. You'll find MET stimulating, challenging, and
essential in your daytoday teaching and professional development.
Practical teaching ideas
Explorations of language
Developments in new technology
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Mining lex1s To infinity and btyond .
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ISSN 0308 0587 Four Issues per year www. onlineMET.com
( TEACHING YOUNG LEARNERS ;) *************
A primary reading project
Betka Pislar encourages good reading habits from the start.
A
s a primary school teacher
of English in Slovenia, and a
passionate reader myself. I
have always tried to pass on
my love of reading to my students and
motivate them to stan reading in English.
I find that the children I teach are
naturally interested in what is going on in
the school. They are open to new ideas
and willing to take part in any activities
offered to them. So I developed a
project to get them involved i n reading.
The plan
I set the following objectives:
* to encourage the students to
develop and expand their
vocabulary;
* to motivate them to read books in
English:
* to improve their reading skills;
* to help them to associate learning
and readi ng in English with having
fun;
* to increase t hei r creativity;
* to incorporate new activities in my
teaching.
To meet these objectives I decided to
encourage my pupils to read at least
three books in English.
The project
0
My project was targeted on three
classes of 20 nine year olds who were
in their first year of lear ning English. I
began with these questions:
* Who reod bedtime stories to you when
you were a little child?
* Do you remember me title of me first
book you read in Siovenian?
* What book are you reading now?
* Whot is your fovourite book?
I then showed them my favourite
nursery book when I was a child. These
questions proved to be a good start as
they aroused the students' interest and
made them discuss their reading habits
(this was done in their mother tongue).
The next step was to show t hem the
books I had chosen for them to read in
English. To avoid expense, I deliberately
chose books that were avai lable in the
school library. These were simplified
texts adapted from traditional
fairytales, such as Goldilocks and The
Three Bears, The Sleeping Beauty, The
Three Billy Goats Gruff, The Town Mouse
and me Country Mouse, etc. I brought
the books to class, put the students into
groups of four and gave each child in a
group a copy of the same book. First, I
asked them to look at the covers and
to read the titles. The students found
the books extremely attractive as they
were all fully illustrated, and they felt
reassured as they had very little text.
I then asked them to throw a dice
and to open their books on the
corresponding page. For example. in
one group a child threw the dice and
the number was five, so t hey all opened
the book Goldilocks and The Three Bears
on page five. After reading this page
they were asked to say what they had
read. I helped them by asking them
questions like:
* Who are the people in me story?
* What animals are mere?
* What does Goldilocks do?
* Where do bears go?
* What do bears eat?
The students answered the questions
and pointed to the people and things in
the book. I explained some new words
to them. However, some of the students
tri ed to guess the meaning of new
words with the help of the pictures.
When all four children in the group
had had a go at throwing the dice, the
groups swapped books and repeated
the activity with a new book.
Working in groups meant there was
plenty of discussion and exchanging of
ideas, which was fun for the children.
The activity also aroused their curiosity
- they were eager to read the entire
book and to learn what happened next.
I explained to them that they would
read the books at home.
At the end of the lesson I invi ted
t hem to visit the school library in the
next lesson.
0
I planned the visit to the school library
beforehand with the librarian, asking her
to show the students the shelves with
books in English and to explain the
rules of the library. She did that at the
beginning of the lesson. The students
were allowed to borrow each of their
three books for one week. After the
presentation, the students were allowed
to browse the books for a few minutes,
which they enjoyed immensely. Then they
sat at the desks in the 'reading corner' of
the library. I had prepared a few amusing
vocabulary exercises for them to do
and they read their books and did
some of the exercises in pairs. These
exercises encouraged them to use and
recycle words they met in the books.
Afterwards they did some more
vocabulary exercises which involved
looking up new words in a simplified
Engiish- Siovenian dictionary. Then we
looked at the other dictionaries in the
library, giving the students an idea of
t he dictionaries that were available in
there.
Back in the classroom, I explained
what I would like them to do after they
had borrowed and read each of the
three books. ... .....
_.etprofe lonal.(:om . ENGUSH TEACHI NG professiol/al issue 70 September 2010' 23
( TEACHING YOUNG LEARNERS )) *************
A primary reading project
0 ..
My after-reading activities were given to
the students on a worksheet which had
an obligatory part and an optional part.
They were asked to do these activities
at home or after lessons in the school
library. The instructions for the
obligatory activities were as follows:
Write the title of the book in English.
2 Find any new words in the
English-Slovenian dictionary.
3 Write what the story was about in (lve
to seven sentences.
The optional activities were meant to
encourage the students to be creative
and to give them the opportunity to do
things that they liked doing. I asked them
to do at least twO of the following:
I Write what you liked or didn't like
about the book.
2 Do on illustration with coloured pencils
or water colours.
J Write a new ending (or the book in
three to sentences.
4 Make 0 new cardboard cover (or the
book.
5 Rewrite one page a( the book in the
form of a cartoon story.
0
I brought a large cardboard poster to
the next lesson and put it on the wall
next to the board. I then gave each
student a small, round piece of paper,
and asked them to write their name on
it, colour it and stick it on the poster. I
explained that it represented the centre
of a flower and that they would get a
petal for each worksheet they finished to
add to their flower on the poster. After
bringing me all three worksheets, their
flower would be complete. That would
mean all their tasks had been done.
0
At the beginning of the following lesson,
those students who had read one of the
books at home and done a worksheet,
brought their worksheets to school. I
checked them and gave them each a
paper petal. which they stuck on their
flower on the poster. They could write
the title of the book they had finished on
the petal if they wished. Then I asked
them a few comprehension questions
about what they had read. The students
were very keen to complete their flowers
as quickly as possible. They became quite
competitive at the same time as they
read. Each lesson, we read together the
names of those who had already
completed their flowers on the poster.
Reading the books, doing the worksheets
and completing the flowers gave them a
strong sense of achievement. They went
to t he librar y very often, and when all
the books in the library were out, some
of thei r parents even went to libraries
in neighbouring towns to get the books
for their chi ldren.
In fewer than twO months. S3
children out of 60 had read all three
books. done the worksheets and
consequently completed their flowers
on the class poster. After talking to the
remaining seven chi ldren, I realised they
either had less support from their
families or they were not interested in
reading at all. I tried to persuade them
to start reading and I also prepared
some additional fun activities to
encourage them. In class we watched
some extracts from films which had
been made of the chosen stories. and
we dramatised some of them. We even
made cardboard puppets, and students
who had al ready read the books acted
out some scenes from them. I al so
introduced some new songs and
rhymes, which proved motivational.
0
The final part of my project consisted
of a survey, which I carried out with the
students in all three classes. I wanted
to discover more about how they read
and learn. They were asked the
following questions:
* How often do you go to the library?
* Who usuolly helps you to read?
* Do you discuss the books you read
with your parents or schoolfriends?
*
The students involved in this reading
project nearly all discovered that
reading in English can be a lot of fun.
They started by reading simple English
texts, which as their Engl ish improves
will gradually become more advanced.
Peer competition was an important
factor: more active children encouraged
those with less mot ivation. They were
so busy competing that they didn't
realise how much they were reading! It
was noticeable that thei r vocabularies
expanded and that they went to the
library more often. Gradually. they
started borrowing books which were
not even on my list. They realised that
by reading more books they also learnt
more English.
Completing a flower on a class
poster and doing worksheets was also
an incentive, especially to those with
more creative skills. Some of them
produced really nice work, with
magnificent illustrations and beautiful
handwriting. All these activities gave
them a strong sense of achievement,
which resulted in increased self-
confidence and personal satisfaction. 4D>
Betka has taught
English to young
lear ne", secondary
school studento and
adults for 20
At present she t eaches
Engli sh and F""Ilch at
the :t:iri Primary School,
:t:iri, Slovenia. Her milin
eduutionill interest is
motivati ng pnfTl ary
school children to learn.
24 Issue 70 September 2010' ENGUSH TEACHING professiollal. __ etprofe lonal.com'
( TEACHING YOUNG LEARNERS ) *************
Laura Loder Buchel integrates ' native-speaker' students
into the foreign language cl assroom.
A
s English becomes a
compulsory part of primary
education across central
Europe. the question is often
raised of what to do in English lessons
with children who speak the language
at home. At the moment, Engl ish is in
the process of bei ng introduced as a
compulsory subject in elementary
schools in eastern Switzerland. starting
in the second or third grades (children
of eight and nine). As this is a new
subject, some teachers have little or no
experience of teaching English or any
other foreign language. They often
wonder what to do with the stronger
learners in their English classroom.
These 'native' speakers may leave them
feeling a little uncertain as they find
their footing in t his new subiect.
