C1+ CAE Writing – Tuesday/Thursday group

Looking for some extra reading texts to help get ideas for the latest writing assignments?  These might be of interest…

Coimbra:  A city worthy of closer inspection by Ben Webster in The Telegraph (May 2004)

A few collocations/phrases worth noting down from this text…

  • “the city has a great deal to offer” (tourists/visitors)
  • “as I wandered along its medieval cobbled alleyways…” – Why do you think the writer used “wandered” rather than “walked”?
  • “an eye-catching new bridge”
  • “Coimbra is richly endowed with with cultural and historical sights”
  • “Perched on a hill overlooking the city, the main building was originally a 10th-century Moorish fortress and dominates the city’s skyline.”  (Check the meaning of “perched” – why did the writer choose this word rather than “located.”
  •  “…the reward…(of walking up “the steep climb” to the top of the hill)…is a spectacular view over Coimbra…”
  • “What struck me most…was…”

From the world to your plate – Portuguese cuisine is a celebration of the nation’s tradition of exploration – and worth a journey of its own by Tilly Culme-Seymour in The Independent (September 2011)

Coimbra, Portugal:  A cultural guide by Tim Pozzi in The Telegraph (June 2011)

A Portuguese university town, both familiar and foreign by Seth Kugel in The New York Times (January 2012)

And (a little) further afield…

Reader’s Tips:  Secret Portugal in The Guardian (April 2011)

Go the whole hog in Portugal (Mealhada) by Simon Majumdar in The Guardian (September 2010)

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C1+/CAE Vocabulary Expander – Homework 2nd May 2012

CAE Mon/Weds homework (2nd May 2012)
Brrrr!  Is this normal May weather in Coimbra?  Sitting at home on a damp, cold holiday morning the other day, I thought we could try out a slightly different homework activity this week.
In class today we looked at Part 4 of the CAE Use of English exam in which you are asked to think of one word which could be used appropriately to complete three sentences.  Thinking about how best to prepare for this part of the test, I would suggest:
  • getting familiar with expressions containing fairly high-frequency words and jotting examples of these down in your vocabulary notebook.
  • checking examples of the second, third, fourth etc. meanings of common words.
  • noting down words which collocate with high-frequency English words.
For example, with the word “cold,” we get the collocation…
 bitter(ly) cold (intensely cold weather)  “Let’s quickly look at the weather forecast for the next few days, the temperature will remain bitterly cold throughout the country over the weekend but is expected to warm up on Tuesday morning.”
…as well as the expressions…
to give someone the cold shoulder (to deliberately ignore someone)  “When their son was accused of stealing the money, many people in the village gave his parents the cold shoulder.”
in cold blood (acting in a deliberately cruel way) to kill somebody in cold blood
get cold feet (feel anxious about)  He was starting to get cold feet about the wedding.  Similar to “have second thoughts about doing something.”
Familiarity with one or two of these expressions might help you in the exam if the 3 sentences needed the word “cold”  to complete them.  So, for homework, I’m setting you a collocation and expression finding mission.  Here’s an example of how it works…
The words bittershoulderfeet, and blood appear in the four collocation/expression examples above.  Here are some examples of how they appear in other collocations/expressions…
Bitter
a bitter disagreement / argument / dispute:  (unpleasant)  Their divorce was very bitter and they haven’t spoken to each other in years.
a bitter disappointment Losing the match in a penalty shoot out was a bitter disappointment to the England team.
To feel bitter about something to feel angry and unhappy about something…(similar to resentful) She feels bitter about not being promoted / losing her job etc.
To fight until the bitter end – to continue until you have done everything you can before accepting defeat… (not give up).
Hillary Clinton will ‘fight until the bitter end’ after landslide win in West Virginia… Hillary Clinton last night defied renewed calls to abandon her White House campaign and declared: “The race isn’t over yet.” …At a victory rally in Charleston, she said her win made her “more determined than ever” to fight the five remaining primaries in Kentucky, Oregon, Puerto Rico, Montana and South Dakota.  Daily Mail 15th May 2008 http://www.dailymail.co.uk/news/article-566280/Hillary-Clinton-fight-bitter-end-landslide-win-West-Virginia.html#ixzz1t4bvoImB
Shoulder

Verb + shoulder collocations (shoulder = part of the body between the top of your arms and neck)  To shrug your shoulders (to show you don’t know),  To look back over your shoulder  (http://youtu.be/N_1QEI7CZ7o),  To tap someone on the shoulder (to get their attention)

A shoulder to cry on – someone who listens to you and gives you emotional support… (http://youtu.be/byBtUsxK_gI)

If you ever need a shoulder to cry on, i am here for you, if you ever need someone to laugh, and share memories with, i am here for you, if you ever just want someone there without ever saying a word, i am here for you, because in the truth of it all, i will one day need you for those very same things, and you know why it would be easy, because dear sister of mine, we’re family, and i love you.  Angelica Brogan http://www.searchquotes.com/quotes/author/Angelica_Brogan/

to shoulder the blame for something – accept some/all of the responsibility for something that went wrong

 John Terry:  Chelsea players must take some blame for AVB axe

Chelsea captain John Terry concedes that he and his team-mates are partly responsible for André Villas-Boas’s sacking.  John Terry admits the Chelsea players must shoulder some of the blame for André Villas-Boas’s dismissal – because performances were not up to par.  The young Portuguese coach was given his marching orders following the Premier League defeat at West Bromwich after less than eight months in charge at Stamford Bridge with the Blues fifth in the Premier League.

