ELTmag 2

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Department of Language Studies Tel+64 9 815 2945 Freephone0800 10 95 10 www.eltmag.com

Department ofLanguage Studies

Issue 2,Winter 2012

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ELTmagWelcome to ELTmag!

About ELTmagThis ezine is funded by Te Waka o nga Reo, The Departmentof Language Studies at Unitec in New Zealand, and edited

by Jill Hadfield, author and teacher-trainer, who is a SeniorLecturer in the department. It has an emphasis on practical

teaching ideas with a global/universal appeal. The aim isto provide an counterbalance to the largely Eurocentric

cultural bias of many of the materials available today. TheMaori name of our Department, Te Waka o nga Reo, means

The Canoe of Languages, a metaphor for the fact that,whatever our nationality, whatever our language, we are

all bound on the same journey. The main section of ourezine, devoted to practical teaching ideas, has the same

philosophy.

This issue contains practical teaching ideas from teachers

around the world - Spain, Britain, Austria, Iran, New Zealandand Chile - including well-known authors Russell Stannard,

Charlie Hadfield, Jamie Keddie, Nicky Hockly and MarjorieRosenberg. Besides the usual features, we have two new

features this issue: Into the Classroom and Weblinks.Into the Classroom, aims to bring research into classroom

practice and features articles outlining a piece of researchin a brief and readable way and exploring direct applicationsfor the classroom. Weblinks provides a list of links to sites

with useful materials for teachers.

Happy reading!

Jill

In this IssueLessons for all page 2

Practical teaching ideas including suggestions for

teaching used to and relative clauses, listening to

a youtube video, revising tenses, and using mobilephones, contributed by Jamie Keddie, Amir Abbas

Ravael, Emma Lay, Marjorie Rosenberg, Heather

Richards, and Clare Conway

TT Time page 9

Charlie Hadfield shares ideas on varying feedback

format

Try This! page 10

Russell Stannard explores the Connected Classroom

Webwise page 13

In her regular feature Nicky Hockly introduces

Glogster

Hi-Tech/Lo-Tech page 14

Joanna Smith uses Sound Recorder or Audacity to

explore awareness of discourse structure

Lit Kit page 15

Jenni Percys regular feature on useful websites for

literacy teaching

Into the Classroom page 15

Chris Baldwin explores the classroom implications of

his research on error correction

Conferenceshare page 17

Thomas Baker shares some highlights from the

recent Edcamp unconference

Bookcase page 18

Short and sweet: 100 word reviews

Weblinks page 18

Links to useful websites for language teachers

Submit An Article page 18

Guidelines for contributors

Enjoy!

And send in your articles for the next issue!

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Tel+64 9 815 2945 Freephone0800 10 95 10 www.unitec.ac.nz

ELTmag2012

Lessons for all

An unusual recipe

Jamie Keddie

A reading activity based on a youtube video:

Lesson type

Language level:Pre-intermediate (A2) +

Learner type:Teens; Adults; CLIL

Time:30 minutes (+ follow up)

Main activity:Reading

Topic:Food and cookery

Language: The imperative

Materials:Video + worksheet

Preparation, equipment and materials

1. For this activity, you will need a short animation

from filmmaker PES called Western Spaghetti.It can

be seen on YouTube. To access the video, copy and paste

the following link into the address bar at the top of your

browser:

http://www.youtube.com/watch?v=qBjLW5_dGAM

2. Make a copy of the worksheet on the last page

(Mystery recipe)for each student.

Lesson plan

1. Tell students that you have a recipe for them.Give out copies of the worksheet (Mystery recipe).

2. Tell students that something is missing. Ask them to tell

you what it is (answer = ingredients).

3. Make sure students understand that:

Ingredient (1) appears on the recipe five times

and ingredient (3) appears twice.

In some cases, students will have to write more

than a single word in the spaces provided on the

worksheet.

4. While students complete the worksheet, help with

any unknown words or problematic vocabulary.

Alternatively, allow access to bilingual dictionaries.

5. Let students compare their answers and conduct

a feedback. Pay close attention to singular, plural,

countable and uncountable forms.

6. If you have students who cook, ask them if this is how

they would prepare pasta or spaghetti. Find out what

they would do differently.

7. Show the video.

8. Ask students to recall as many of the objects in the

video as possible. In many cases, they wont know thenames and will have to rely on descriptions.

2

Decide how you are going to display the clip in

class. Possibilities include:

Laptop or desktop (good for small groups)

Computer, projector + screen

iPhone or other mobile device

(good for one-to-ones/intimate classes)

Dont forget the loudspeakers

Common answers include:

1. Spaghetti / pasta / rice

2. Salt

3. Oil / butter

4. Garlic

5. Peppers / tomatoes

6. Bay leaf / handful of basil / bunch of basil

(or other herb)7. Spoonful of sugar / sugar lump

8. Butter / cream

9. Cheese

10. Salt and pepper

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Follow up

Ask students to write out their own recipes (serious or

silly). Note that they should refer to the language in the

worksheet as a model for their own writing.

Variation

Try to get hold of as many of the items from the video as

possible (a ball of wool, a pin cushion, a dice, etc). Use these

to play a game in which you pass each object around the class

and in pairs, students have to think and write down something

it could be used for. After this, tell students that they are going

to do something completely different and then move onto the

main activity. Students will be especially surprised to see the

objects make an unexpected appearance in the video.

Comments

For more great animations, go to the filmmakers own

website: www.eatpes.com

The difficulty of this lesson plan may depend more on

students experience or (cultural) knowledge of cooking

and recipes than on the language used in the worksheet.

Jamie Keddie is a European-based teacher, teacher

trainer, writer and presenter. He is the founder of

www.lessonstream.org, the site that was formerly known

as TEFLclips, winner of a British Council ELTons award. His

publications include Images in the in the Resource Books for

Teachers series published by Oxford University Press. Jamie

is an associate trainer at Norwich Institute for Language

Education in the UK.

Mystery recipe

To prepare the ___________________ (1):

Turn on the gas and place a pot of water on the heat

Add some ___________________ (2)

When the water starts to boil, add a handful of

_________________(1)

After boiling for about 10 minutes, the ______________

(1) should look like rubber bands this means that it is

ready.

Drain the ___________________ (1) in a colander

To prepare the sauce:

Add some ______________________ (3) to a frying pan

Chop a clove of ___________________ (4) and add it to

the hot ________________________ (3)

Add a few ripe _____________________ (5) and squash

them with a wooden spoon

Stir the sauce

Take a _____________________ (6) (perhaps you grow

this in your own house or garden), chop it up finely and

add it to the sauce

Add a ____________________________ (7) to sweeten

Melt some ___________________ (8) into the sauce

And finally:

Transfer the _______________________ (1) to a plate

Add a good-sized spoonful of sauce

Grate some _______________________ (9) on top

Season with _______________________ (10)

Light a candle, sit down and enjoy your meal!