The purpose of this article is to
provide concrete practical ideas for
allowing native-English-speaking children
to benefit and develop their own
language skills while working with the
whole class as well as while working
independently.
Knowledge
As with every subject taught in schools,
children come to cl ass with varying
levels of prior knowledge. Moreover,
there are often children who know
more than their teacher about a specific
topic. According to the census of 2000,
approximately I % of the Swiss
population is 'native' English speaking,
and English is defi ned as the most
important non-official language of the
countr y. There are no official statistics
about the number of 'native' EngliSh
speakers in Swiss schools but, from my
experience in in-service and pre-service
teacher trai ning courses, there may be
anywhere from one to three ' native'
English-speaking children per group of
20 children. In addition, for various
reasons, many children starting t hird
grade come to school with a higher
level of English t han might be expected.
' Native' here refers to learners who
are more advanced because they have
received and conti nue to receive more
extensive exposure to the language.
These may be children who speak
English to one or both of their parents,
who are themselves nat ive English
speakers; those whose parents
communicate in English although
neither parent is a native speaker; and
those who have spent time in an
English-speaking country and may have
gone to school there. That said, the
following suggestions about integrating
native speakers can be used to cater to
the needs of any more advanced
learners. Moreover, this article does
not seek to imply that native-speaking
children are always st ronger in all their
language skills than their peers in
English lessons - it is assumed that the
teacher has already diagnosed the class
and identified that a certain child,
whether a native speaker or not, needs
more encouragement.
Class benefits
When I ask them about their
experiences, teachers on training
courses invariably say, 'I often use the
native speoker os my helper though I know
that this isn't always good.' Teachers
should keep in mind that whi le being a
helper is a good lesson in diplomacy,
learners should nor be helping others
to the detriment of their own progress
in English. This is not fair. Therefore,
this use of the native speaker should be
limited to cases where it is clear that
the child can profit at least on a social
level, if not perhaps at a linguistic level.
However, there are ways to integrate
native speakers into the class so that
they make progress in the language as
well as benefiti ng the class as a whole.
Reading
Firstly, there are activities that these
children can work on independently
during a lesson but which, at the same
time. are for the benefit the class. For
example. they can be asked to select a
story or an article that is relevant to
the topiC being taught and to record
themselves retelling it or reading it
aloud. This recording can then be
transcribed and edited by the learner
or the teacher. The final version can be
used as a listening exercise for the rest
of the class or as a comparison
exercise for the other learners to
evaluate thei r own production.
Writing
Secondly, writing activi t ies can be used
for the benefit of the whole class, but
at the same time, the process provides
native-speaking children with valuable
writing experience. Teachers can have
these children write sentences using
t he target vocabulary that can then be
used with the rest of the class. They
can prepare memory cards wi th full
sentences for the others to use. They can
also be asked to write stories and poems
that can be shared with the whole class.
Culture
Thi rdly, the native learners' experience
of other count ries or with other
cultures can be integrated into the ........
_.etprofe lonal.eom ENGUSH TEACHI NG prOfessiol/al issue 70 September 2010' 25
( TEACHING YOUNG LEARNERS ) *************
A fair deal for all
~ II- III- lessons. language awareness and
cultural activities can be used which give
the students the opportunity to share
songs, games, stories and traditions from
their own culture or those t hey have
experienced. It would be good to let
every child lead a game in the language
they speak at home. The role the
community can play in schools should
also not be forgonen. In SWitzertand,
parental involvement is being highly
encouraged at the moment. In some
communities. one might see, for
example. a South African father coming
once a week to the English class and
taking his child and a few more to
another room to read them stories.
Cooperation
Finally. native speakers can be used in
many ways in cooperative learning
contexts to their own benefit and to
the benefit of the class. When assigning
roles in groups, they can be the 'writer',
as they should be expected and
encouraged to write more, They can
also be the 'mediator', as this requi res
more for mal English and use of language
such as Yes, that's right However .... They
can be put in charge of materials so
that the other students have to come
up and ask for things, in a shop-like
sett ing. They can be made responsible
for ensuring the whole group speaks in
the target language, and they can be the
resource person with the dictionary.
Individual benefits
The above ideas fully integrate the
native speakers into the class for the
benefit of all. The following ideas are
more for the benefit of the individual,
though t he child still belongs to and can
wor k alongSide the class.
Differentiation
The first suggestion involves the
preparation of handouts. It is useful and
relatively simple to prepare at least two
versions of a handout. with less
language suppOrt (model sentences,
word banks, etc) on the ones for the
native speakers. In addition, handouts
can be created for the native speakers
which have more of a focus on spelling
and writing. With gapped texts. the
same text can be given to all the other
learners, but with more gaps for the
native speakers to complete, or with an
addi t ional section where they have to
do some extra writing or take the
activity or activity reflection one step
further. Extra worksheets from
language classrooms in English-speaking
countries (from www.obaeoch.com. for
example) can be kept in a special
binder and used as supplementary
materials for the 'native' students.
Organisation
Organisationally, it is a good idea to have
the native speakers sit where they are
not facing any language support on the
board or on the wall. This ensures they
don't have the information right at their
fingertips. Furthermore, the teacher
could have monolingual dictionaries for
the native students and bilingual ones
for the others.
Independence
Schools aim not only to teach content.
but also social ski ll s and skills for life.
The ideas listed above help to suppor t
language development as well as social
development. However. some children
may need more social development
than content development. others not.
Depending on the situation, it might be
useful for the native-speaking child to
develop their local language skills. so
teachers should be prepared to give
suPPOrt in the main language of the
school.
The following ideas might be used
for one Jesson a week for those learners
who can work more independently.
Working on a computer can help
native speakers set their own pace in
language learning activities. In addition,
computer work allows these chi ldren
to keep up with the typical language
development of thei r peers in English-
speaking countries. There are numerous
sites, such as www.discoverykids.com.
www.funbroin.com and www.pbskids.com.
which offer educationally relevant and
challenging materials for independent
work. Furthermore, letting children read
books of interest in English and getting
them to write reports can support their
skills in thei r mother tongue and in
their second language, too. Allowing
them to choose an independent project.
such as making a poster about a
country they have lived in, can hel p
promote cultural and linguistiC
knowledge and can lead to a product
that can be shared with the class.
Materials
While the normal textbook used with
the rest of the class can be followed.
choosing another textbook for
independent work can be a good idea.
Publishers. such as Teacher Created
Materials and Scholastic, offer a wide
range of textbooks for children in
English-speaking countries. If the parents
have enough money. they can be asked
to purchase an e-book of interest to
their child that can be printed out and
used in class. Teachers with native
speakers in their class should perhaps
take the time to find the language
curricul um from the country their child
is from. Helpful websites include:
www.doe.moss.edul(rameworks/elol
060 I.Pd( and www.ncpublicschools.org/
curriculumllonguogeortslscosl.
Teachers in many countries need to
have a repertoire of ideas for working
with native speakers in the foreign
language classroom. I hope this article
has sparked some creative ideas for
integration and differentiation, which
can benefit all the children. Every
language in the classroom should be
recognised and shared, and chi ldren of
all language backgrounds should be
provided with opportunities to improve
their mother-tongue competence
within and outside the classroom. <Ill>
Laura Lode. Buche'
studied Bilingual and
Multicultural Education
at Northecn Arhona
University in the USA
and has been an
instn"tor at the Zurich
and Schaffhausen
Universities ofTuche r
Education in Swiner'and
for t he past s ...... n years.
26 . Issue 70 September 2010 ' ENGLISH TEACHING prof essional . __ .tprof lonal.com
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I
EAP
An all-round challenge 2
Louis Rogers teaches his students seminar skills.
I
n an academic setting it is often
important to consider several different
perspectives on a topic. These
perspectives will often come out of the
background reading thai the students are
expect ed to undertake before a seminar.
However, I find initially that many of the
students find it difficult to move beyond
their own perspective on a situation, even
if they have been presented with different
viewpoints in a reading text.
The first task presented here provides
students with language which they can
practise using in their seminar discussion.
Whilst it is arguable how authentic some
of Ihese expressions may be, I feellhey
do give student s a framework of language
to use. The second task encourages the
students to consider a wide range of
perspectives on a topic. It also
encourages them perhaps 10 modify their
opinions after hearing different arguments.
The third activity provides them with the
opportunity to reflect on their own
part icipation, in order to set personal
learning objectives for future seminars.