The Sport Review, 13th March 2012 http://www.thesportreview.com/tsr/2012/03/john-terry-chelsea-andre-villas-boas-sacking/

Feet
to be rushed / run off your feet…to be really busy:  “With three colleagues on holiday at the moment, I’m rushed off my feet at work.”

To have / keep your feet on the ground…be realistic and sensible about how you approach life…

From an online advice column:

Dear Abby: Girl chasing fame should keep her feet on the ground

(Question)  Dear Abby: I am a 16-year-old girl and I want to become famous. My mom says that’s not a real job. I was in magazines when I was little, but now that I’m older, I want to be a singer or actress. What should I do? — Heading for Fame in Ohio

(Reply)  Dear Heading: Listen to your mother. Fame, if one can achieve it, is usually accomplished after years of planning and hard work. If there is community theater in your area, volunteer and become involved. Plan to study music, drama and speech — as well as another subject so you can support yourself if it takes awhile for you to become famous. (This is called “Plan B.”)

Record online (Times Herald-Record) http://www.recordonline.com/apps/pbcs.dll/article?AID=/20120414/COMM/204140308/-1/NEWS14

 to put you foot down…to be strict – especially in opposition to something someone wants to do / is doing…
My Dad put his foot down and said “enough” about my fighting in school.  Either I had to stop hanging out with that group or he was going to take me out of school.  Dr.  Lisa Mefoff, Stressed out students’ guide to handling peer pressure (Kaplan, 2008)
blood
blood is thicker than water…family relationships are very strong…your parents and family are more likely to stick by you (support) you in times of trouble than friends.
…makes my blood boil…to make someone very angry…”It makes my blood boil when I read about companies exploiting children as a cheap labour force.”

to have blood on your hands…to be responsible for somebody’s death…“Critics of the war say the President has blood on his hands.”

like getting blood from a stone…almost possible to obtain…often associated with making someone tell you something…“Getting him to tell me what happened was like getting blood from a stone – he hardly said anything about it.”

The examples here show how a little research into one key word can lead you to lots of examples of collocations and expressions.  So, here’s the homework mission…

The mission

The 9 words below were used in the expressions given above.  In class, you were given one of these words to research and investigate.

  • end
  • cry
  • blame
  • run
  • ground
  • water
  • boil
  • hand(s)
  • stone

If everyone completes their mission to find 3 expressions or collocations with their key word, as a class you will have a new collection of 27 examples.

How

Online dictionaries are the perfect research source for this.  Here are some you can use:

Oxford:  http://oald8.oxfordlearnersdictionaries.com/

Cambridge:   http://dictionary.cambridge.org/

Macmillan:  http://www.macmillandictionary.com/

Longman:  http://www.ldoceonline.com/

Cobuild:  http://dictionary.reverso.net/english-cobuild/

Outcome

  • Find examples of expressions and collocations with your key word.
  • Select 3 that you think would be most useful for you and your classmates to know about.
  • Report back with your findings by writing messages in the comments box on this page (you don’t need to register to leave a comment and your information will not be public – you can use an invented name to post under).
  • If you want, you can link to stories or songs containing examples of your expressions online.  A good way to find these is to put the whole expression into google with speech marks around them in the search box to ensure you get exact hits.
  • I don’t think it should take too long to do and by sharing the results will mean that your classmates will benefit from your research and you from theirs.

Extra challenge:  If you are the first to post or you post an expression which includes your key word and the word “cold” (where we started off, remember?), there may be an exclusive prize heading your way in class next Monday!

Good luck!

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IH Portugal Training Day Seminar – English voices part 3 – Dear Photograph

Part 3 of this summary of the English voices workshop at the IH Portugal Training Day looks at some teaching ideas which encourage learners to take on other people’s voices, and how doing so might help them develop their own voice in English.

As a quick recap, Part 1 looked at how some recordings of L2 speakers could be used as either models for how to do a production activity or as a means of giving feedback to learners after they had performed an activity.  Part 2 looked at some L1 recordings and how they could be exploited in the classroom for raising learner awareness of spoken discourse.

Here, we’ll look at some texts and visual prompts that can act as springboards or stimuli for production.  Later on I’ll post about some of the thinking behind these activities.

Dear photograph,

The website Dear photograph, consists of photos of old photos held up against their original location, or, as Time magazine better puts it…

Some of the Web’s best sites consist of variations on one simple idea. In the case of Dear Photograph, that idea is taking a snapshot — usually one featuring one or more people and dating from the film-photography era — and holding it up against the original setting so that past and present blend into a new work of art. The images contributed by the site’s readers are wonderfully evocative. Looking at the family photos of strangers was never so transfixing.

Read more: http://www.time.com/time/specials/packages/article/0,28804,2087815_2087868_2087873,00.html #ixzz1lq40QaEv

The great thing about using the photos on this site for English teaching purposes could be the fact that these photos have voices.  Each picture is accompanied by a short text loaded with the personal emotions and thoughts of their owner.

Here is a suggestion for how some of these images could be used in class and some worksheets that include pictures and texts that we looked at in the seminar.

Dear photograph,

Photos and texts reblogged at:  http://phaticcommunion.tumblr.com/

1)  Find a ‘starter’ photo in which the original shot was clearly taken a few years ago and includes a person/group of people.  The original photo should include the person who posted the new photo and wrote a comment for it.  Cut away the outside part (the more recently taken photo) so that only the original remains.