Jamie Keddie 2012

3

Objects in the video:

1. Pick-up sticks (a game in which you have to remove

a stick from a pile without disturbing the remaining

ones)

2. Plastic eyes (perhaps from a doll or teddy bear)

3. Aluminium foil

4 A Rubiks cube

5. Pin cushions

6. A one-dollar bill

7. A dice (or a die if you prefer)

8. A Post-it note

9. A ball of wool

10. Glitter (from a kaleidoscope)

Note that some learners, especially young learners, will

have little or no knowledge of some of these items (pick-

up sticks, Rubiks cubes or kaleidoscopes, for example).

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ELTmag2012

Lessons for allWere Relatives

Emma Lay

Overview

Using relative clauses with accuracy can present syntactical

and conceptual challenges for many learners of English.

This interactive activity aims to address these challenges

and make this tricky area of grammar fun!

Aims:

1. to promote understanding of the syntax of non-defining

relative clauses and the relationship between the clauses.2. to raise awareness of punctuation and the absence of

the subject pronoun in non-defining relative clauses.

Level:Pre-intermediate Intermediate

Time:30-40 minutes

Materials: A4-size cards enough for 4 or 5 long sentences

with one card per word/punctuation mark (see below), a

marker or felt-tip pen for each student.

Preparation:space in the room for students to move about

and make a long sentence line.

Language practice:relative clauses

Procedure:

1. Show students a sentence that includes a non-defining

relative clause ideally have as many items in the

sentence (including punctuation) as students in the class.

2. Ask them to identify which part is the main clause and

which part is extra information.

3. Give students a card each and ask them to write the

sentence onto the cards. For example:

4. Ask them to then stand up and be the sentence (the

surprise element here really engages them all!).

5. Now ask students to separate the sentences into thetwo parts (main and relative clauses). Sometimes students

will just break the sentence in half and not realise that the

relative clause is embedded in the main clause.

At this point, it is useful for students to put the main

clause first and the relative clause second just to

highlight the extra nature of the information in the

relative clause.

6. They will have 2 spare commas and no subject pronoun

for the relative clause. Ask students what is wrong

with the second sentence (no subject pronoun and no

full-stop). Give them blank cards to write and add these

features, replacing who with He and adding the full stop.

7. Ask them to remake the combined sentence. Thestudents with the relative clause have to physically

embed themselves in the main clause, replace the

He card with who, remove one of the full-stop cards

and put the commas back in. This really gets the

message across and highlights the changes that occur

between the 2 original sentences and the combined

sentence with the relative clause.

8. Repeat steps 1-7 with a different sentence.

The students who struggle with the changing of the

pronouns the most could take these particular cards the

second time.

9. Repeat as required. The repetitive nature really helps todrill the sentence structures and you should start to

notice them get faster and faster at making the

changes.

10. If this is going well, you could move up a notch and

reverse the activity. Show students two separate but

related sentences. For example:

Emma has taught in Japan. She is from Birmingham.

11. Ask them to combine them using a non-defining

relative clause with each student taking a physical role

in the sentence. They will have to decide which

information is extra and reuse/write cards for commas

and relative pronouns.

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Conclusion

This works very well as a reinforcement activity, especially

for students who are having problems with the punctuation

and substitution of the subject pronoun for the relative

pronoun. The kinaesthetic and analytical aspect highlights

the structural and conceptual manipulation that needs to

take place to create and understand sentences with relative

clauses. One of its strengths is that it is a collaborative,

learner-centred task with students working together to

build their sentences, with all students playing a part. The

teacher is truly a facilitator and guide in this activity and its

great to be able to watch the activity and witness the penny

drop the more they do it!

Extensions

Ask students to then write and be their ownsentences

(a nice personalised touch that will aid retention of the

patterns).

Students can try to remember the sentences for

homework and write them up as a record, as two

sentences and then the combined version.

Variations

You can have students with the relative clauses stand

closer together/sit down, stand up to exploit the activity

for intonation practice.

If you dont have space to move about, you can do this in

small groups/pairs and index cards on tables or with

cards and blu-tack on the whiteboard.

For larger groups you can have two or three sentences

going at the same time or the groups racing to finish the

same sentences to add a fun, competitive element.

This can be done for defining relative clauses too as well

as other grammatical structures such as cleft sentences.

Different colour cards can be used for the punctuation

marks to really get the point across and add an extra

visual dimension.

Emma Lay has worked in various sectors of ELT for 11 years

in the UK, Italy and Japan. She teaches EAP and EFL at the

University of Leicester and is interested in authenticity

in the classroom, the Dogme approach and learner

empowerment through involvement in the learning process.

Contact [email protected] and [email protected].

Lessons for allGrammar Bingo

Marjorie Rosenberg

Aims:to revise tenses

Level:Pre-intermediate Intermediate

Time: 30-40 minutes

Materials:A copy of the worksheet for each student.

Preparation:Copy the worksheet Ensure there is space in

the room for students to move about.

Language practice:mixed tenses

Procedure:

1. Give out copies of the worksheet and ask students to

write the answers in the boxes.

2. Students then move around the room trying to find

people with the same answers as theirs.

3. The aim is to find five answers that make a line (across,

down or diagonal).

4. The first person to do this can shout Bingo!

Marjorie Rosenberg teaches general and business Englishas well as exam preparation (CAE) at the University of Graz

and is employed at the University of Teacher Education in

Styria where she teaches ESP to ICT students. She is an

active teacher trainer and holds seminars, workshops and

conference presentations throughout Europe. Marjorie is

a co-author of Friends, a text book for lower secondary

schools and of Business Connections and Technical

Connections, course books for upper secondary professional

schools in Austria. She has published In Business and

Business Advantage Intermediate and Advanced Personal

Study Books with Cambridge University Press, English for

Banking and Finance 2 for Pearson and has revised Pass

Cambridge BEC Vantage for Heinle-Cengage/NationalGeographic. She currently writes regularly for Professional

English Online, the CUP website. Her newest book, Spotlight

on Learning Styles with Delta is due out in autumn. Marjorie

is currently the co-ordinator of the Business English Special

English Group (BESIG) of IATEFL.

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6

What were you doing

on Saturday at 8pm?

What havent you done

since you were a child?

What do you do every

morning?

What are you going

to do at the winter

break?

What do you hope will

happen next year?

What did you doyesterday?

What do you doseveral times a month?

What are you going todo next summer?

What do you do on theweekends?

What book are youreading?

How many films have

you seen this year?