Task 1
D Give pairs or groups of students the
first set of expressions cards from
Worksheet 1 on page 29. Ask them to
divide the cards into the f ollowing
functions:
Partly agree
Disagree
Agree
EI Give the pairs or groups of students
the second set of expressions cards from
Worksheet 1 and ask them to divide them
into these categories:
Beginning a discussion
Clarifying points
Managing the discussion
Closing the discussion
II Ask the students to work in small
groups. Get them to decide who in their
group is going to chair the discussion,
and give this person a set of the cards
used in Stage 2. Give each other person
in the group a set of the cards used in
Stage 1. Then ask them to discuss one of
the topics below (or any other topic you
feel would be of interest) using as many
of the phrases as possible. Award one
point per phrase used by each student.
Possible topics
The only reason to learn a language is
if the language will help you gain a
good job.
Parents, not teachers, are primarily
responsible for their child's education.
The most effective way to support a
homeless person is to provide them
with money.
Task 2
D Give half the class (Group A) Seminar
topic A from Worksheet 2 on page 29
and the other half (Group B) Seminar
topic B. Ask the students to work in pairs
and to think of arguments for or against
their topics and to decide what sort of
people might hold these opinions (more
than one person may hold each opinion).
EI Put the Group A students into smaller
groups of four to six and ask them 10 take
part in a seminar on the topic they have
been preparing. Whilst the seminar is
happening, one student from Group B
should focus on one from Group A and
complete the table in Worksheet 3 below.
Then repeat the process with Ihe students
from Group A observing those from
Group B.
***
After your students have complet ed the
seminar activities above, or any other
seminar activity, encourage them to
reflect on their experience using
questions such as these:
Everyone
1 Are you satisfied with how you
participated in the discussion?
2 How do you think you could improve?
3 Did any person dominate or not take
part?
4 How could you help to include others
and stop some people dominating a
discussion?
The chair
How well do you think the discussion
went?
How do you think you could improve
as chair? Gil>
Louis Rogers Is a
course tutor on the
International Foundation
Programme at the
University of Reading,
UK. He has previously
worked in It aly, Germany
and Portugal , where he
taught General English,
Business English and
Academic English.
-4ID-
Worksheet 3 - Seminar observation
~
Student
Main arguments presented
Did they list en t o others' opinions? Yes D No 0 Did they modify their viewpoint? Yes D No D
Did they focus on winning the argument? Yes 0 No 0
28 . Issue 70 September 2010' ENGLI SH TEACHING professi onal . _ tprof lonal.com
Set of cards 1
Worksheet 1 - Language focus
. - - - - - - - - - - - - - - - - - - - - - - - , - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - . - - - - - - - - - - - - - - - - - - - - - - - .
, ,
, I'm sorry but I don't You have a point there '
: Yes, you have a point there. , But surely... , agree that. , but.
L _______________________ J ________________________ , ________________________ L _______________________ J
, , , , ,
I'm afraid that 's not how
I see it.
I'm not sure I entirely
agree .
Maybe. but.
I can see what you mean
but.
, , , , ,
r - - - - - - - - - - - - - - - - - - - - - - - , - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - r - - - - - - - - - - - - - - - - - - - - - - - ,
I completely agree that. As X said.
X put it well when
he/she said ...
That may be true,
but ...
,
. - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - " - - - - - - - - - - - - - - - - - - - - - - _ .
Set of cards 2
. - - - - - - - - - - - - - - - - - - - - - - - , - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - . - - - - - - - - - - - - - - - - - - - - - - - .
, ,
I'm not quite sure I
OK, so let's begin. So 10 kick off .
: understand what you mean.
Let's start by ...
, , L _______________________ J _______________________ ~ ________________________ L _______________________ J
, , , , ,
, So what you are saying Could I just check what '
I didn't quite catch that. I don't quite follow you.
is.
X, do you have anything
to add to Y's point?
you mean by ... ?
Moving on ...
OK, X, would anyone else
li ke to comment?
, , ,
So, let's move on to the
next t opic.
- - - - - - - - - - - - - - - - - - - - - - - , - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - r - - - - - - - - - - - - - - - - - - - - - - -
To sum up ... Shall we st op there? In conclusion ...
Is Ihere anything else
to cover?
- - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - " - - - - - - - - - - - - - - - - - - - - - - -
~
Worksheet 2 - Different r oles and perspectives
~
Seminar Work with a partner and think about the following topic:
topic A Tobacco should be made ill egal .
Who might have an opinion on this topic? What are arguments for and against?
Who might present this argument? Use your ideas to complete the table below.
What might be lin argument for this? What might be an argument against this? Who might have this opinion?
A lot of people would lose their jobs. Governments. employees of tobacco companies
Seminar Work with a partner and think about the following topic :
topic B Developing countries should not have to restrict C02 emi ssions in the same way as developed countries.
Who might have an opinion on this topic? What are arguments for and against?
Who might present this argument? Use your ideas to complete the table below.
What might be lin argument for this? What might be lin argument against this? Who might have Ihis opinion?
Restricting emissions for developing leaders of developing countries
countries may limit their development and
ultimately limit their standard of living.
_ tprof lonal.com ENGLISH TEACHING professiol/al Issue 70 September 2010 29
RESOURCES
T
he most nalUml way to learn a
language is to be plunged into
a situation where it is needed
for communication, but this
situation is difficult for students to find
in their horne country. We can't send all
our students abroad for experience.. but
wc ClIII try to bring thc world to thcm.
Tourists as resources
For years I havc run a conversation
class here in Ladllkh during the tourist
season. inviting visitors to the country
to join in. These cl asses are separllte
from my regul ar English lessons. giving
my students il chllnce ill conversation in
sma[[ groups. This is hugely popular
with thc students. and thc improvcment
to thcir spoken English is remllrkable.
If you teilch in an area with a lot of
backpackers. you may be able to recruit
them to help with such classes. By
backpackers. I mean trave[[ers with
ncxible schedulcs. J havc also made
fruitful connections with sevcntl foreign
st udent triwel groups. Triwe[[ers usua[[ y
appreciate the chance to interact with
locals outside thc tourism industry. and
many arc eager to volunteer.
Try putting up A4 posters in populilf
backpacker restaurants. J found that
whcn I askcd our local stalT to put these
up. I got fewer responses than when I
did it myself: they didn't have it sense 01
where the backpackers gravitate. We
want to trap as many of them as wc can.
in the nicest possible wa)'. of course!
Give a fixed time, rather than just 'Colf
Jor de/ails'. to get impulse visitors saying
. Hey. look. II'I's go Ihere this lIJlemoollf'
Havc them come a fcw minutes before
class so you Ciln greet and orient them.
Tips
For low- and intermediate lcvcl
studcnts. mix thc groups up evcry fcw
minutes. It keeps the talk going, since
some students arc unable to maintain a
conversation for much longer. and a[[
the students then gct a chancc to repeat
the samc information while thcir recent
allernpt and any new words that have
come up are fresh in their minds.
To reducc confusion when rotating,
it helps to il rrange the smilll groups
around a large cirele.
Roam around the room, eoltecting
vocabulary for thc bOllrd and clarifying
where necessary. You Ciln announce iln
additional question once in a while. I
often diseover additional questions
when J overhe,tr groups straying into
interesting ilreils.
After five to 15 minutes (shorter for
int roductions. longcr for a juicier topic
Of when the noise Icvcl indicutcs that
something interesting is taking place),
ask the tourists to rotate clockwise. If
thc students need to be mixcd up too.
usk one from each group to stand up
ilnd rotilte anti-clockwise.
Tcn minutes before the cnd of the
class, calt everyone into a big circle ilnd
ask if anyone heard anything interesting,
Of anything that they didn't undcrstand.
I ilhernate between culling on st udcnt s
iUld tourists 10 ensure that my student s
speak. 100. and sometimes I write main
points or words on the board.
Some tourist voluntecrs talk too
much and over the students' heads.
Advise thcm ahead of time to tolerate
long pauses and to remember how hard
it is to formulate a sentence in a foreign
language that one doesn't know very
well. Another tactic with the intractably
loquacious is to iUlllounce that at the
end the visitors willtelt the whole class
what they learnt from thc students.
Topics
J find it is hclpful to sct a clear and limited
topic. More advanced students will digress
into more interesting topics. while the
lower-level students will be glad of the
structure. As I ha\"C enough tourists to run
a conversation class evcry day. narrow
topics altow us to recycle with variations
without getting bored: if your first topic
is somcthing large like Culture. you've
pretty wclt made any future cultural
topic into a boring repeat. Instead,
break it down into small SUbtopics.
Elementary
Low-level students appreciate having
ncw conversation partners so they can
repeat old topics for further practice.
Rotate quickly. every five minutes.