2)  Give the adulterated photo to learners and ask them a few questions to get a few ideas flowing…”Where/when do you think it was taken?” “Who do you think the people are?”  “What is their relationship?”

3)  Learners brainstorm questions that they could ask the person/people who are in the photo.  Point out that the questions should be directed to that person today e.g. “What do you remember about that day?”  “Was this taken at the house you grew up in?”

4)  A couple of the students could then be interviewed in the role of the person/people in the photo.

5)  Give learners a copy of the complete photo and the text.  Does the text include any of the ideas they mentioned in the interview?

6)  In order to introduce a few more texts into the equation for more analysis at a later stage, you could present learners with some extra texts and images as a multiple-matching activity:  learners match 5 or 6 photos to their accompanying texts.  These texts can now be subjected to some language analysis including a look at the genre of these mini letters, e.g. tone and register.  With the texts on the slides we looked at in the workshop we decided that the texts:

  • shared a nostalgic, sentimental tone and some of them were quite moving and emotional.  They might even have been cathartic for the writer
  • often convey one important point
  • contain language for hypothesizing and longing for things lost (“If only I could…”, “I wish I could…”, “How we wish he didn’t have to…”, “I really miss that”)
  • contain language for comparing and contrasting past and present (“Where are the days when I could…”, “I’m still not used to coming home and finding you aren’t there”)

7)  With an awareness of these features, we could then ask learners to write texts to accompany more images.  This could either be completely free of further language input or be more guided…

Comparing past and present:

Past

Contrast

Present

In those days…

Back then…

In the past…

Years ago…

…whereas…

…but…

…however…

…these days……today……nowadays……right now…

I still can’t get used to having to work / living so far away etc.

Past forms with a nostalgic tone:

  • In those days we would spend hours playing outside in the street…
  • Back then we used to play outside until it got dark…
Hypothetical forms:
  • I wish I could go back and relive those moments.
  • If only I could turn back the clock for a day and be that child again.
  • If I could, I would love to go back in time to that moment.
  • I wish / If only that …. had not happened.
8)  These learner texts could then be used for another multiple matching activity.  Learners could read each others’ texts and decide which photo they were written to accompany.  Finally, learners could read the original texts for their image and find out the real reason the photo means so much to its owner.
As I said before, I’ll post again on some of the thinking behind these activities.  Any initial thoughts?  Would these activities be useful, engaging to learners?
Would you use this material in class?  Any drawbacks?  Any reasons why it might not be appropriate or any considerations that should be borne in mind before doing so?
I’d also love to hear of any other ways that these images and the “voices” that accompany them could be brought into the classroom.

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IH Portugal Training Day Seminar – English voices Part 2 – Voxpops

In part 2 of this follow-up to the IH Portugal Training Day seminar, English Voices, we’ll look at a source for getting hold of some authentic audio/video and some suggested ideas for using them in class.

In Part 1 we looked at using L2 English speaker audio in class.  We looked at some audio/video that could be used as a model of an activity for learners and as language input/feedback for learners who have completed an activity.  It was also suggested that texts such as these could be used for raising-learner awareness of features of natural, unscripted, spoken English.

Voxpops

In the workshop, we looked briefly at some vox-pop videos from a market research company called Voxpops International.  This company goes out on the streets with its video cameras and asks questions to passers-by, it records and then collates the results and sells it on to companies who might value the insights they contain.  For us in ELT land, the results might also be useful.

Here are some samples of how…

Preparing to teach a lesson on technology/mobile phone use?  Need some extra audio to prompt/model discussion?  Need a text to mine for language related to the topic?  Need some questions that will help learners personalise this language or bring the topic alive?  How about showing them one or two of the video responses to the following questions?

There are 87 free videos on the subject of technology available on the site here:  http://www.voxpops.com/video/technology/

And it’s not just technology.  There are vox-pop interview compilations for more common course  topics such as spending, travel, welfare, media, leisure, health and beauty, lifestyle, government, environment, entertainment and brands.  You can see the menu of free videos here:  http://www.voxpops.com/free-videos/

A few suggestions for classroom use…

  • Videos like these might be particularly useful for Business English students – they could watch a video of people talking about their favourite brands and see why these brands appeal to that particular group.    Link:  Brand video.  E.g. Ls brainstorm brands they think will be mentioned and listen to check if they are mentioned (Brand bingo?) / What reasons do they give?  Language focus:  How do people talk about brands that appeal to them?  Expressing preferences etc.  Discussion:  What could a brand you know do to make it more popular according to the criteria mentioned in the videos?  Why are the brands they mention so successful?  What do they do to gain this positive reputation?  etc.  Perspectives:  How might the same question be answered if it were asked to people on a different street?  In a different country?
  • In more general adult or teen learner classrooms, the topics of the interviews seem to fit in with a lot of published material.  Watching people talk about these things might encourage more personalisation of what is important to them.   Video links:Free time / Environment
  • Focussing on attitudes and nuances rather than answering comprehension questions:  With a question like:  What are your thoughts on the London Olympic Games?  Learners could listen/watch and simply decide if the attitude is positive or negative before listening again and picking out reasons and evidence
  • Focus on paraphrasing – Some of the videos lend themselves to Cambridge exam multiple matching tasks – we could prepare slips of paper with ideas people express but use paraphrases of what is actually said.  These could be distributed amongst learners and they could then listen and watch.  Learners could then shout “PAUSE!” if they think the idea expressed matches their slip of paper

I’d love to hear of any other ideas for how these videos could be adapted for classroom use.