What are you going to

do after class?

What did you enjoy

doing as a teenager?

What are you

studying?

Which sport have you

never done?

What event do you

think will be important

next year?

What are you going to

do this weekend?

What do you dislike

doing?

What do you do in the

evenings?

When did you begin to

learn English?

When are you going to

finish your

studies?

What were you doing

this morning at 9 am?

How many times have

you been abroad this

year?

Name one other class

that you are taking.

How do you usually

get to the university?

Grammar Bingo

Writeyour ownanswers to the questions. Then find someone with the same answer.

Try to get five answers in a row (across, down or diagonal) from five different people. Then you can say Bingo!

Marjorie Rosenberg 2010

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Lessons for allNoticing classroom diversity: Mobile phones

Heather Richards and Clare Conway

Teachers Notes

Aim: To provide opportunities for learners to notice

diversity within their own environment in the context of

talking about mobile phones.

Level: Elementary and above

Time:10 -15 minutesMaterials: One mobile phone; set of questions

Preparation:Write questions on board; group chairs in

threes for student discussion.

Skills

Speaking and listening

Language

Present simple for describing an everyday object

Culture

Making connections with own culture

Procedure

1. Group learners in threes.

2. Teacher shows learners mobile phone (preferably anolder model). Say, This is my mobile phone. I want a newone.

3. Show questions and depending on level, checkvocabulary (eg. reveal,) in questions.

4. Tell learners to talk about their phone mobile orlandline.

5. Set students off to talk in groups.

Feedback

Provide feedback on both language and culture.

1. Language: Depending on the level of the class, feedback

may involve error correction; new vocabulary (eg. apps);

new structures (eg. I really like, I wish I had, I dont

need).

2. Culture: Acknowledging range of phones in class (variety

of models, colour, range of uses etc.) gives learners

the opportunity to reflect on diversity of practice

amongst classmates.

Activity

Overview

Effective lessons for learners integrate language andculture. The Intercultural Language Learning Framework(see References) provides teachers with a guide when

planning lessons to develop intercultural languagespeakers. The framework has five domains:

Make connections with own cultures

Compare and contrast and make meaning

Link culture and language

Reflect on own culture through the eyes of others

Interact in the target language across boundaries

This mobile phone activity can be linked to the domainMake connections with own cultures and gives learners the

7

Classroom diversity: Mobile phones

Tell your group about your mobile phone if you have

one. If you dont have a mobile phone, tell the group

about your landline.

Answer these questions:

What make is it?

What colour is it?

Have you got a case for it?

Where did you buy it?

Where do you keep it?

When do you mainly use it?

What do you use it for?

How would you feel if you lost it?

What does your phone reveal about you?

Do you want a new phone?

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ELTmag2012

opportunity to recognise diversity within their immediateenvironment, encouraging them to see beyond stereotypes.

References

Conway, C. Richards, H., Harvey, S. & Roskvist. A. (2010)

Opportunities for learners to develop LanguageKnowledge and Cultural Knowledge. Asia Pacific Journal

of Education.40, 449462.

Richards, H., Conway, C., Roskvist, A. & Harvey, S. (2011).A framework for analysing observation data: Languageteacher provision of opportunities for learners to

develop intercultural competence. In A. Witte & T Harden(Eds.).Intercultural Competence: Concepts, Challenges,

Evaluations.pp 239-252. Oxford, England: Peter Lang.

Clare and Heather work in Language Teacher Education inthe School of Language and Culture at AUT University. Their

research interests are in intercultural language teachingand reflective practice. They have published and presented

locally and internationally.

Lessons for all

When I was young

Amir Abbas Ravaei

Teachers Notes

Level:Intermediate

Time: 20 minutes

Aim:In this lesson we will look at used to + infinitive for

past habits and states which are now finished, and contrast

past routines with a present state

Language:used to + infinitive for past habits

Preparation:Blow up two pictures one of yourself now

and the other of you when you were younger. Or, for fun,use a picture of someone who is totally different to you, but

obviously younger (I use Brad Pitt for example).

Procedure

1. Engage

Stick the pictures on the board and tell the students some

things about each person, using the present simple

Young me Me now

Smoked 30 cigarettes a day I dont smoke

Played football every other day Plays golf once a

week

Ask the students to guess some further ideas about you

now and before. Write correct guesses up. If there arent

enough correct guesses tell them some more facts: aim to

get about 6 sentences in each column.

2. Study

Usage 1: Past habits/states

Elicit some sentences about the younger you, using a gap

fill for the first example.

e.g. I _____________ to smoke 30 cigarettes a day.

Ask for further sentences using used to

Now note the negative formi.e. I didnt USE to play golf and ask for further

example sentences.

Usage 2: To contrast past and present

Show an example using the young you and now

I used to smoke 30 cigarettes a day, but now I dont smoke.

Ask for some further examples.

Study activity 1:

Put students in pairs and ask them to write six sentences

about themselves that were true but arent true now., eg

I used to go out a lot , but now I stay home and watch TV

I didnt use to like cabbage, but now I do.

Ask students to share

3. Activate

The way we were!

First, tell them that they shouldnt write their names on

the sheets but should write maleor femaleat the top.

Students complete the activity sheet for themselves

when they were 10 years old and now, filling in columns 1

and 2 only. Tell them not to write anything in column 3.

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Swap the sheets around the class and get each studentto write a brief summary in column 3 from the

information on the sheet they have, using both

affirmative and negative of used to if possible.

Swap the sheets randomly again, and they have to

guess who the people are.

Materials: A questionnaire

1

Me aged

10

2

Me now

3

Sentence

look like

be like

favourite

food

favourite TV

show

clothes

hobbies

sports

Favourite

music

dreams

Amir Abbas Ravaei has been an English language teacher,

teacher trainer, and ELT manager for 23 years. He is also

a Cambridge ESOL Speaking Examiner and runs TESOL

courses at Hakim Language Institute which is the partner

school of London Teacher Training College in Iran.

TT TimeVarying Feedback Format

Charlie Hadfield

Feedbackcan take place in either oral or written form, or

both. I believe trainees can learn most if they receive both

kinds of feedback , as each medium has its advantages and

can carry a different message.

Written feedback gives the opportunity for a more

carefully thought out and elaborated message which

can be read and re-read and pondered on. Oral feedback

on the other hand maximizes trainees opportunities to

learn from each other and also to ask questions or clarifymisunderstandings. Here are some suggestions for

feedback formats that offer variety and a mixture of oral

and written feedback.

1. a) Put trainees in pairs to talk to each other for 5

minutes , then regroup the pairs so that everyone has

a new partner. Continue regrouping until everyone

has talked to everyone else.