Introductions. Add specific questions
or leave it open. You might remind
everyone to make sure they can
pronounce their partncrs' namcs
before they rotate :tway.
30 . Issue 70 September 2010 ' ENGLISH TEACHING professional . __ etprofe tonal.com
Photos. If the students and/or
tourists have photos from home. I ask
them to bring them in. If the tourists
don't have photos. sometimes we find
a photo book about their country in
our library. Props give low-level
students;1ll encountging experience of
communicating. even if they can't
make full sentences.
Maps. I give a map to each group and
then redistribute the maps aftcr ten
minutes. These might inelude local
maps that students have to explain. or
world maps for the tourists to show
where they arc from or wherc they arc
travelling.
Intermediate
Exchanging factual information works
best. I have found these topics among
the most successful early ones:
Family. Topics might include: Who
lil"es ill YOllr hOIlSI'? Is 111(11 COlllmOIl ill
your cOIIII /ry? Were YOlir p(lrC/IIS (md
gralldpllrel1ls bom ill Ihe sallll' 101m?
IVh(/{ age do childrell 1I0rmally mOl"e
011/ of Iheir p(lrel1ls' hOllse? Is il
cOllsidered good if a SOli /ires wilh M)'
p(lrel1ls whell he is 10 year.\" old! My
region still has a fairly traditional
family structure. and my students arc
amazed by the mobility and creative
family structures of the West.
Plants and animals. What 1'1(1111.1' (//ul
lIlIilllals does YOllr j(llllily I1m'e? My
students come from farmi ng fllmilies
and are surprised at what the foreigners
say to this. while the tourists appreciate
learning about local farming. This
topic uses the simple present tense.
Education. Young people always
enjoy comparing education systems. I
do thi s topic early in the year. and
again later after teaching the past
tense. <Is king the students to m<lke
general statements in the present
tense, and describe their own personal
experience in the past tense. Start
with vocabul ary for the tourists as
well as your students. as terminology
varies widely between countries.
Generations. Whal (Ire Ihe major
differellcl's be/lrel'lI YOllr grmu/pllfel1l.I
Nres alld )"ollr OWI1? This topic also
focuses attention on past and present
tenscs.
Chores. I use this topic when the
tourists are al so students. What chores
'/0 )"011 do in YOllr hOllse? Do boys alld
girls do '/iffi'r('1/l IhillgS? Who
c/e(/ns/cookshrasiJe.\" Ihe clolhe.). elc? I
like 10 add questions that I know
might surprise one side or the other,
such ;\s Who brings lIaler /0 ),Ollr
hOllse? Who sho\'els Ihe .I"IIOII"?
Clothing. I usc this topic with visi ting
foreign student groups to sensitise
them to how they should dress so as
not 10 offend the locals.
Poverty. Arl' Iherl' poor people ill )"ollr
CO/llllrr? Who? Why? After five
minutes for factual exchange. I
announce two addition,. I questions:
Doe.\" allyolle help poor people? Ha re
YOII I'rer dOlle all)'/hillg 10 hl'lp someolle
poorer Ihall YOllrsdf!
Gender. This topic always generates a
lively (and generally noisy) discussion.
Are Ihae cerwill jobs Illtl/ I.-ameli
sholildl/'l or ("(1/1'1 do? This topic
emphasises modal auxiliaries.
Advanced
When students are able to communicate
more. you can use more abstract topics
and opinion questions. Let your
imilgination Oy!
Topics to avoid
Food tends to flop. with each side
reciting a litany of food names to
blank-faced partners.
Avoid lilly thing that might be
embarrilssing or offensive to your
local students. My female students
;lTe shy about dating and sex. and in
some countries. political topics are
better avoided.
Avoid religion for intermedi;lIe students
- they have trouble expressing abstract
concepts and answering the IVhy
questions, and it's frustrating to garble
one's dceply-held personal beliefs.
Contrived topics and games are less
intrinsically motivating than discussing
one's own life. world and opinions.
Tourists as tutors
Tourists with good-cnough English can
be used ;IS small-group tutors. For
example. you can have them work on a
partieu[;1T pronunci;lIion point for the
first five or ten minutes. but be sensitive
10 your particular tourists and don't
make non-native speakers teach points
that they themselves have difficulty with.
Words or tongue twisters on the board
give everyone a clcar task to work on.
To turn the tables and raise my students'
confidence. sometimes I have them teach
the touristS;\ tricky pronunciation point
from the local langllage.
***
For the learners. this conversation class
is like going ilbroad for an hour a dilY.
hilving to use Engli sh for reat
communication. It is a great favourite
with my studcnts. and wi th the tourists,
too. cD
Rebecca Norman has
been teaching English
to rural students in an
alternative education
programme in Ladakh
in the Indian Himalayas
lor 18 years.
il.
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i
Over
the
wall
Alan Maley considers
ability and disability.
I
n this article I shall be looking at two
novels, t wo aut obiographies and one
non fiction manual, all dealing with
disabling conditions. II may seem
unusual to introduce this set 01 books on
various forms of disability. Perhaps that is
symptomatic of an era when we are al l so
much more aware of disability and more
positively engaged with it. However, I hope
it may also prompt us to become more
aware of our own and ot hers' disabling
conditions, with beneficial effects on the
way we deal with them, and make us
more conscious of the way disabilit y in
one area may be compensated by
exceptional gifts in others.
The Story of My Life
The case of Helen Keller is perhaps the
best-document ed of all accounts of
disability. The edition I am reading of The
Story of My Life includes a section of
letters and a supplementary account of
her life and achievements, so it goes well
beyond the relatively short basic t ext (only
about 110 pages long). As is well-known,
at 19 months, Helen Keller lost both her
sight and her hearing in a childhood
illness. At the outset, 'Gradually I got
used to the silence and darkness that
surrounded me and forgot that it had ever
been different, until she came - my
teacher - who was to set my spirit free.'
Essentially, the book is an account of the
remarkable education she received at the
hands of her tutor and companion, Anne
Sullivan. Apart from the inspiring story of
how she overcame her disabi lities,
acqui ring not just one but several
languages and becoming a leading public
f igure in the life of her age, there are
strikingly radical observations about the
condition of being disabled: ' ... the way
to help the blind or any other defective
class is to understand, correct, remove
the incapacities and inequalities of our
entire civilisation ... Technically we know
how to prevent blindness ... but socially
we do not know how. Socially we are still
ignorant. 'The book is also notable lor its
lyrical passages, which celebrate her
appreciation of the natural world largely
through her other senses of touch and
smell, which were clearly hyper-sensitive,
This is an era when
we are all so much
more aware of disability
and more positively
engaged with it
probably to compensate for her loss of
sight and hearing. The book remains a
remarkable account of one person's
triumph over physical adversity.
Deaf Sentence
In Deaf Sentence, David Lodge dissects
with his customary humour and intelligent
observation t he life and woes of retired
Professor of Linguist ics, Desmond Bates.
As he observes, 'Deafness is comic, as
blindness is tragic'. The early part of the
book, especially, contains some highly
comic observat ions on the fate of
becoming deaf and its consequences for
social int ercourse: 'What would be the
equivalent of a guide dog for the deaf? A
parrot on your shoulder squawking into
your ear?' And there is a good deal of
witty wordplay with well-known literary
quotations. However, as the novel moves
on, the emphasis shifts away from the
predicament of deafness to a more
general concern with how to cope wit h
an ageing father, and with the plight of
being reti red. The disabling effects of
advancing deafness are what gets the
novel off t he ground and are thought-
provoking for anyone who suspects their
auditory acuit y may be duller than it once
was, but t he issue of how we cope wi th
life when we are effect ively useless is
more sobering still.
34 Issue 70 September 2010 ' ENGLISH TEACHING professional . _ . tprof lonal.com
The Diving Bell and the
Butterfly
Imagine that you are unable t o move
your limbs, or to talk, or, indeed, to
communicate at all with those around you,
while maintaining full consciousness. This
is 'locked-in syndrome' and is the fate that
befell Jean-Dominique Bauby following a
massive stroke at the age of 44. The
former editor-In-chief of Ella was confined
to his bed and wheelchair at the Naval
Hospital in Berck-sur-Mer, totally cut off
from communication with those around
him but with his mind racing - re-living his
past, outraged by his present conditi on,
humorously philosophical, aware of how
pathetic and repellent he has become:
'What kind of person will those who only
know me now think J was?'
So how do we know this? He was
able to open and close one eyelid and,
with the patient help of his specialised
nurse, managed painstakingly to send
messages t o her by indicating which
letter of the alphabet he needed to make
up the words of the book he wrote. The
result is The Diving Bell and the Butterfly,
translated from French by Jeremy
Leggatt, a terrifying account of his
condition and a testament to his courage.