Another great thing about these vox-pop vids is that they come with ready-made transcriptions on PDF documents.  For example, the transcripts from the State of the Nation series can be found here:  http://www.voxpops.com/vpiresearch/sotn/

In the workshop at Training Day, we looked at one short transcript:

Manchester – Tape 11

Name: Ashley Warrington

Age: 22

Occupation: Student

“A BlackBerry. That’s what I’ve got at the moment.  I’ve got it, like… I’ve got internet on me constantly now, so I don’t have to, like, run home and check my emails or check if anyone’s left me a message or anything.  It’s always there, so I can check it, like, every couple of minutes or so.  So it’s very useful really.”

http://www.voxpops.com/2011/10/state-of-the-nation-2011-what-new-device-bought-in-the-last-year-has-enchanced-your-life/

Transcripts:  http://www.voxpops.com/vpiresearch/sotn/

Which of the following features of spoken discourse are included in the 71 word text?

  • Lack of clearly defined sentences
  • Ellipsis
  • Vague language
  • Fillers
  • Clauses are not complex (“and,” “but,” “so” etc.)
  • Repetition
  • Hesitation and pauses
  • Grammatical inaccuracy
  • Signalling and signposting
  • Repair
  • Back-channelling (in conversation)
  • Fronting

How could a text like this be exploited in the classroom to raise learners’ awareness of these features?

  • In the seminar we ‘tidied-up’ Ashley’s speaking.  The activity was to keep the main ideas of Ashley’s text but in the fewest number of words.  Here is an example which gets it down from 71 to 31 words:

“I have got a Black Berry at the moment.  It’s very useful.  It means I’m constantly connected to the Internet wherever I am which is really convenient for checking messages.”

Alternatively…

  • Learners could listen to the original (read-aloud by the teacher or on the video) and compare it to the tidied up version.  What differences did they notice?
  • Learners could be given a cleaner version transcript and then hear the original and try to put the fillers back in
  • Learners could work with an original transcript and cross out all the redundant words
  • Learners could do their own transcribing from the audio or from the teacher – either using a “pause” button or as a dictogloss-grammar dictation/text reconstruction
  • Learners work with a transcript and mark stress patterns, intonation patterns first predicting and then based on what they heard
  • Learners could produce a mini-genre analysis of what’s said:
A BlackBerry. That’s what I’ve got at the moment…

(What the device is)

…I’ve got it, like… I’ve got internet on me constantly now, so I don’t have to, like, run home and check my emails or check if anyone’s left me a message or anything.  It’s always there, so I can check it, like, every couple of minutes or so…
(Why it’s useful)
…So it’s very useful really…
(Summing up – repeating the main point
(For more detail on these ideas and others like them:  Thornbury, How to teach speaking Ch. 4 – Awareness Raising Activities (Pearson, 2005)

Justifications and considerations:

Why these kind of activities might be useful to learners/what things should we consider:

  • They can lead to learners noticing new features of the language
  • They can help listening skills – learners might be less likely to overload on trying to understand every word if they are more aware of the redundant features of spoken English
  • Showing how L1 speakers make adjustments and recast their language in real-time and what techniques they use to do this might reduce learner expectations of producing flawless English
  • In Portugal where learners are exposed to lots of TV series / film English or (tidied-up) course book (especially exam course book) English, these kind of recordings might be valuable in order to show that in more spontaneous situations, what speakers say is more untidy than in more scripted situations like drama
  • They might be more useful for learners who use English with L1 speakers than L2 speakers
  • The focus might perhaps be more useful for developing receptive skills rather than production (e.g. raising-awareness of the ‘messy’ elements of spontaneous L1 speaker English in order to lead learners away from trying to distinguish every word that is spoken).  This is a point that was raised in the workshop.  How would Cambridge examiners react if their candidates were dropping “like” here, there and everywhere in their speaking test…?

It’s like two totally different situations.  In the first one they’re like having a picnic whereas in the other one they are er, they’re like in a restaurant…

Should we be regulating the kind of language that teenagers use?   A lot of the language I hear them produce is picked up from American TV shows…”awesome,” “LOL,” etc.  Perhaps the key is more awareness-raising with a focus on register and appropriacy and providing them with the repair tools to get through breakdowns

  • Level.  We should pay close attention to whether the texts are too colloquial / fast for learners.  Similarly, are they too culturally specific to be accessible and of interest to learners?

What other things need to be considered?  Any other advantages for using these kinds of recordings?  I’d be great to hear some thoughts on using these.

Just one more thing…

One more idea with the Voxpop International recordings.  One of the things the company does is to gauge public opinion of advertising campaigns.  Again, this could lend itself to classroom purposes.  For example…

  1. Play learners an advert asking them to decide if they like it or not – compare opinion in groups
  2. Play learners a Voxpop video of people talking about the same advert – who do they agree more closely with?
  3. Analyse language used for evaluating ads
  4. Play learners some more ads asking them to incorporate some of this new language

Voxpop International interviews about adverts (‘Ad testing’):  http://www.voxpops.com/video/adtesting/  There are usually links to the adverts on the page with the videos.

Even better might be to have adverts on a similar theme.  For example, health and beauty adverts.  Learners could then discuss the common features that these ads share, what values underpin them and what kind of promises they make.  If one of the videos were a spoof, it might help the discussion even further…

Fotoshop by Adobe by Jesse Rosten

Fotoshop by Adobé by Jesse Rosten

This idea of questioning the values that underpin ideas will be looked at further in parts 3 and 4 where we’ll look at some ideas associated with Critical Thinking and Critical Literacy in order to help learners identify voices within texts and to help them find their own voice by assuming the voice of others.

