The Tunisian ELT Forum issue 3

PAGE 24

PAGE 10

PAGE 14

PAGE 22

I s s u e 3 M a y 2 0 1 0

TUNISIANEnglish Teaching Forum

The

T h e M a g a z i n e F o r A n d B y E F L T e a c h e r s I n T u n i s i a A n d A b r o a d

Teaching Speaking

As it is Written So it Shall be Readmdashand Said

More for those who want more

Classroom Techniques

Testing SpeakingAssessment and Testing

In this issue

Interview with

David KAPULER

TUNISIAN

using videos in the EFL classroom

Will language labs promote English learning

Teaching the target languageor the target culture

Mohamed Salah Abidi

Editorial Review BoardMohamed Salah Abidi

Graphic DesignTarak Brahmi

The Tunisian English Teaching Forum is a quarterly magazine issued and published by The CREFOC Sidi Bouzid Any copyrighted articles appearing in The Tunisian English Teaching Forum are reprinted with permission of the copyright ownersTo be considered for publication manuscripts should be typed on a floppy disk or CD that


The

Editorrsquos note

Mohamed Salah AbidiTeacher Trainer and eLT inspecTor in The area of sidi Bouzid Tunisia

ldquoSpeaking The poor cousin of the other skillsrdquo is the central theme in this third issue of our e-magazine The articles by Steve Peha and Farida Ben Abdellah are good food for thought and may trigger debate among the teachers and educationists so that we teachers and trainers can go further in the discovery of better procedures and techniques how to foster the process of teaching and learning speaking skillsAdel Ghabri has conducted with his students at Rrsquomilia prep School a project on teaching and testing speaking skills and I hope the report we upload to this issue will help the teachers to improve classroom practice Integrating ICT in teaching English is a main concern and most preps in Tunisia are equipped with language laboratories For this we think the article by Zohra Ammouri a teacher of English at Regueb prep is a sample that can open doors for our colleagues who still consider it ldquobuilding castles in the airrdquo to use these labs in the classroom Mohamed Souissi ELT Inspector in Gabes kindly provided us with an opportunity to have access to his high quality article on virtual classrooms and Faten Romdhani from Nabeul who has shown expertise in selecting videos to be exploited in the classroom with TEIT wrote a worthy article on the benefits of using videos Tarek Brahmi interviews in this issue David Kapuler a renowned expert in the integration of ICT in education and enriches this issue with a selection of visuals Abdelhamid Rrsquohaim University teacher in Gabes reports on the 3rd conference held at his institute on April 23rd and 24th 2010 Fethi Bouguerra invites the readers to reconsider one of the common issues in ELT ldquoCulture and teaching foreign languagesrdquo We are happy that the magazine is gaining popularity among the teachers of English in Tunisia and abroad and we will be happier to receive the readersrsquo feedback so that we can improve its quality

cont

ents


has been virus-checked Letters floppy disks or CDs should be sent to

Mohammed Salah AbidiLrsquoInspecteur drsquoAnglaisLyceacutee Tahar HaddadRegueb 9170Sidi BouzidTunisie

or e-mailed to medsahagmailcom

For guidelines for writing articles and the latest news and notifications please visit our blog herehttptunisian-etforumblogspotcom

6

ADEL GHARBI

TESTING SPEAKINGTechniques to promote speaking and to enhance the oral test in the EFL classroom

10

STEVE PEHA

As it is Written So it Shall be Read-and SaidUsing reading to foster kidsrsquo acquisition of the pronunciation and grammar of English

14

MOHAMED SOuISSI

more for those who want moreA guided tour of the Internet Classroom Assistant (ICA)

18Interview An enlightening conversation with ICT guru David Kapuler

22

FARIDA BEN ABDuLLAH

teaching speakingFactors teachers need to take into account while teaching speaking

24

FATEN ROMDHANI

USING videos in the classroomVideos in the EFL classroom to motivate learners and deliver high quality lessons

26

ZOHRA AMMOuRI

will language labs promote english learningThinking about the CALL labs and the ICT experience in Tunisia

27

FATHI BOuGuERRA

teaching the target language or the language cultureGetting students to know not only another language but also the target culture

33

ABDELHAMID RHAIEM

BOUNDARIESA post-conference report about the third conference organised by the Department of English in ISL Gabes

IN THIS ISSUE

In this issue you can read a nice collection of articles from Tunisia and abroad Sit comfortably have a cup of coffee read the articles and send your feedback and comments to the forum

Your feedback is the fuel that keeps the magazine going So do not hesitate to send a few words to the authors