It also raises the uncomfortable question
of how many patients who appear t o be
in a deep coma are, in f act, conscious of
what is going on around them, but
powerless to communicate. There is a
film of the same title which is, if anything,
even more t errifying than the book.
The Curious Incident
of the Dog in the
Night-time
Christopher, the protagonist and first-
person narrator of Mark Haddon's novel
The Curious Incident of the Dog in the
Night-time, suffers from a form of autism.
He has problems with social interaction
and becomes uncontrollable when he
panics, often acting violently, as when he is
touched by a policeman early in the st ory,
or groaning in an alarming way. He cannot
bear to be touched, hates crowds and
does not look at people when he speaks
to them. He has total recall of whatever
he sees and has a head full of detailed
information, most of which he cannot use
to make sense of new situati ons: '/ know
all the countries of the world and their
capital cities and every prime number up
to 7,507.' In fact, if he encounters a new
situation, like buying a train ticket or
finding his way to the station, he has to
work everything out from first principles. In
order to exert some control over his life, he
has developed routines and rituals, which
he cannot bear to have disturbed. He is
obsessed by numbers and by total
accuracy: '/ am 15 years, three months and
two days,' he replies when asked his age.
But he has brilliant visualisation skills and
can solve quadratic equations and other
mathematical problems in his head-
something he often does to calm himself
down. The story of the difficult relations
with his estranged parents and the effects
of his unusual behaviour on those he
These books remind
us of how diffi cult it
is to empathise,
rather than merely
to sympathise ..... - . . . ~
meets is told by him in a manner both
h i g h ~ comic and with a bitter edge. Finally,
he succeeds in getting an 'A' in A-level
maths ... but what sort of future awaits
him in a wood he st ill does not understand
and which offers him little tolerance?
Thinking in Pictures
Thinking in Pictures. which is Temple
Grandin's insider's view of autism, largely
COlTOborates the symptoms of the ffctional
Christopher. Hers is part autobiography
and part detailed information about
autism. She became, in spite of her
condition, or perhaps because of it, a
highly-successful animal scient ist. The
book is both an inspiration and a valuable
source of information on the condition.
The Gift of Dyslexia
Autism is widely regarded as sharing many
of the symptoms of dyslexia, Ronald
Davis' book The Gift of Dyslexia is of
interest partly because it also gives an
insider's view of dyslexia and partly for the
diagnostic and treatment tools it offers.
The description offered of dyslexia makes
the powerful point that, besides its
negative consequences, it is a positive gift,
and Davis cites the cases of many highly
gifted people who were also dyslexic.
Interestingly, some of these, such as
Einstein, are the same as those claimed
by Grandin to have been autistic. The
fundamental cause of dyslexia in relation
to reading and writing is disorientation,
leading to panic and to the building of
compulsive solutions such as mnemonics
(like the Alphabet Song) or heavy
concentration, which do nothing to resolve
the essent ial problem. Davis describes
dyslexia and it s results, then moves to
the unusual but, according to his claims,
effective ways of diagnosing and treating
it by teaching the dyslexic to turn the
disorientation on and off at will. These
practical procedures are described in great
detail, and would only be comprehensible
in the context of a real dyslexic undergoing
treatment. The main messages for me
from this unusual book were that dyslexia
is not all negative and that it is treatable
given the right conditions,
***
If nothing else, these books remind us of
how difficult it is to empathise, rather than
merely to sympathise, wi th conditions we
do not fully understand. ~
Bauby, J-D The Diving Bell and the
Butterfly Harper Perennial 2008
Davis A 0 The Gift of Dyslexia Souvenir
Press 2010
Grandin, T Thinking in Pictures - And
Other Reports from my Life with Autism
Bloomsbury 2006
Haddon, M The Curious Incident of the
Dog in the Night-time Jonathan Cape
2003
Keller. H The Story of My Life (Ed Berger,
J) The Modern Library 2004
Lodge, D Deaf Sentence Penguin 2008
Alan Maley has worked in
the area 01 ELT for over
40 years In Yugoslavia,
Ghana, Italy, France,
China, India, the UK,
Singapore and Thailand.
Since 2003 he has been
a lreelance writer and
consultant. He has
published over 30 books
and numerous artictes,
and was, until recently,
Series Editor of the
Oxford ReS<lurce Books
for Teachers.
yelamooOyahoo,co.uk
Visit the
ETp website!
The ET p websit e is packed with practical
tips, advice, resources, informatIon and
selected articles. You can submit tips
or articles, renew your subscription
or simply browse the features.
www.etprofessional_com
_.etprofe lanal.eam ENGLISH TEACHING professional . Issue 70 September 2010' 35
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IN THE CLASSROOM
Learning
disability
Lesley Lanir considers disabilities in reading.
T
ammy, II yellTs old, reads
slowly and awkwardly. She's
been leMning English for three
years.. yet every word sti ll
remains an effort and her reading is full
of errors. Somctimes she confuses the
order of the lellers or misses words or
jumps lines on the page. Trapped at the
levcl of decoding, she can't seem to
make headway.
In the same class.. Guy enjoyed
rhyming games, learnt the alphabet
fairly easily and seems to have reached
the stllge of reading without any
decoding errors, yet he just doesn't
understand short passages even though
he g e t ~ full marks in vocabul ary quizzes.
Quite the reverse, Ann<l <lnd Tony
are reading quietly. simultaneously
decoding thc text and comprehending
thc writcr's messllge. Their classmates
Tammy and Guy. however, demonstrate
difficulties at each of these stages and
are examples of studcnts whose primary
learning disability is reading.
What are reading
disabilities?
Reading difficulties arc commonly
referred to as dyslexia - dys means
'difficulty with' <lnd I('.\"ia , 'words' or
'language'. Ori ginally. dyslexia was
known as 'word blindness' because it
seemed that only a problem with sight
and visu<ll memory could explain why
some people confused letters. swapped
them around. turned them upside down
or reversed them.
Interestingly. sight problems <Ire not
at the root of this reading disorder.
which affects nearly 20 percent of the
population; ncither are sp<.'t'Ch or hearing
impairments, lack of intelligencc or
poverty. Decades of research h:we
cstllblishcd th;lt dyslexill is caused by
specific ncurobiological dysfunctions in
the language areas of the brain, causing
phonological limitations. These
malfunctions prevent dyslexics from
perceiving and remembering speech-
based information accurately and
manifest themselves in poor sensitivity to:
rhyme:
syllable divisions:
distinct language sounds.
Reduced awareness of spoken.word
sound structure also means that dyslexics
cannot identify. segment. locate or
manipulllte;1 word's individual speech
sounds. known as phonemes, since for
thcm the distinct bordcrs betwccn each
phoneme seems blurry.
For inst:Ulce, the word ilia/! is made
up of three distinct phonemes Im/. I<el
and In/.
A person who has dyslexia would
find it diflicult to say:
another word that rhymes with mall:
how many syllables 11/(111 has:
how many sounds it is made up of:
its individual sounds.
In addition to weak phonological
awarencss. a dyslexic would have
problems:
taki ng the first sound away. eg Iml
from 11/(11/, and replacing it with
;mother sound to create <I different
word. eg Iplto make pall. or removing
the last sound./n/, and replacing it
with Itl to form II/m:
manipulating the three sounds /;el.
Iml and Inlto form a new word. such
as l1alll:
locating and idcntifying the middle
sound of the word: Ire!.
Although thcse are simplc examples.
these essential phonemic ski ll s arc
needed in order 10 appreciate how the
individual sounds of words are
reprcsentcd by letters th,l\ arc scqucnced
in a specific order. This is known as
understanding 'the alphabetic principle'
or 'cr,lcking thc codc' and is ncedcd in
order to take the first step in the
reading process.
Duc to their phonological dcficits,
learning the alphabetic principle and
thus remembering which specific speech
sounds correspond to which letters and
letter combinations is more than a
ch:lllcngc for dyslexics. As Sally
Shaywitz points out. after proficient
readcrs have seen a letter and
articulated the sound it represents a few
times, an exact neural representation of
its form and sound becomes imprintcd
in the occipito temporal automatic
reading system. situated at the back of
thc brain. Subscqucntly,just seeing the
lettcr in print Hctivates immediatc
retrieval of all its relevant information.
Dyslexics. however. are unable to
supply perfect imprints 10 this automatic
stomge place because the language
inform,l\ion they receive through their
dysfunctional phonological system
becomes distorted or dcgraded and lost
in the ncural system. Instead. brain
imaging studies conclusivcly point to
the fact that dyslcxics overuse the slower
decoding systems at the left frontal arca
of the bfllin - Il roca's arC:1 - :Uld
compenS<1tory systems on the right side
of the brain. but ullderuse their
automatic reading system sited in thc
left hemisphere at the back of thc brain.