References

Thornbury, S How to teach speaking (Pearson, 2005)

Gude, K, Preparing for those “Umm” moments in a speaking testhttp://oupeltglobalblog.com/2010/11/12/preparing-for-those-umm-moments-in-a-speaking-test/#more-1830

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IH Portugal Training Day Seminar – English voices – Part 1

I was recently fortunate enough to attend my first IH Portugal Training Day in Coimbra for which I was asked to run a session.  English Voices was the result.  By way of consolidating some of the ideas behind the session, the insightful contributions of people attending and, hopefully, a few comments on the areas I touched upon, I thought I’d write up a series of “summaries”/elaborations/rambling posts for this blog…

Here’s part 1.  Hope you find some of it useful.  Please feel free to add anything to the mix!

Course book voices

We started off the workshop listening to a mix of course book voices from various sources and a discussion about the types of voices that had been heard in teachers’ classrooms in the last month.  Who did these voices belong to?  What topics did they talk about?

We continued with a brief discussion on how course book audio has changed during our careers.  The general consensus was that these days a wider range of voices are included in listening material – a better reflection of a world in which English is just as often used as a Lingua-Franca between L2 speakers as it is between L1 speakers.  We then looked at some examples from one of the newest series of course books, Global (http://www.macmillanglobal.com/), which could be said to have raised the bar even higher in terms of its use of a broader sample of English voices…

The ‘Global Voices’ sections give students the opportunity to listen to a wide range of native and non-native speakers of English.  These are all authentic and unscripted recordings, and expose students to real English as it is being used around the world today.

(Macmillan brochure for Global)

L2 speakers.  “Authentic and unscripted recordings.”  Quite a turnaround?  In the “Awareness-raising activities” chapter of How to teach Speaking, Thornbury (2005), demonstrates how course book recordings and transcripts are often ‘tidied-up’ versions of more natural, unscripted speech.  If our aim is to raise our learners’ awareness of what more proficient speakers do, clean, scripted recordings might be an unrealistic model.  Exchanges or runs of monologue without pauses, fillers, hesitation and repetition might even lead learners to set unachievable high goals for speaking flawless English!  The shortcomings of native-speaker models are also highlighted by Thornbury (2005) when he argues that it might be more ‘authentic’ and ‘realistic’ if learners ‘had access to recordings of communicatively successful exchanges between non-native speakers’ (p. 45).

From this in 2005, to a 2012 Teachers’ Book that states…

…the text has not been scripted or graded in any way. It’s what they would hear in ‘the real world’.

…in its recommendations for a listening activity involving a Dutch woman in conversation with an English man.  The same material also offers the following advice for teachers when the follow-up listening text consists of a Kenyan and a Pole chatting about service in shops…

It may be tempting to hunt for specific pronunciation or language errors, but we recommend against this. In real world communication not everyone speaks perfect English all the time, not even native speakers.

Examples from L Clandfield and A Jeffries, Global Advanced (Macmillan, 2012) (Available as a sample from the Global website (http://www.macmillanglobal.com/wp-content/uploads/2011/11/GlobalAdv_U6_082-097.pdf / http://www.macmillanglobal.com/try-global)

In short, it seems that a lot of contemporary course book audio and their transcripts show that Thornbury’s request for texts including more of the natural features of spoken discourse has been taken on board.

In the same chapter of How to teach Speaking, Thornbury (2005) looks at authentic material (such as soap opera or reality show extracts and vox-pops) as an alternative model to use with learners in awareness-raising activities.  He lists important considerations for the use of such material.  For example, is the text of interest to the learners?  Does it contain culturally specific references that learners would need knowledge of in order to follow it?  Is it so colloquial that it fails to meet the needs of learners needing International English?

Non-course book authentic voices

At the time of writing How to teach Speaking, Thornbury (2005) noted difficulties in getting hold of authentic spoken material of L1 speakers let alone L2 speakers.  Is it any different today?

Youtube, podcasts from the radio and the Internet as a whole, open up a lot more possibilities for sourcing texts but it can still be a time-consuming process.  At our International House in Santa Clara we recently prepared a student for an international medical conference.  As part of the course the teacher decided to use some authentic video material to develop some top-down processing strategies that the learner could draw on during speeches at the conference.  The teacher sourced both medical videos and presentation speeches for this (Apple conference, tedtalks etc.).  Activities included predicting content based on titles, multiple-matching (match the title to the talk), identifying who the audience might be (who is the talk pitched to) and summarising the main points that were made.  Activities like these can be planned fairly quickly but the time-consuming element comes in trawling through the youtube and google to find texts, and ensuring that they are neither too long nor too short, of suitable audio/visual quality and of suitable and accessible content.

If the aim of using authentic video/audio is to focus more on the discourse features of spoken English or phonology as part of an awareness-raising process, highlighting what speakers do, even more work might be required.  Transcriptions might have to be made and the teacher might need to do some language analysis of the text so they can decide what to focus on.  Furthermore, the video/audio might need to be downloaded in order for it to be used where an Internet connection is unavailable.