Ask them to give each other: one praise

one question for that trainee

one question to ask the tutor later

b) Now make a circle, including the tutor. Get them to

ask their tutor questions.

2. a) Ask them, individually, to formulate a question about

their own practice, to share with the whole group.

b) Form a circle, and each trainee asks the question, and

then each of the other trainees and tutor responds if

they can.

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3. Jot down main thoughts about the lesson on thewhiteboard/flipchart. Try to find 3 or 4 relating to each

trainee. They can be put up in random order. As a group,

together, they have to comment on the topics, and say

why you have put them up, and who they might relate

to. The board might look a bit like this:

4. Ask them as individuals to write down three action-plan

points for each of their co-trainees for the next TP.

5. I wish I was you activity

Each trainee singles out one or two features of their

co-trainees teaching style that they admire/

envy/regard highly and which theyd like to developin themselves. They tell the group in turn what these

are and why. This activity can really help quieter/shyer/

less confident trainees. Usually trainees sense when a

colleague is not doing so well or having a downturn, and

will instinctively rally round to help in this way. Everyone

leaves feeling praised and patted on the back.

6. Some TPs, not all the trainees teach. I then put the

teacher in a group with one or two observers. Teacher

asks the observers about his/her performance.

With a very solid bunch, one can develop into pairs/

groups talking in terms of

a) a positive comment +b) a question ?

c) an action point

but only if you are sure they can be supportive and

practical and not negative.

7. One trainee (roll a dice) is volunteered to role-play the

Tutor what issues am I going to bring up with regard to

the lesson?

8. Generally, I manage to write a set of General Feedback

notes as well as their own individual ones, which I copy

for them all after the TP. These are thoughts that occur

to me during the TP which I feel will be generally

helpful to all.If there is one outstanding issue, for

example, language of instruction-giving, we often focussolely on this and run the feedback session as a micro-

teaching session. In this example, trainees could be

asked to script a set of instructions for a complex

activity, such as a card game or information gap activity

and try them out on each other. This is particularly

helpful in the early stages of TP.

9. Silence. Make no particular comments, but see which

issues are on their minds, and what they need to talk

about. This is very helpful mid-course on a full-time

course when they are feeling most pressured.

10. During the TP, write out small slips of paper with key

topics on (similar to activity (3) above) Trainees draw aslip from the hat, and have to say how they think it

relates to the lesson.

11. Looking forward: instead of dissecting the lesson just

finished, start by looking at the planning for next TP.

Each trainee must say what s/he will improve on next time.

Charlie Hadfield has worked as a teacher and teacher

trainer in Britain, France, China, Tibet, Madagascar, run

short courses and seminars for teachers in many other

parts of the world, and worked as a consultant for the UKs

Department of International Development, reviewing aid

projects in Africa. Charlie now teaches at ELA, Auckland

University. He has written several books, including ReadingGames, Writing Games, five books in the Oxford Basics

series and An Introduction to Teaching English (OUP). He is

also the author of 4 books of poems.

Try This!

The Connected Classroom-Using Technology

to get students speaking

Russell Stannard

There has been a general belief that technology and

especially the internet facilitate listening, reading and

writing skills more than they do speaking. This perception

has perhaps changed to some degree with the introduction

of the podcasting since it offers the chance for students

to make oral recordings of them speaking, telling stories,

doing interviews, describing places and much more.

However over the last 3 years, there has been a steady

trickle of web 2.0 tools that can easily facilitate speaking.

Among these are two free tools: mailVu and Eyejot, which

are what are known as videocam tools. Both are available

on the internet and offer excellent opportunities for

students to develop their speaking skills. At the Centre

for Applied Linguistics at the University of Warwick, I have

been experimenting with these tools and the results and

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outcomes are very interesting. One even more pleasingthing is that these tools are incredibly easy to use, so even

the most technophobic teacher will be able to engage with

the ideas I have outlined below.

MailVu.com

You will never find an easier tool to use than mailVu. You

need a computer, microphone and webcam. You go to the

site, click on a button and then record yourself speaking.

The system also videos you at the same time. You can then

click on a second button, write in the address of the person

you want to send the video-mail to and that is it. The person

who receives the video mail, simply clicks on the link and

can listen and watch you talking.

This is used a lot in business where organisations need to

send video messages rather than simple e-mails. However

it can also be used in language teaching. Students can

prepare speaking activities in the classroom then go home,

open up mailVu and record themselves speaking and then

send the video-mail to their teacher. The teacher can then

click on the link and listen. It opens up a whole new world

( especially for homework) where we can get our students

doing speaking outside of the class and what is now

important is that it is free and easy to use.

The Connected Classroom

I have been working on several different scenarios with this

tool and with a lot of success. However one thing is clear

above everything else. The more you prepare the speaking

activity in the class, the better the students will do the

recordings at home. Below are 2 great ideas of activities you

can do with this tool.

Activity One

The first activity was with a group of 24 Japanese students

whose level was probably somewhere around IELTS 6.0.

The level is not that important and this activity could easily

have been done in a lower or higher level class.

In the lesson I drew a time line on the board. It was simply a

line across the whiteboard with a series of dates on it

1965 1970 1979 1983 1986 1988 1993 1999 2000

2007 2009 2010 2011

I told the students that these were Important dates in

my life and I then began to talk to the students about the

dates, giving a short history behind each date. It took about

10 minutes of the lesson and I encouraged the students to

ask me questions to get more information. I told them about

things like my first ever football match, first time I went

abroad, first time I visited China, first time I fell in love, my

job in Spain, winning the Times Higher award, when I met

my best mate, a great holiday etc.

I then told the students to do the same thing. They had todraw a timeline and add in some dates. I also suggested

they add a few notes in English to help them remember

what happened at each date. I encouraged them to include

anything they felt was important in their life. After, I put

the students into A/B pairs. Student A started by talking

about his/her timeline and student B listened and could ask

questions and then student B talked and student A listened.

I moved around the class, listening and taking notes. After I

asked some of the students to talk about what their partner

had said.

I then went over some of the mistakes or problems that

I had noted. Obviously the students were using the past

tenses a lot so I went over some of the pronunciationproblems and irregular verbs. We also looked at the adverbs

and how to contextualise events.

I then showed the students MailVu and explained that we

were going to use it for their homework. I explained that

the students had to go home, go onto MailVu and record

themselves talking about their lives. They were allowed to

use their pieces of paper with the dates on to help them. So

it meant they had a sort of framework from which to work

and help them organise their thoughts.

Not a single student thought that the activity I had

suggested was strange and only one person complained

they didnt have a webcam. I simply suggested they did theirrecording on a friends laptop.