As Shaywitz puts it, it is almost as
though there arc no connections
between these systems. 11>- .....
_ tprof ional.com ENGUSH TEACHING professiollal . l S$ue 70 September 2010 . 37
Learning
disability !I
prallontal cortex
(word analysis!
articulation)
Broca's alea
I.ft
si de
Wernicke's
area (word
analysis)
occipito temporal
automatic
reading system
(word lorm)
occipital lobes
right
side
These neurological dysfunctions
result in:
difficulty learning and remembering
lel\crs and their corresponding sounds:
decoding errors:
slow ,lI1d p;linful reading;
poor spelling;
slow or erroneous word retrieval.
Also known to accompany poor reading
skill s are:
memory problems:
slow information processing;
handwriting difficulties;
trouble with coordination (confusion
betwccn directions.. misunderstanding
temporal adverbs);
poor org;Ulis<llioll and sequencing
skills (messy bag. untidy desk.
difficul ty learning 1he order of the
alphabet, days of the week, etc).
How can we help?
In order to learn to read. students with
dyslexia need to do the following:
1 Underst;\1ld that words arc made up
of different sounds/phonemes.
2 Master decoding by:
!earning the alphabetic principle -
associating sounds with written
symbols:
blending thc sounds into syllables
and words;
becoming ski lled at decoding words
and reading groups of words.
3 Re(."(:ive word structure instruction.
4 Improve their fluency and read with
speed, accuracy and expression.
5 Develop reading comprehension skills
by:
building up vocabulary;
recognising language structure and
syntax;
internalising eomprehcnsion
strategies.
(Adapted from Suzanne Carreker)
This fifth point wil! be discussed in
depth in my next article.
D Understanding that words
are made up of different
sounds
Developing phonological and phoneme
awareness is paramount. Decades of
studies conclude that phonological
proccssing deficits are the primary cause
of reilding disabilities and also
emphasise that phoneme awareness is
an essential factor in the process of
learning 10 read. Teachers necd to draw
attention to language sounds by
inserting ten minutes of phonologic,. I
practice at the beginning of lessons.
Fi rstly. dcvcloping sensitivity to rhyme,
then moving on to teaching syllables.
Once students have mastered these
exercises. working on distinguishing
individual language sounds has to be
tackled. This is the hardest phonological
task but it is crucial in order to move to
the next stage of learning 10 read.
Working on rhymes:
Have the students practise identifying
if words or names follow a rhyming
pattern or not.
Make picture cards. for example bal.
lUll. ClIl.lIIlI/I, bl'{l. and ask the
students to group those cards that
rhyme <lnd those that don'\.
Ask the st udents 10 produce their own
words that rhyme and don't rhyme.
Working on syll abl es:
Clap or tap out the number of
syllables in words.
Say one syl];lble of a word ilnd ilsk
the students to finish it. eg /a - ble,
jill - ger. etc.
Get the students to identify how
many syllables there arc in the words
you say.
Working on phonemes:
For phoneme identification. say a
sound. for example lsi. and display
sevcnl l pictures. asking the studcnts
to point to the pictures which begin
with this sound. or h,we three sounds.
or end with this sound. etc.
For phoneme location. say Imlthen
mall. Have the students say where the
sound Iml appears: at the beginning.
end or not at all.
Te<lch phoneme deletion by showing ..
picture (eg !/Ilw) and asking the
studcnts to say /I1all without thc Iml
(fm).
Pract ise phonemc substitution by
saying 111(111 and asking the students to
repeat the word. Then ask them to
rcplace the sound Iml with It! and say
the new word ({(III). After substituting
beginning sounds. move on to end
sounds: for example. replace the Inl
with 111 (/11m).
D Mastering decoding
In order for dyslcxics to master the
alphabetic principle and begin the
reading proccss. the remcdial
progTilmme hilS to be:
Multisensory. using a mixture of
seeing, hcaring. speaking. writing,
moving ;tnd touching.
Based on phonics. teaching letterl
sound (grapheme to phoneme) and
also soundl1ettcr (phoncme to
grapheme) 'ISSoci;lIions. using Ihe
most common soundl1etter
correspondcnces first.
Structured; it h'ls to be 10gic;11.
systematic and progressive.
Incremcntal and cumulative; learning
has to be gradual and must build
upon preceding knowledge. For
example. first introduce high-
frequency consonants with one
predictable sound (such as b. 1/1, I and
ti). one ,It a time. After a few
consonants have been acquired. the
short vowel sounds of the leiters i
and a can be addcd. Words and non-
words can be created by showing the
students how to blend sounds
together and create one-syllable
words. for example, III-ad. ba-d,
d-ad. Then progress to small
sentences: Mad b(ld b(ll bi/ dad.
Repetitivc: thcrc has to be plcnty of
over learning to create and strengthen
strong neural pathways.
The remedial method developed by
Kathlecn Hickey or the Orton
Gillinghillll programme developed by
Anna Gillingham and Bessie Stillman
both use these systems and can be
adapted to teach foreign languagc
learners.
38 Issue 70 September 2010 ' ENGUSH TEACHING professional . _.etprofe lonal .com
EI Giving inst ruction on word
structure
Once a fcw sounds and symbols llfC
<lcquired and C'1ll be blended togethcr,
morphological instruction should be
gradually introduccd. Word structure
knowledgc boosts feuding nucncy,
increascs the studcnts' knowlcdge of
word meanings and aids spelling and
vocubulary acquisition. Both Shaywitz
and Currekcr <lssert that dcveloping the
students' word analysis ,md syllabication
skills and encouraging thcm to focus
upon roOls and affixes so as to perceive
langu<lgc as chunks rathcr than
individual sounds and letters prevents
memory overload.
Teach:
thc six kinds of syll<lbles
1
;
the five syll<lbication rUles
2
;
word roots:
common prcfixes and suffixes:
innections which create nouns, verbs,
adjectives, etc.
Kinds of syllabtes
1 Closed - consonant(s) follow(s) a
short vowel (eg man, and)
2 Open - one long vowel is at the end
(eg she. he)
3 VoweVconsonanVsilent 'e' -
consonant is between a long vowel
and a silent e (eg make, fIVe)
4 Double vowel- two vowels combine
to make one sound (ag meal, lam
5 Consonant + Ie (eg lable, puzzle)
6 R combination - vowel combined
with r (eg art. lenn)
2 Syllabication !"\Jles
1 Two consonants between two vowels:
divkle the syllables between the
consonants. eg probllem. finlgar
2 More than two consonants together:
divide keeping the blends together,
eg hun/drerJ, mon/ster
3 One consonant between two vowels:
divide after the fi rst vowel, eg pillot,
hulman
4 If previOUS !"\Jle doesn't create a word,
divide after the consonant , eg doz/en,
so/lid
5 Divide vowels, eg po/em, dUet
[n addition. start working on automatic
recognition and reading of the most
common irregul ar and regular words. eg
Ihl.', 01/1.', of 100, hm'l', dol'S, was, Il,erI',
and so on.
II Improving fluency
Our overall goal in reading is to
understand thc writcr's intended
message. Fluency turns decoding into
comprchcnsion. For the normal reader,
at least four correct readings are
necessary for automatic word recognition
to takc placc. Foreign languagc learners
with reading disabilities not only have to
rely on distorted neurological pereeption
and slower ncural pathways but also on
arc<ls of the bTllin (hitt <I re not designcd
for word storage or retrieval. Therefore,
in order to create any kind of accurate
mental impression, these Icarners need
massive e,xposure to thc printed word
both orally and visually.
To facilitate reading nuency.
teachers and students have to go
th rough many scssions of modelling
and repeating word lists, sentences and
then short passages to improve accuracy
and increuse word speed retrieval.
Modelling illld fcedb<lck are essential
in helping students pronounce words
properly and build more accurate neural
modcls: troublc articulating words
indicatcs that exact ncum! represcntations
have not been formed ilnd that further
repetitions have to take place.
As rcading accuracy and rate
improvcs through rcpe.llcd rC<lding to
over 100 words a minute, comprehcnsion
will improve because fewer mental
rcsourees arc invested in decoding.