In light of these time consuming factors, it seems fair to draw the following conclusions…

  • looking for an authentic text which contains a particular feature of speech that we want to focus on in class can be like looking for a needle in a haystack
  • it’s always worth sharing information with other teachers if you find a good text, or worth letting people know good places to look
  • shorter extracts might be more practical to work with – it’s worth thinking about how much can be squeezed out of one short text
  • coming up with lots of multiple-choice questions of your own can be very time-consuming – what different kinds of activities could be set for learners to do with the texts?
  • is the text worth the time that might be spent on it?  Will it be of interest to the learners?  Does it contain something that fits the learners’ needs?
The best country in Europe – an example of how an authentic non-course book audio could be used
In the workshop we watched some videos that I’d come across in preparing for Teachers’ Day 2012 and looked at a possible model for how they could be used in class.
One of the things I’ve been keeping my eyes open for in the last few years has been audio/video that can provide input as both a model for activities and as feedback on an activity.  Following a more task-based lesson shape, learners might get some input/priming on a topic, listen to or watch a model of someone carrying out the task,  prepare and perform it, and then get feedback on that, which might include listening to/watching a more proficient speaker doing the same thing.
The videos on The Guardian website might lend themselves to this.
The texts are submissions to the following invitation from the online newspaper in March 2011…
Pick the best country in Europe and film yourself explaining why (lifestyle, politics, climate, dress sense…). And while you’re at it, tell us a joke and what you had for dinner yesterday. Try to keep your film to a minute in length. You can submit using your webcam, by uploading a file, or by emailing us at your.videos@guardian.co.uk. And below you can watch the videos other people have sent us
While not all the videos submitted would be suitable for use in class, a few are of sufficient quality and length to be worth consideration.  Additionally, the task itself (talk about why your country or a country in Europe is the best) lends itself quite nicely to most courses (localised content, not too much overload in terms of coming up with ideas, allows for plenty of creativity, reflects a real-world situation (talking about where you are from) etc.)
In the workshop, our way into the text was to predict content by brainstorming stereotypes about a country.  We then listened to and watched Ambra talking about what makes Italy great and ticked off the stereotypes she mentions.  Ambra’s text is especially suitable for this activity as she talks about how she doesn’t conform to most of the well-known Italian stereotypes.
This is a transcript of what Ambra said…

Hi, my name is Ambra, I’m 32 years-old and my favourite country in Europe is Italy…and, er, as you can see I’m not really short, I don’t have a moustache…I’m, er, speaking in my second language right now so sorry about that…and, er, I don’t eat pasta every day, sadly because I am on a diet, I don’t play mandolino, I don’t like soccer…er, unfortunately I don’t drive a Ferrari but in my wardrobe I’ve got the most amazing Italian shoes…and, what else?  Oh yeah, I don’t participate in Bunga-Bunga parties with our Prime Minister and er, but nevertheless I consider myself 100% Italian.

And, er, I strongly believe my country is so unique because of the variety that you can find on each territory…In Italy, every region, every city, every small village, has a really strong identity.  On the same territory you can find, er, different dialects sometimes even different languages…and, you can find different kinds of delicious foods, different landscapes, different architectures, different traditions, different style of music, different traditions and different style of music and different way of life…

And, er…it would be too easy to say that, er, Italy, it’s a nice country because of the good food, or because of the stunning Tuscany hills or because of the fashion design in Milano, erm, it’s not only about that, er, what really make Italy so unique and so fascinating, er, it’s the variety, it’s the richness…every region has to offer.

And, er, tomorrow, is our 150th anniversary so I just want to say…Happy happy birthday Italia.

So, what does Ambra’s text give us?  Unscripted, authentic L2 speaker English on a topic which is manageable for most learners.  I think most of the learners I have taught would find this of interest and at 2 minutes, 34 seconds, it is also quite a manageable length.
In the workshop we followed Ambra’s text by watching some students in a classroom doing the same thing.  The teacher submitted the video to The Guardian site and can be found there.
Here is a transcript of the Spanish students…

-Hello… I’m Isabel, I’m Irene and I’m Laura…and we love Spain! 

-Because it has the best weather in Europe… It is hot and sunny almost all of the time.  So we don’t…need us…need to use jumpers

 -Which is more economical

 -Besides, it allows us to enjoy the beaches, the nature and the seaside…Spain is the best country to live outdoors.

 -People are very cheerful, noisy and funny and nobody but the Spanish know how to take advantage of a party.

 -And we have an awful lot of them!

 -Moreover, it’s not necessary a special time to celebrate…just meeting some friends in a bar…

 -Spanish food is the tastiest and healthiest in Europe.  El Buli is the best restuarant in the world and has a big waiting list of months.

 -We have paella, vegetable soup with large amounts of tomatos, er…we love loud colours even in food.

 -Finally we have a..con…a c..a contrast in our culture…an amazing amount of monuments, and history, and a never-ending…nightlife.

 -And we discovered America so you should thank us….

Video:  1 min 48 secs
The final video we looked at in the collection was of a native speaker, Neil, talking about the U.K.
Here is his transcript:

Hi, I’d like to choose England as my favourite country in Europe ‘cos I don’t live there any more.  Er, in case your wondering what that means, it means that I think people appreciate England a lot more when they move away from it…er, I notice that there are lots of people on your site that recommend France but none of them have lived in France…and believe me…holiday destination…is not the same as living in a country.  Erm, maybe I can explain why…people are more..much more polite  in England…I’ve come to really appreciate that.  They don’t elbow their way to the front of the queue, they don’t act like they are more important than everyone else…they don’t try and drive you off the road.  The English are much more aware of their space around them when they’re in crowds and it’s a real pleasure for me when I go back.