Results

All the students did the activity. In fact many of them used

up the whole 10 minutes of the recording time ( mailVu is

limited to 10 minutes). As the teacher, I simply received

the emails, clicked on them and could play back their video

mails. I took notes on some of the mistakes and problems

they were having and I gave them back their notes in the

next lesson.

I found marking the work really interesting. Instead of

marking an essay, an exercise or the normal sorts ofthings we set our students for homework, suddenly I was

listening to my students speaking and telling me about

their lives. I found it really interesting. I simply clicked on

the link, listened and took notes as I played the video. In the

questionnaires and feedback we did with the students after

the activity, the students were very enthusiastic about the

idea. Some even said that they were going to use mailVu

for other things in their lives. In other words, the activity

was not only useful for learning English but also for the

knowledge they picked up about technology which they felt

they could transfer to other areas of their life. I also played

some of the best examples back in the lesson and we talked

about why they were good in terms of the language or

organisation of ideas.

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A second idea

The second idea is not my own but rather one that was

suggested me by someone who had seen one of my

presentations on the Connected Classroom.

The idea in this activity is to get the students to interview

each other. It would work well in any level class but the

activity I am going to describe was actually done in an

elementary adults class. What I like about this activity is

that it exploits the use of the web cam as well as the sound.

The students were put into groups and asked to think of

all the personal information questions they could think

of. They were told to think of questions in the following

categories: general information, hobbies, job, education,travel. They were told to think of at least 10 questions.

After the teacher asked one member of each group to read

out their lists of questions. The teacher and students then

selected some of the best questions and the teacher wrote

them on the board.

The students then worked in pairs and interviewed each

other. Student A asked B the questions and then student B

asked student A the questions. The teacher moved around

and took notes and after provided some feedback regarding

the questions and answers.

The teacher then explained to the students how mailVu

worked. The students were asked to work in pairs and tointerview each other. The students were told to organise

a time to use the computer rooms and do the recordings

there. The computer rooms have laptops with microphones

and cams. Students could either do their homework at

home in pairs or meet and do the recordings in the school

computer rooms.

Results

The results were very encouraging. Again students really

enjoyed the activity. What I felt worked here was the

preparation and practice that the students had done before

they actually did the recordings. One suggestion is to get

the students to add two more questions to the list so thateach interview is slightly different. The teacher listened to

the interviews, took notes and then in the next lesson went

over some of the problems the students had. The teacher

also played some of the more interesting interviews in

the next lesson so that students could hear what other

students had done.

Conclusions

MailVu ( or Eyejot) offer great possibilities for developing

students speaking skills. They are very simple technologies

to use and they are free and generally very reliable. They

open up great possibilities for speaking. What seems to be

key to making the most of these tools is that we connectvery tightly what we do in the class with what we get our

students to do at home. It is this connection between the

class teaching and the homework which I really like. The

homework is almost an extension of the lesson and not an

after thought. In fact the way these lessons are organised ,

it becomes an essential component of the lesson plan.

This is why I like the term Conneted Classroom

More ideas

You can use mailVu for a whole range of speaking activities.

Here are a list of a few ideas

1. Get the students to talk about their typical day2. Get the students to talk about a holiday they liked

3. Get the students to talk about their best friend ( they

could even bring them onto the camera)

4. Get the students to talk about an object that is important

to them. Again this makes use of the visual element

since the students can hold up the object to the camera.

5. Get students to debate a topic in groups of pairs

6. Get the students to prepare a monologue around an

issue that is important to them.

Many teachers have asked me if the videos can be

downloaded. The way the system works, the videos are

kept in the cloud so with mailVu you can only play the

videos by clicking on the link. However there is another tool

called Eyejot which works in similar way. You can only make

videos for 5 minutes with Eyejot but you can download

them if you want them for your records. This can be very

important if you want to build up a portfolio of evidence

of the speaking skills of students. This tool is great for

demonstrating students progress and providing evidence

of how students develop overtime. Some of my ideas with

MailVu and Eyejot have created a lot of interest amongst

teachers who want to get their students to provide

portfolios. MailVu and Eyejot can really help to produce

more inventive and interesting ways of keeping a record of astudents learning and development. I have been using them

in my own learning of Chinese and found it quite interesting

to play back examples I had made several months ago and

compare them to my progress now.

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Video Help

How to use MailVu

http://www.teachertrainingvideos.com/mailVu/index.html

How to use EyeJot

http://www.teachertrainingvideos.com/eyejot/index.html

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Russell Stannard runs www.teachertrainingvideos.coma website that offers free step by step videos to show

teachers how to use technology in their language teaching.

It received around a quarter of a million visits in 2011.

Russell won the British Council ELTons award and the Times

Higher Outstanding Initiative Award for his work on the

website.

Webwise

Glogster

Nicky Hockly

The Internet provides a great range of free tools thatEnglish language teachers can use with students. In this

second in the Webwatch series, Nicky Hockly takes a look at

Glogster.

What is Glogster?

Glogster (http://www.glogster.com) is a multimedia online

poster tool. You can create posters with text, images,

audio and video. Glogster Edu (http://edu.glogster.com/) is

especially designed for teachers, and enables you to set up

accounts for students and manage these centrally. Pricing

plans for student managed accounts vary, but teachers (or

students) can set up free individual accounts to create their

own glogs or online posters.

What do you need?

You need an Internet connection to create a glog (poster) and

to view others glogs. Glogs are stored online, not on your

computer, so it is easy to share glogs via their web addresses.

You can add ready-made media (images, audio and video)

to your glog, or you can create media at the same time as

creating your glog. If you plan to create media for your glog,

you will need a headset with microphone to create audio

recordings, or a webcam to video record or take still images

on the spot. But you can also easily add any media you

already have stored on your computer, to your glog.

How can you use Glogster? Students can create individual personal glogs about

themselves, their family, hobbies or interests, and share

the glogs with classmates, or use them as the basis for

an oral presentation. This works well at the beginning of

a new school term or year, for students who dont yet

know each other

Students can create individual glogs about a special trip,

holiday or occasion (eg. a birthday or other celebration),

or a party invitation

Students can create individual personal glogs with

examples of their English work, with scanned examples

of texts, photos, and audio or video recordings.

Students can create culture capsule glogs in smallgroups, with multimedia examples of cultural artefacts

from their own or other cultures

Students can create glogs in pairs or small groups

with the results of research on a particular topic (the

environment, animals, history, famous people or

inventions, etc.)

Students can create glogs summarising the main points

in a short story, book, film, or You Tube video

Students can create glogs with key words and images to

revise a topic or course book unit

Students can create glogs about their school or country,and share them with students in other schools or

countries

Teachers can create a class glog to collate and showcase

students work e.g. videos, drawings, posters...