Remedial teaching
A SO-minute beginners' remedial reading
lesson plan may consist of the following:
1 phonemic exereises:
2 sequencing tasks - naming and
ordering thc alphubet using woodcn
or plastic lellers;
3 phonics instruction:
reviewing lettcrs/sounds already
le<lTllt;
introducing a new letter/sound or
reviewing sounds still not being
ret rievcd automatically;
4 devcloping fluency:
repeated reading of lists of words
formcd from all thc leiters already
learnt;
repeated reading of short scntences
constructed from the above words;
repeated reading of frequcnt
vocllbulary (words that Clln be
decoded but havc to be learnt before
their letters/letter combinations arc
introduced, eg Itl' and sight words
that cannot be decoded);
5 spelling practice:
sound dictation (the teacher
produces a sound, the student has
to writc the ICllcr);
word dictation;
sentcnce dictation;
6 introducing morphologic<l! instruction.
***
This artiele has explained why reading
disabilities exist and given essential
guidclines as to what to include in a
remedial reading progmnlme. Space does
not allow for more delililed instructions,
but a plcthora of reading materials and
intcrnet sitcs arc available for further
guidancc. Somc of my favourites arc
listed below. The next article in this series
moves on from decoding and nucncy to
the next stage of reading instruction:
dcveloping reading comprehension. (l1;>
Books
Augur, J and Briggs. S (Eds) The Hickey
Multisensory Language Course Whurr
Publishers 1992
Birsh. J A (Ed) Multisensory Teaching of
Basic Language Skills Brookes Publishing
Company 1999
Carreker, S 'Teaching reading' In Birsh, J
R (Ed) Multisensory Teaching of Basic
Language Skills Brookes Publishing
Company 1999
Gillingham, A and Stillman, B W The
Gillingham Manual: Remedial training for
students with specific disability in
reading, spelling, and penmanship
Educators Publishing SelVice 1997
Hornsby, B and Shear, F Alpha to
Omega: The A-Z of Teaching Reading,
Writing and Spelling Heinemann 1989
Levine, M A Mind at a Time Simon &
Schuster 2002
Shaywilz, S Overcoming Dyslexia Knopf
2003
Websites
www.ortonacademy.org
www.dyslexiaaction.org.uk
www.ldonline.org
www.allkindsofminds.orgl
http://candohe/perpage.com
www.spellz:one.com
www.greatJeaps.com
www.edict.com.hk/lexiconindexl
frequencylists/words2000.htm
www.wordfrequency.info/
Lesley Lanlr is a
freelance writer, lecturer
and teacher trainer who
has been involved in
teaching English for over
15 years. She specialises
in learning disabilities
and foreign language
learning. She has a SA in
English and Education,
CTEFLAIRSA and an MA
Disabilities.
il.
_.etprofe lonat.(:om ENGUSH TEACHING professiollal Issue 70 September 2010 ' 39
I
,
I
PREPARING TO TEACH
Grammar
"ohn Potts reviews some of the components of teaching a new grammar item.
Language analysis:
four things to consider
D FORM
This refers to how a tense (or other grammar structure) is
constructed: eg present continuous = present simple of be
+ present participle. It also refers to irregular forms (eg past
simple, past participle), and the formation of questions and
negati ves.
D MEANING
This is concerned with deeper concepts of aspect, etc,
rather than simply surface messages. For example, I think
he's being silly == this is temporary behaviour, specific to a
particular occasion, and may not be typical of him.
D PRONUNCIATION
The basics are sounds, stress and intonation. A more
complex analysis of pronunciation includes features such
as elision, weak forms, assimilation, et c.
II WORD ORDER/ SYNTAX/PATTERN
This looks at a tense or other grammar structure as part of
a longer utterance (eg a clause or sentence). Things to
consider include the position of adverbs, dependent
prepositions and complement patterns (eg whether it is
followed by an infinitive or a gerund).
Language awareness:
four things to consider
D FUNCTION
This relates to what the speaker/ writer seeks to do with
the language, what message they want to send; for
example: apologising, narrating. making a suggestion,
Situations and contexts
Grammar structures need a context for them to make
communicative sense; otherwise they remain just that -
grammar structures. Here are some approaches:
1 Reading texts can provide the context - and you may not
need more than one example in the text, provided that its
meaning and function are very clear from the context.
2 Listening - especially anecdotes told by the teacher: these
can be amusing or dramatic, and allow the learners to stop
and question the teacher as the anecdote unfolds. Songs can
also be a good vehicle, and may appeal to younger learners.
3 Situation and/or dialogue building: a classic approach but still
very useful. The teacher builds the situation/dialogue with the
learners (perhaps using visuals and/or realia, too) and then
elicits/provides the target language as the ' punch line'.
4 Advertising slogans and other short authentic texts (eg
instructions on packaging, etc) - you can teach the imperative
using the instructions on a box of pasta!
Telling, illustrating, guiding or discovering?
The approaches outlined above all involve elements of
illustrating the language. The teacher tries to guide the learners
towards the meaning and function of the new language, so that
they can discover these for themselves rather than simply being
told what it means. These approaches may take more classroom
time, and certainly require the learners to focus and work harder
at construct ing the meaning (with the teacher's help).
Telling is quicker - but the learners need to do very little
mental work and, as a result , little may finally stick.
L1 and L2
givi ng advice. etc. 1 Mistakes (of form, meaning, pronunciation or syntax) may
EJ WRITTEN, SPOKEN OR BOTH often be due to L 1 interference. For example, a typical
Many grammar structures are equall y at home in both mistake made by speakers of many European languages is to
spoken and written language, but some are usually spoken use the present pertect where the past simple is needed -
(eg How about going for a pizza?) , whereas others are and this can be traced back to their mother tongue.
usually written (eg Should you need further information . . ). 2 Conversely, learners may overuse a form such as the present
D APPROPRIACY continuous, simply because they don't have that form in their
In addition, some structures may be inappropriate in some
own language.
contexts (eg you WOUldn't (normally) tell your boss that she 3 And learners may confuse t wo similar-looking structures in
had better be careful about what she says). English; for example: I used to get up early and I'm used to
II USEFULNESS getting up early.
Some structures may simply not be very useful in most 4 On the other hand, sometimes a form and its meaning may be
everyday contexts. For example, how important is it to very close or even identical to the learners' L 1, and so they
,
I'-_____ d_' _' _o_t, __ ' _" _' _' _t_im_' __ to __ t' _'_'_h_i_" __ "_'_'_' _'_'_O_d_O __ 'h_'_' _._ .. _' ______________ ' _' _' _b_' __ ' _o_m_
p
_'_'_' _d_ ________ c:::::::::::::::::::::::::::C!1
40 . Issue 70 September 2010 ' ENGUSH TEACHING professiollal . _.etprofe lonal.com'
I
PREPARING TO TEACH Grammar
The old and the new
When your learners are no longer beginners, they have a basic
repertoire of grammar structures and thei r concept s. You can
build on what they already know, using it as a platform for new
grammar structures. For example, you can establish a
situation/context in the present, and review and consolidate the
present continuous. Then you simply switch the time zone from
now 10 yesterday/last week and el icit the past continuous to
replace the present continuous.
This approach works very well with many other forms - past
perfect, future continuous and future continuous, was going to,
wish constructions, perfect modals, passive lense forms, etc.
Clarifying and checking
II's important to clarify and check the meaning and funct ion of the
new language, for example by asking a set of concept questions.
These should be prepared in advance - they're very hard to think up
on the spot! They should be kept few, short and simple - with equalty
brief answers. For example: Our teacher used to have long hair.
1 Did he have long hair in the past? /yes.)
2 And does he have long hair now? (No.)
3 So something has changed? /yes.)
4 Do we know when? (No.)
There are other ways of clarifying and checking - using Total Physical
Response, visuals or Cuisenaire rods, for example. Combined with a
clear context , and in tandem wit h a guided-discovery approach,
concept clarification and checking help the learners to feel
confident about their grasp of the meaning of new language.
COMPETITION RESULTS
Drilling and practising
Learners also need 10 feel conf ident about the form and
pronunciation of the new language. Dril ls and controlled-practice
activities (both oral and written) help to achieve this, especially
at lower levels. They needn' t be boring - both can be lively, fun
and communicative.
Using and personal ising
In the end, learners have 10 produce language from their own
resources and not only in control led-practice exercises. A step
towards this production is the persona/ising of language so that
it takes on individual meaning for each learner. The example with
used to above illustrates this for me - when I was 17, I had
extremely long hair (almost 10 my waistl). But my learners
probably didn't, so they need their own personal example(s):
I used to have dyed hair/be very shy/like Walt Disney (etc).
Finally, they'll need opportunities to use the language in fluency
activities, such as problem-solving tasks, discussions, roleplays,
etc.
n
John Potts is a teacher and teacher trainer based in
Zurich, Switzerland. He has written and co-written
several adult coursebooks, and is a CELTA assessor.