What else?  Music.  English music.  Fantastic.  Really come to appreciate it since moving away and hearing a whole load of dross to be honest… A lot of it influenced by English music and done badly.  Er…dress sense…England’s much freer, creative…Europe tends to be very boring, formal dress code…

TV…even English TV I’ve started to enjoy a bit, erm, French TV by way of comparison is dreadful…the humour is still stuck in Benny Hill land…  Erm…what else?  Business…bureaucracy, French bureaucracy…awful …much easier to start a business in England…much easier to be creative with your business.

Erm, yes the weather is bad in England  but, hey, that’s the pay off I guess…but I really think there are so many things that we should appreciate instead of just being English and moaning all the time…

If we decided to make a lesson:  Describing the best country in Europe (or the world) and giving reasons to support this view;  how could these texts be exploited?  Here are a few ideas…
  • One way would be to use Ambra’s text as a model.  Learners could carry out the pre-listening prediction stage and then listen to her and check.  Higher-level learners could then have a brief planning stage to draw up their ideas and then present their ideas to the rest of the group.  After this performance stage, the teacher could look at language that emerged during the activity and provide feedback on that and show the video of the more proficient Neil as feedback/input for language features used in a presentation on why a particular country is the best.
  • The video of the Spanish learners doesn’t have great sound quality but could, with a tapescript, be used to model the activity briefly to learners.  The difference between this clip and Ambra’s is that the presentation is much more staged.  They have clearly prepared and choreographed their presentation so that more natural features of spoken discourse are missing.  We suggested in the session that the mere sight of some Spanish people praising their own country might just be useful as a motivation to Portuguese learners to go and do it better!
  • Having completed the activity (without having seen a model for demonstration purposes), learners could analyse Ambra and Neils’ texts for useful language (lexical sets, signposting discourse markers, comparative forms, emphatic language) and content (setting up contrasts, providing lots of evidence, offering different examples to reinforce  main points etc.).  These could then be incorporated into a write-up of the learners’ presentations or a repeat performance.
L1 and L2 voices – comparison
In the workshop we also took a quick look at what features the texts share and how they are different.
Statistically, the two texts are pretty similar in terms of content / function words and frequency:
• Percentage of text made up of words in the top 1000 most frequent English words:  Ambra:  77%, Neil:  80%
• Function/content %:  Ambra:  48%/28%  Neil:  50%/29%
Data from transcripts fed through a lexical profiler:  http://www.lextutor.ca/vp/
For both Ambra and Neil, a little can go quite a long way to producing a coherent spoken presentation.
What Ambra and Neil also share is sufficient ‘flow’ to not put a strain on the listener.  There are ‘runs’ of language separated by pauses…
Run 1:  Hi, my name is Ambra
Run 2:  I’m 32 years-old and my favourite country in Europe is Italy
Run 3:  as you can see I’m not really short
Run 4:  I don’t have a moustache…
Run 5:  speaking in my second language right now so sorry about that
Run 6:  I don’t eat pasta every day
Run 7:  sadly because I am on a diet
etc.
Thornbury (2005b), analysing some learner English in ETP, says that the ‘capacity to produce long runs…conveys an impression of fluency…Fluency is not so much speaking fast as pausing less.’  Ambra’s text highlights the use of chunks of language which Thornbury (2005b) describes as ”islands of reliability’ on which the speaker can rest while planning the next run.’  Furthermore, when Ambra’s flow breaks down, she draws on “and, what else?  Oh yeah…” to fill in the pause between the run.  Again, this is something that Thornbury (2005b) says ‘gives the illusion of fluency.’  These are illusions in a positive sense.  The listener does not strain to understand or follow Ambra’s presentation.
It might be useful to hold Ambra up as an example to our learners.  The lack of complex words in the text and accessibility of the topic should mean that her video is not beyond many learners’ level.  For Intermediate learners, struggling to get over the hump of activating all that knowledge into spoken English, Ambra illustrates just what can be achieved, especially if they look at the transcript and see how she uses a core range of structures/functions that are usually studied at A1/A2 levels…
  • My name is…  I’m…years-old.
  • My favourite x is…
  • I’m not really…
  • I don’t have a…
  • I’m speaking…
  • …sorry about that…
  • I don’t…every day
  • I don’t like (noun)
  • Every city has…
  • You can find…
  • I just want to say…
What other advantages might there be of using L2 voices in the classroom?  These were some we looked at in the workshop:
  • Reflects English as a global language
  • Encourages comparison between what learner and speaker can do
  • Shows what is achievable – motivating?
  • Can provide a more achievable target model (input + 1)
  • Can provide a suitably graded model (possibly more naturally graded than L1 actors)
  • Exposure to a wider range of accents
  • Different voices – different cultural perspectives?
  • Shows English as a neutral medium not bound by exclusive L1 speaker “ownership”
And disadvantages / considerations?
  • Student expectations – L1 model?
  • May contain inaccuracies – setting a bad model or a realistic one?  How might some learners feel about being presented with something they identify as ‘wrong’?
  • Harder to find suitable material
  • May contain fewer (or a narrower range of) discourse features of L1 spoken English for analysis in class
Other sources of L2 English
It would be great to hear of any other sources of L2 English speakers that could be adapted for class.  Here are a few other sources I came across / thought about when preparing the session…
  • Podcasts – BBC Radio / Guardian etc.  Interviews, phone ins etc.
  • Video news / travel websites / newspaper sites
  • Voxopops – recordings left by learners in response to teacher prompts – great for using in class if the topics you are studying match things people talk about:    http://www.voxopop.com/topic/0ef5c163-8f60-4397-8fa4-796ce94eaf3f  (Link to Costa Rican students talking about telling lies)
  • Live voices – invite a more proficient L2 speaker to class for learners to interview
  • Conversation clubs – opening the way for learners from different levels to mix in their L2
  • Recordings of learners from different levels in the same school doing tasks learners at lower levels could do e.g. Upper-Intermediate Professional English learners do a case study and then watch a video of Advanced learners doing the same or similar
  • Recordings of well-known people from the learners’ country speaking English – e.g. a comparison of Villas-Boas and Mourinho speaking English – Listen and decide which speaks better English?  Might lead to some work on pronunciation areas where Portuguese speakers have difficulties.
 Any other ideas?
Part 2 will cover vox-pops as a means for raising learner awareness of spoken English.  It’ll be shorter!
References / reading:
Thornbury, How to teach speaking (Pearson, 2005) and Awareness, appropriation and autonomy in English Teaching Professional Issue 40, September 2005 (referred to in the blog as 2005b)  (Can be read online at:  http://www.thornburyscott.com/assets/Speaking%20ETP.pdf)
Mascull, Key choices for business English materials (same issue of ETP) – contains a useful overview of the decisions that go into using L1 or L2 speaker audio in published materials.
Dave Willis, Doing Task Based Teaching, (IH Journal 28, http://ihjournal.com/doing-task-based-teaching-2), takes in a look at the feedback stage in Task Based Learning.