Some example glogs

Glogpedia: the best glogs

These are examples of glogs produced by students and

teachers on a wide range of topics on the Glogster Edu site

http://edu.glogster.com/glogpedia/

Personal glogs

A glog created by the author to introduce herself in onlineteacher training courses

http://www.glogster.com/nickyhockly/nicky-hockly-glog/

g-6nbhff03mb7f0eeisgm1a27

Greetings from the world

These student glogs were produced as part of an

international project http://greetingsfromtheworld.

wikispaces.com/

Ghost stories

A glog created by a teacher to collate videos of her young

learners telling illustrated ghost stories

http://nadans.edu.glogster.com/the-canteville-ghost-

digital-stories/

QR codes in education

A glog explaining how QR codes can be used by educators;

this is an example of a blog being used as a tool to introduce

teachers to new concepts

http://theohiobloke.edu.glogster.com/qr-codes-in-

education/

Party invitation

A party invitation glog created by the moderators of an

online teachers association

http://antolina.edu.glogster.com/invitation-to-a-party/

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Nicky is Director of Pedagogy of The Consultants-E (www.theconsultants-e,com). She is co-author of several

methodology books about ICT and ELT. Her most recent

publication is an e-book on Webinars (http://the-round.

com/resource/webinars-a-cookbook-for-educators/),

and she is currently co-writing a book on Digital Literacies

(forthcoming 2012). She lives in Spain, and is an ex-

technophobe turned technophile.

Hi-tech/Lo-tech

Teaching discourse structure

Joanna Smith

Hi-tech

Level of students: Advanced

Time allowed:2 hours in the computer lab

Aim of activity: to help students understand the concept

of spoken discourse schematic structure i.e. that certain

types of conversations have particular rules or a structure

that fluent speakers follow.

Procedure:

This activity has two parts to it production and analysis.

Production task:In the computer lab, invite students to

pair up, and use a double headphone jack to plug in two

headphone sets into one machine. Alternately, if there is

only one headset per computer, students will need to hold

the microphone, and take turns speaking closely into it.

Tell students they are going to do a role-play. One student

is a McDonalds employee, and the other student is about to

order through a drive-through window.

Tell them to record themselves having a normal drive-

through ordering conversation. It does not matter what

they order. They should aim to complete the conversation

within two minutes. They may like to practise once beforerecording. Recording can be done with Sound Recorder

(free on most PCs) or Audacity (freely downloaded from the

internet).

Students then save their sound recording as an MP3 file,

and post it onto a discussion forum, such as can be found in

Blackboard, or Moodle. Here, they can then also access their

classmates recordings as well.

Analysis task:Allow students to spend some time listening

to the various orders that are now posted on the discussion

forum from their classmates. This can bring a lot of

humour. They may wish to post response comments on the

discussion forum, either to their own posts, or classmatesposts. Students then complete the following tasks:

1. Write down what is common to all the different

recordings, e.g. specific items of vocabulary, (both

words and fixed expressions greetings, idioms,

phrases) and structure.

2. Are any of the recordings unusual in any way? Why?

3. What stages do you think these conversations all go

through?

4. Can you develop a formula for this type of

conversation?

After discussing initial answers, show students what someresearchers have come up with, explaining the stages

that such service encounters go through. Discuss with

the class whether they can see the researchers formula

working in their own generated conversations. It may

also be a good idea to have a couple of back-up real life

service encounters, such as some clips from YouTube,

to show and analyse, to see the formula at work, just in

case the students dont produce typical service encounter

conversations. The students themselves are often able to

see which conversations are more typical than others.

Ask students whether they think that a service encounter

in their own country would follow a similar pattern. (This

highlights the fact that genre are usually culturally specific.)

The point of lesson can then be discussed students need

to become aware and listen to the everyday formulas that

they hear, if they want to achieve a high degree of fluency

in the language. Formulas are everywhere coffee orders,

supermarket exchanges etc.

Lo-tech

This activity can be done completely lo-tech as well, by

having students write down the McDonalds ordering

conversation, rather than recording it digitally. Students

can simply share their pieces of butchers paper around the

classroom during the analysis phase.

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The advantage of doing it orally, through recording, is thatstudents can have a chance to listen to themselves talk

in English, and compare their pronunciation with that of

their classmates, and/or with their expectations of what an

English service encounter should sound like. The advantage

of digitally recording it, and posting it to a forum, over using

cassette recorders in a language lab, is that students can

access classmates recordings easily, and also can have

access at other times, from home. Written and/or spoken

responses can also be made on the forum from either peers

or teacher.

When I did this activity recently, one student told me after

the class that that lesson had given her an epiphany

she was able to hear each students accent, and see thedifference that the L1 influence made. Its important to note

that this student had been with the same classmates for

twelve weeks prior to this, and had never noticed all the

different accents. But the opportunity to listen carefully to

her classmates speech, at her own speed, with no other

disruptions, and with no expectation on her part to interact,

was a new experience for her, and one which she valued

highly.

Joanna has a background in descriptive linguistics and

has been teaching English for more than a decade. She is

currently a lecturer at Unitec, New Zealand. She particularly

enjoys teaching various aspects of speaking, from discourse

analysis to pronunciation. Shes also interested in World

Englishes, and the place of New Zealand English in that mix.

Lit Kit

Supporting Oral and Visual Literacy

Jenni Percy

In this issue are a couple of ideas for using technology to

support oral and visual literacy.

Oral Presentations

Have you ever had a look at http://igniteshow.com/, wherethe motto is Enlighten us, but make it quick. The concept

is that a series of 20 slides auto-advance after 15 seconds,

giving a speaker a total of 5 minutes to talk about a topic,

using graphics to highlight the key points. While not

designed for ESOL learners, higher level learners may be

able to use some presentations for listening and note taking

practice. Also, critical analysis of the presentations could

support learners to improve their own presentation skills.

However, I have drawn you attention to the idea, because

I can see the value of this type of format if your learners

need to give short presentations supported by Powerpoint,

Prezi or whatever. 15 seconds requires the learners to really

focus on just the key ideas and be succinct and fluent. It

reminds me of the old 4-3-2-1 method of having 4 minutes totell a story to person 1, three minutes to repeat it to person

2, 2 minutes with person 3 and finally, when you are really

honed, just 1 minute to repeat it to person 4. By the final

time, learner fluency and confidence is much enhanced.