He is also a presenter lor Cambridge ESOL
Examinati ons.
~
..,.'
~
I
JohnpollsOswissonllne.ch
I
Congratulations to all those
readers who successfully
completed our P r i ~ e
Crossword 40. The winner;,
who will each r e c e i ~ e a copy
of the Macmillan English
Dictionary for Advanced
Learners, are:
Wolfgang Alkewitz,
iserlohn, Germany
Georgeta Bradatan,
Bridgend, UK
Alison Hyde,
Wolverhampton, UK
Elisabeth Jendraszczak.
Vend6me, France
,23456189,0",2,3 Laura Neuhoff, iserlohn,
Germany
J U N K S A a TI C 0 W H
,. ,$ ,6 ,1 ,8 ~ ro 2, ~ ~ M n ~
R X MEL 0 B Z Y P G F V
George Orwell
Emeline Parizez, Paris,
France
Patricia Rufenacht.
Bottenwi l, Switzerland
Stella Tatchum, Paris, France
Veronique Valieres,
51 Sauveur, France
Roy Wilson. London, UK
_.etprof.SSional.eom ENGLISH TEACHING professional . Issue 70 September 2010 ' 41
r ) r 1 r ) 1/
/f ----.SJ J /
CEMS, TITBITS, PUZZLES, FOIBLES, QUIRIeS, BITS" PIECES
QUOTATIONS, SNIPPETS, ODDS" ENDS:
,--------------.. WHATVOU WILL
Legal eagle
D In 2009, Daniel Noble was arrested for two separate hit
and run incidents. He was extremely aggressive when he
was arrested. In court, his lawyer claimed it was a psychotic
episode caused by an overconsumption - of what?
a) Herbal tea and milk cJ Orange and guava juice
b) Milk shakes and smoolhies dJ Coffee and energy drinks
II A massacre at a McDonald's restaurant in San Ysidro,
California, in 1984 resulted in the deaths of 22 people,
including the gunman. His widow sued McDonald's lor
contributing to his actions. Which food additive did she
claim was partially responsible?
a) Sodium chloride
b) Red food colouring
cJ Monosodium glutamate
d) Antioxidants
II Which peoples used to resolve legal disputes with a
head-butting contest?
aJ Zulus
b) Inuits
cJ Blackfoot Indians
d) MongolS
a 't is commonly believed that representations of Justice
(a robed woman with a blindfold over her eyes, holding a
set of scales in one hand and a sword in the other) are
based on a number of classical deities, although not on
anyone in particular, Which of the following is not one of
those on which she is believed to be based?
a) Fides
b) Astraea
c) Themis
dj Justitia
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Courtroom quotes
'Are yOl! married?'
' No, I'm divorced,'
' And what did your husband
do before you divorced him?'
' A lot of things I didn't know
about. '
***
'Mrs Jones, is your appearance
this morning pursuant to a
deposition notice which I sent
to your attorney?'
' No, This is how I dress when I
go to wor1<.'
***
' Now, you have investigated
other murders, have you not,
where there was a victim?'
***
'Doctor, did you say he was
shot in the wOOds?'
'No, I said he was shot in the
lumbar region, '
***
' Could you see him from
where you were standing?'
' / could see his head.'
'And where was his head?'
'Just above his shoulders.'
***
'What happened then?'
'He said, "I have to kill you
because you can identify me."'
'Did he kill you?'
' No.'
***
'Are you Sexually active?'
' No, I just lie there, '
***
'Are you qualified to give a
urine sample?'
'Yes, I have been since early
childhood. '
***
' Doctor, how many autopsies
have you performed on dead
people?'
'All my autopsies are
performed on dead people,'
***
' Do you recall the time that
you examined Ihe body?'
'The autopsy started around
8.30 pm.'
'And Mr Dennington was dead
at the time?'
'No, he was sitting on the
lable wondering why I was
dOing an autopsy on him.'
***
'Do you have any suggestions
as to what prevented this from
being a murder trial instead of
an attempted murder trial?'
' The victim lived. '
' You were there until the time
yOl! left, is that true?'
***
'Can you describe the
individual ?'
' He was about medium
height and had a beard, '
' Was this a male or a female?'
***
' How many times have you
committed suicide?'
***
' Were you present when your
picture was taken?'
42 . Is_ 70 September 2010 ENG .
USHTEACHINGprojios.fIOl/af . _ .... _,.... ,
. .- Dna ,com .
Silence in court!
It is often said that if banisters allowed the jury to draw their own
conclusions instead of trying to discredit witnesses through close
quest ioning, they might win more of their cases. Here are two examples.
A witness was testifying in
court in a case that involved
one man biting off the ear of
another man during a fight.
Atter giving testimony which
was very bad for the
defendant, the witness was
cross-examined by the
defence barrister:
Barrister. You said thai you saw
the defendant and the plaintiff in
a fight?
Witness: Yes.
Barrister: You then said that
you were concerned for your
salety and that , because of this
concern, you sought shelter
elsewhere?
Wit ness: Yes.
Barrister: You further staled
that during this time of seeking
shelter, you turned your back on
the fight ?
Witness: Yes.
Banister. And then you testified
that that was when the
defendant bit off the plaintiff 's
,a"
Witness: Yes.
Barrister. Well, that makes for
an interesting question. then! If
your back was turned to the
fight, then you obviously must
have had the plaintiff and the
defendant out of your field of
vision. Is that correct?
Witness: Yes.
Barrister. Well then. did you see
tile defendant bile off the
plaintiff's ear?
Witness: No.
Barrister. (smugly) Then how do
you 'know' that tile defendant
bit off the ear of the plaintiff if
you did not see him do it?
Witness: I saw him spit il out.
(Dead silence)
Banister. Ah ... no more
questions.
A man who had crashed his car at a
roundabout was accused of reckless
driving. The driver maintained that he
had been driving within the 30-miles-per-
hour speed limit and that faulty brakes
had caused the accident. The only
witness was a woman who had been
walki ng along t he road at the time. When
questioned by the prosecution, she
testified that the driver had approached
the roundabout at about 60 miles an hour
and had then lost control and crashed.
The defence barrister, seei ng that the
woman was over 80 years old and wore
t hick-lensed glasses, moved in for the
kill, smirking all the time at the jury:
Barrister: May I ask how old you are?
Witness: I am 85.
Barrister: Eighty-five, I see ... Now you
testified that tile defendant approached
the roundabout at ' about 60 miles per
hour'. Is that correct?
Witness: That is correct.
Barrister. I see. And I notice that you wear
glasses.
Witness: That is correct.
Banister. Were you wearing your glasses
at the time of the accident.
Witness: No, I wasn't.
Barrister: I see. Well, then how could you
possibly tell what speed the driver was
doing? Could you, in fact, even see the car?
Witness: Well, young man. I certainly
could see the car as these are reading
glasses and there is nothing wrong with
my distance vision. As to how I could tell
what speed the driver was doing, befOfll I
retired I worked as an airline test pilot. One
of the skills I learnt in that job was the
ability to judge speed and distance.
Barrister. (weakly) Yes, but that was
planes ...
Witness: Precisely. That is why I testified
that he was doing ' about 60 miles per
hour' . I actually judged it to be 63 miles
per hour, but I made an allowance for tile
fact that it was a car ralher than a plane.
The driver lost his case.
Legal
language
How good are you at Latin legal
language? What does each of
these t erms mean?
a A aver et tenar
a) to make or break
b) to have and to hold
c) to own or convey
d) to relinquish or abandon
IJ Ab BCtis
a) in conteJct
b) in relation to the prOCeedings
c) in action
d) in title
II Ab agendo
a) unable to act
b) unable to inspect
c) unable to listen
d) unable to convict
D Abamlta
a) defendant
b) victim
c) great-great-great-aunt
d) imposter
II Abamare
a) to take away by force
bJ to escape detection
c) to uncover and disclose a
secret crime
d) to declare an interest in
IJ Accedas ad curiam
a) You are to go to the clerk.
b) You are to go to the jail.
c) You are to go to the church.
d) You are to go to the court.
_.etprof lonal.com ENGLISH TEACHING P/'O!I'S.\;OI/{// ' ssUfl 10 September 2010' 43
English360
www.english360.com
The English360
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in the activities
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It is the means by which we deliver our
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Mark Olding
Verona, Italy
Check Your Aviation English
by Henry Emery and Andy Roberts
Macmillan Education 2010
978-0-230-40205-8
Apart from its use in training students
who work in the aviation industry. this
for each client project. It is
essential , therefore, that we
have the means to develop
and thereafter present these