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C1 – CAE (Tues/Thurs) – Vocabulary 2nd February

Expressions with heart…

  • Give your heart to someone…(Last Christmas…)
  • At the heart of the matter…(The difference between right and wrong is at the heart of all moral debates)
  • Set your heart on something…(She has set her heart on having a pet dog but her parents are worried about who will take care of it!)
  • In the heart of the city / the country…(The hotel is located in the…)
  • Throw / put your heart and soul into something  (She put her heart and soul into her work and was rewarded with a promotion.)

 

 

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C1 – CAE – (Mon/Weds) Vocabulary from class 30th January 2012

A few words/expressions with similar meanings that we looked at briefly yesterday…

  • to meddle /’medl/ – if you meddle with / in something – you become involved in something that does not concern you…  it is similar in meaning to interfere.  Example:  “You’ve been reading my diary!?!  What gives you the right to meddle in my business?!?  Keep your nose out!”
  • Meddling often seems to happen in crime stories…the police might be struggling to crack open the case but there might be an amateur detective who starts his/her own investigation…how would the police feel?  They might not want someone “Meddling into the case…”  http://www.youtube.com/watch?v=xPDwQwM1cLU
  • Meddling might be dangerous…here’s a Lord of the Rings quote… “Do not meddle in the affairs of wizards, for they are subtle and quick to anger,”  a quote that some people have adapted for fun…http://www.angelfire.com/sk/sharkens/short.html
  • What about the meddling in this song by Little Boots…is this a warning or an invitation?  Song link / Lyrics link
  • Personal noun:  a meddler
  • Adjective:  meddlesome
  • to nose (verb) / to nose around / to snoop (around)to sick / poke your nose into other people’s business… Examples comparison:  What difference in meaning can you determine from the examples below…Which talk about looking at places or objects?  Which talk about moving forward?  Which talk about getting involved in private affairs?
  1. The plane nosed down through the clouds and landed safely.
  2. The actor has complained about journalists and photographers nosing around outside his mansion.  Apparently some of them have been going through his rubbish bins in order to find out private information.
  3. What are you doing in here!  You have no right to come in here snooping around!
  4. We should let things take their natural course rather than sticking our nose into his business…he won’t appreciate it if he finds out.
More examples:
Movie concordances for “snooping around” (http://www.subzin.com/s/snooping+around) and “poking…nose in” ( http://www.subzin.com/search.php?q=poke+nose+in)  Do these expressions  always refer to an invasion of privacy?
  • Lout (personal noun) / Loutish (adjective)
  • Their loutish behaviour at the hotel led to the manager calling the police.
  • A gang of drunken louts shouted abuse at us and then started throwing bottles at innocent people.

Headlines from newspaper stories:

Loutish soccer stars ‘should face inquiry’

Football authorities urged to tackle misbehaviour

(http://www.guardian.co.uk/uk/2001/dec/22/football.martinwainwright)

We can’t be blamed for loutish behaviour on Faliraki, says Club 18-30

Club 18-30 is refusing to accept responsibility for the behaviour of British youths in Faliraki, on the Greek island of Rhodes

  • Description of Figueira de Foz:    Figueira da Foz is a large seaside resort on the Portuguese west coast located half way between Lisbon and Porto. The town is famous for its great beaches – including reputedly Europe’s largest beach – Figueira has on offer a huge variety of sports and activities and is located in a relatively unspoilt and undeveloped area of Portugal. Here, village life has not changed much for many years. A mixture of old and new, Figueira has all the amenities you’d expect to find in a holiday town but without the downside influences of mass tourism, ie binge drinking, loutish behaviour and lots of litter. The large beaches allow everyone to spread out as does the many green public spaces which offer areas in which to relax and let the kids run around. The very agreeable weather is great for outdoor sports and leisure pursuits. From March until October you can expect temperatures of around 27ºC for summer months.http://www.propertyshopportugal.com/property.php?op=mi&id=444&pl=Figueira%20da%20Foz


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