Idioms

Below are links to 2 examples from a whole series of short

YouTube clips (from 30 to 90 seconds in length) called

Quite Literally. Produced by PearsonLongmanELT, they

introduce idioms to learners in a fun way, that gets them

talking about what the idioms might really mean. They can

be used at many levels because the jokes are visual and

they contain very little language. Once you click on the linksbelow you will have access to many others.

http://www.youtube.com/watch?v=nS00BFRH0V8&featur

e=related (pull my leg) and

http://www.youtube.com/watch?v=JWZtUBKCtr8&feature

=related (let the cat out of the bag)

Into the Classroom

To correct or not to correct, that is the question

Chris Baldwin

To correct or not to correct, that is the question whether

tis nobler in the classroom to suffer the tenses and syntax

of outrageous grammar or to take red pens against a

sea of errors and by correcting end them (to misquote

Shakespeare, 1602).

This question has troubled us all, Im sure we correct their

errors until our red pens have run out and were blue in the

face, but they keep on making the same mistakes. Why does

this happen? What can we do about it? I started to think

about these questions when I was doing my Masters in

TESOL with Aston University (UK) and I found the research

to be fascinating. Heres a brief summary.

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Truscott (1996, 1999) makes a very strong case againstwritten error correction, stating that correcting errors

doesnt work, and can be harmful because it can cause

students to avoid trying to use hard language. He makes

the point that many studies on the subject are either

short-term, thereby not able to show long-term effects on

language acquisition, or they do not have control groups

which did not receive error correction.

On the other hand, Ferris (1999, 2004) strongly argues that

correction is effective, although most of the studies she sites

are only looking at short term effectiveness of error correction.

My research

In order to test this myself I decided to set up a study with

both corrected and non-corrected groups. I had the fortune

to be teaching several groups of experienced primary

teachers who wanted to teach English in their classes, so

had a lot of willing guinea pigs to do participatory action

research with.

I divided the classes into correction and non-correction

groups, giving the students the choice of which they

preferred. One of the arguments against correction is

that class time used to go through and try to understand

the corrections is better used to produce new writing (in

line with the output hypothesis (Swain 1985). In order

to address this issue, I gave the whole class an essay towrite, then the next lesson gave the correction group their

essays back, with an error code system used, and the non-

correction group a new essay to write. I repeated this cycle

seven times over a two month period.

At the end of the study I analysed the first and last essays

of both groups to see if there were any changes in the

number and type of error.

I also conducted a short survey to assess the participants

attitudes and feelings towards both being corrected and

not being corrected.

FindingsWhen I looked at the total numbers of grammar errors

between the correction and non-correction groups, I found

that there was no difference in correctability between the

groups. In order to analyse further, I categorised the errors

according to type, such as simple errors in a words meaning,

misspelling, verb tenses, syntactic errors and morphology.

I did this because both Truscott and Ferris agree that some

types of error should be more correctable than others, and

this categorisation allowed me to test this.

When I compared changes in errors with and without

correction, I found that the simpler the error, the more

correctable it is. What this means in practice is that errorslike spelling, punctuation and errors in word meaning are

correctable, but grammar errors cannot improve by beingcorrected, in particular morphosyntactic errors, because

they come from complex systems. One very good example

to think about is the famously hard to crack third person s.

This looks on the surface to be simple, but as its part of the

underlying morphosyntactic system, which is very complex,

it should not be correctable. We all know it isnt, so this

helps us to understand why.

The questionnaire showed that while students liked being

corrected, some did admit to avoiding using structures they

found to be hard. The non-correction group generally didnt

like not being corrected, but the higher level students were

keener on non-correction. On the other hand, half of them

said that they wrote more freely because they were notworried about making mistakes.

What it all means in the classroom

The conclusion I came to is that a selective error correction

strategy is needed correct some errors, not all. The basis

upon which to select the errors to correct is how correctable

they are, rather than the more traditional where the

student is in the course.

One of the criticisms of correcting errors is that it leads to

a negative atmosphere in class look at their faces when

you hand back an essay covered in red ink. On the other

hand, non-correction is criticised for not taking into accountstudents desire to receive correction. This selective

methodology strikes a balance between the two positions

in that there wont be too much red ink, but students will

feel that there errors are being considered. They should

even notice an improvement themselves in there errors,

which they probably wouldnt if many complex errors were

corrected all the time.

Space doesnt allow me to give a detailed explanation of all

the implications of my study, but this is a summary:

Selective correction is a valid methodology.

Lexical errors can be corrected.

Simple grammar errors may be corrected, but notwith elementary level students.

Complex morphosyntactic errors should not be

corrected.

Fossilised errors should not be corrected, unless as

part of a larger defossilisation strategy.

Follow-up grammar instruction may be a way to help

improve problems with complex forms.

A positive atmosphere should be cultivated in class

towards writing correction.

Students should use corrected lexis repeatedly, possibly

by re-writing and recording words in vocabulary books.

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Students should be encouraged not to avoid difficultlanguage.

Simple codes may be an effective correction system for

lexical errors.

If you would like to see my reasons for these points then

you can download my whole dissertation from my website:

http://www.chris-baldwin.com/written-error-correction.html

Where in the world?

One of the aims of this publication is to give a world-wide

view on language teaching, avoiding the euro-centric ideas

that are often seen. When I carried out this work I was, in

fact, based in Italy. Shortly after, however, I moved to HongKong and began to implement the suggestions above into

my own teaching and training. There I found similar reactions

to those in Italy in that students and teachers were a little

unsure at first, but it seemed to work as they got used to

it. Its interesting to note that Truscott, noted above carried

out his work in Taiwan, where you might expect students

to dislike not being corrected, but he found again that after

some learner training and experience that the non-grammar

correction methodology worked very well. Why not give it a

go - your red pens might even last a bit longer!

References

Ferris, D. R. (1999). The case for grammar correction in L2

writing classes: A response to Truscott (1996).Journal of

Second Language Writing, 8, 110.

Ferris, D. R. (2004). The grammar correction debate in

L2 writing: where are we, and where do we go from here?

(and what do we do in the meantime . . .?).Journal of

Second Language Writing, 13, 49-62.

Shakespeare, W. (1602). Hamlet, Prince of Denmark, Act III,

scene I

Swain, M. (1985). Communicative competence: some roles

of comprehensible input and comprehensive output

in its development. In Gass, S. and Madden, C.,Input inSecond Language Acquisition.Rowley, MA: Newbury

House, 235253

Truscott, J. (1996). The case against grammar correction in

L2 writing classes. Language Learning, 46, 327369

Truscott, J. (1999). The case for the case for grammar

correction in L2 writing classes:A response to Ferris.

Journal of Second Language Writing, 8, 111122

Chris works for the British Council as an elearning

consultant in teacher development and is currently based

in Hong Kong. He has written several magazine articles on

the field of CALL and is particularly interested in the use of

wikis. He has an MSc in TESOL from Aston University, UK.

ConferenceshareEdcamp Santiago 2012: An UnConference Report

by Thomas Jerome Baker

REdCamp Santiago 2012 was held in Santiago, Chile in

January. Being the middle of summer, it was hot. However,

the level of excitement at this conference would have been

impossible to cool down.

The high level of excitement and enthusiasm was special.

Nobody present that day had ever attended a conference

like this one before. Edcamp is, a R(E)volution in teacher

professional development.

Edcamp is an unconference. It is free, informal,

democratic, active professional development by teachers,

for teachers. It makes PD relevant.

Firstly, Edcamp Santiago was absolutely free. Nobody who

attended had to pay for anything. Everything was provided

by a diverse group of sponsors.

Second, there were no keynote speakers. There was

no preplanned schedule of speakers. There were no

publishers stands and no vendors. Further, when you went

to a session, you didnt have to wait to ask questions. Since

everything was informal, you could enter a conversational

mode that would have been frowned upon at a traditional

conference. You could even get up and walk out if a session

did not meet your needs (The Law of Two Feet).

Needless to say, the morning went by lightning fast. After

registration, everyone participated in a Meet and Greet

activity aptly named, Getting to Know You. Next, Damian

Rivlin made a 5 minute, Welcome Speech on behalf of our

generous host: Universidad Mayor.

Then, using an Open Grid, the sessions for the day were

proposed and decided on. Within 30 minutes, we registered

and met other teachers. After a warm welcome from our

host, we were off to our first session of the day!

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After lunch came the highlight for everyone. Using state-of-the-art videoconferencing technology provided by

Microsoft, we had a live session with educators from

Edcamp Delta, in Canada. Their collaboration made the day

not only an unforgettable one, but also a truly remarkable

example of international collaboration that will live on in

everyones minds and hearts...

Thomas Baker is an author who has written and self-

published over 40 books available on Amazon. He is the

Past-President of TESOL Chile (2010-2011). He is the Head

of the English Department at Colegio Internacional SEK in

Santiago, Chile. He is the Co-Founder and Co-Organiser of

EdCamp Santiago, which was held at Universidad Mayorin Santiago. Thomas is also a member of the Advisory

Board for the International Higher Education Teaching and

Learning Association (HETL), where he serves as a reviewer

and as the HETL Ambassador for Chile.

Bookcase

Short and Sweet Book Reviews

Jill Hadfield

Thinking in the EFL Class

Tessa Woodward, Helbling Languages 2012

This innovative book provides an overview of the field of

teaching thinking skills and over 80 practical classroom

activities. The introduction poses the questions what are

thinking skills and what types of thinking are important for

language learning. It then summarizes various taxonomies

of thinking skills such as Blooms or Costa and Kallicks and

discusses how we as language teachers can incorporate

work on thinking skills into our teaching. The practical

activities are divided into eight sections, each covering a

different skill, such as looking for patterns, using thinking

frameworks or creative thinking. The activities are

imaginative and appealing and will provide a fresh new

slant on English language teaching.

Jill Hadfield has worked as a teacher and teacher trainer

in Britain, France, China, Tibet, Madagascar and run short

courses and seminars for teachers in many other parts of

the world. She now teaches on the Certificate in Language

Teaching at Unitec. She is the author of thirty books, which

have been translated into a total of fourteen languages Her

new book on motivation , co authored with Zoltan Dornyei is

forthcoming this year.

Weblinkswww.eltknowledge.com

In this issue we feature a brand new website set up by

the well-known teaching journals, English Teaching

Professional and Modern English Teacher.

It features articles from over 20 years of publishing,

containing both immediately useable classroom activities

and discussions and debates on various aspects of

language teaching written by well-known ELT authors ,

together with blogs and interviews from ELT professionals.

The editors say :eltknowledge brings you more than 20 years of content

from two of English language trainings most respected

journals English Teaching Professional and Modern

English Teacher.

Along with the wealth of archived content, eltknowledge

provides users with plenty of exclusive special reports,

blogs, videos and user generated material.

The subscription for this website is modest, considering the

wealth of high quality material, and free for three months

to subscribers to either of the journals.

Submit an ArticleOur aims

This is a new webzine for language teachers worldwide. It

has an emphasis on practical teaching ideas with a global/

universal appeal. The aim is to provide an counterbalance to

the largely Eurocentric cultural bias of many the materials

available today.

Regular features

Editorial

introduction to the issues content

Lessons for allpractical instantly useable teaching ideas with a non

Eurocentric focus eg either generally global/universal/

international or specifically Australasian. These can

focus on grammar, vocabulary, pronunciation, any of the

fours skills, or integrated skills and be complete lessons

or shorter single activities .

Hi-tech/lo-tech

Ideas for a hi tech activity and one that uses minimal

resources

TT Time

ideas for teacher training and development eg ways of

giving feedback, ideas for language awareness sessions,methodology sessions etc

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Department of Language Studies Tel+64 9 815 2945 Freephone0800 10 95 10 www.eltmag.com 19

Webwiseuseful websites with some ideas for exploiting them.

A regular feature contributed by Nicky Hockly

Bookcase

a book review feature with a difference. Reviews must

be short and sweet: written within 100 words!

Try This!

a report on a new technique or technology tried in class

Conferenceshare

short reports on insights and ideas gained from

conferences. These do not have to be long,

comprehensive or formal just a brief account of

something you found interesting inspiring or useful.

Lit Kit

practical ideas for teaching literacy. A regular feature

contributed by Jenni Percy.

Into the Classroom

An account of a piece of research with practical

implications. The account of the research should

be short and readable, the emphasis of the article is

on the implications for teachers in the classrooms with

suggestions for implementing these

Weblinks

Send in links to any websites for language teachers

that you found paarticularly useful, together with a brief

description of the site and why you like it

Submit an article

Please submit articles for any of the categories above

except for our regular features Webwise and Lit Kit

following the guidelines below . Articles can be

submitted by clicking on the Contact button or sent to

[email protected].

Guidelines for submitting articles

Please follow these gudielines for layout:

Top Left-hand Corner:Name of feature ( eg Bookcase:)

Arial 18 bold blue

Centred:Title Author: Arial 16 Blue bold

Subheadings: Arial 14 blue bold

Text: Arial 12 black

Spacing:1.5 lines , justified margins.

If contributing a lesson idea please lay out as follows:

Teachers Notes

Aim:

Level:

Time:

Materials:

Preparation:

Language practice

Functions

Skills

Language

Functions

Skills

Language

Procedure

1.

2.

3.

etc

Please remember to put your biodata at the end of the

article.

I look forward to reading your ideas!

Jill

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Tel+64 9 849 4321

Fax+64 9 815 2907

139 Carrington Rd

Mt Albert, Auckland 1025,New Zealand

www.unitec.ac.nz

Documents

ELTmag 2