6 The Tunisian English Teaching Forum | Issue3 May 2010

Speaking tests are characterized by interactive role-switching speaker-listener The teacher of language or the assessor asks the learner listener at this phase questions and they switch roles in other language tests listening reading or writing tests present a set of questions and elicit a set of answers in which we want to know how well learners can read or listen for specific information or write whereas in oral tests we want to know how our students can communicate orally with their peers or other people And to achieve this goal we should design instruments ldquothat incorporate a number of different test techniques which will give a quick and accurate measure of general proficiencyrdquo (Bachman 1990) The broad aim of all these techniques is to encourage learners to speak English by giving them something to speak about (Nic Underhill The Speaking Test) Of course techniques vary depending on studentsrsquo levels and teachersrsquo objectives

It is generally perceived that oral testing is difficult and a perplexing problem for many language teachers The main obstacles are a lack of effective and efficient assessment

instruments time constraints and class size In this respect I prepared a questionnaire for teachers to study the difficulties that face teachers in giving the oral tests and how they attempt to deal with them The survey I made showed that around 85 of teachers of English in the regions of Maknassy Remilia and Menzel Bouzayene conduct the oral test on a regular basis whereas 15 do not do so because of either lack of time or unawareness of the importance of this test [Enclosed is a sample of a questionnaire]

It seems that teachers need to have assistance and encouragement in trying assessment of speaking They ought to build the habit of starting their lessons with speaking tests as this gives a clear image about how well students have acquired the language so far and to what extent they have learnt grammatical structures new lexical items and used them adequately in appropriate contexts In short the accurate measurement of oral ability takes considerable time and effort to obtain valid and reliable results In this article I will be discussing some of the techniques that could be implemented in classrooms which all cater for assessing the learnersrsquo speaking abilities

TesTing speaking

Supervised By Mohamed Salah Abidi ELT Inspector amp Teacher Trainer

Prepared By Adel Ghabri Teacher of English

6 The Tunisian English Teaching Forum | Issue 3 May 2010

httptunisian-etforumblogspotcom 7

I will also highlight some of the advantages and disadvantages of each technique And in the following section I will shed light on some scoring schemes 1 Question and Answer This typically consists of a series of disconnected questions that are graded in order of increasing difficulty starting with short simple questions such as ldquoWhatrsquos your namerdquo and ldquoWhere do you liverdquo and working up to long and complex questions Learners should know how long they have to answer and are explicitly encouraged to keep speaking for the full amount of time There is an infinite range of possible questions that a teacher

may use in conducting an oral test applying this technique Generally speaking question and answer is a very common general-purpose test technique especially suitable for lower levels Ask students to formulate questions name objects say the date day month and the yearhellip Teachers may ask good follow up questions for brilliant students or just ask students to recite the names of closed sets such as days of the week months of the year or seasons hellip Below are samples of questions for 7th year studentsSample of general questions

Simple questions More challenging questions

Whatrsquos your name How old are youWhere do you come fromWhat is your favourite hobbyIs it (learnerrsquos hobby) your only hobby

What are the popular leisure activities in your villageDo all your friends play football Why Do your parents let you go out with your friends Why and why notCan you tell me about some dangerous hobbies

Sample of questions about meals


How many meals do you have every dayWhat do you have for breakfast lunch or dinnerCan you name some fruit or vegetablesWhat time do you often have dinnerWhat do usually have for dessert

Can you tell me about a traditional dish in TunisiaIs it delicious What do you need to prepare itWhat is your favourite dish Who prepares that for you Do all the family members gather for meals Do you think that breakfast is important to start your day Why and why not

Sample of visuals that can help teachers conduct the oral test for 7th year students


2 Discussion Conversation It is probably very natural when this happens in real life but it is bit hard for learners to enact a conversation in front of the class without being previously informed However the teacher can make this task easier for learners to achieve by writing some hints on the board or showing them flash cards or visuals to help them feel confident and relaxed In a discussion or a conversation teachers should take into account the examineesrsquo tone pitch of intonation expressions of face

and body languagehellip which all contribute to the making of the conversation In such discussionconversation sessions teachers will be able to assess how well their students express their opinions take the initiative ask questions express agreements or disagreements Here there is a risk that one of the learners assigned to be part of the discussionconversation session is more confident or talkative than his classmate A teacher should monitor such a situation and give his students clear directions

A) Sample of a conversationLevel 9th year studentsModule 2Lesson 4 Violence at schoolStrategy Distribute these questions and ask students to prepare ldquoa journalist-student interviewrdquo for an oral test For the oral test we may choose two learners

What do you think about violence at school Do you yell in the corridors Are you allowed to use your mobile phone at schoolShould students cheat in the examIf you sit improperly in the classroom what will happenIs fighting allowed at school How do you call this phenomenonHow do you call students who work hardHow do you call those who respect their classmates and teachersAre you for or against school rules Why

B) Sample of a conversationLevel 8th year studentsModule 3Lesson 5 What do you do in your spare time Strategy Stick 5 to 6 flash cards and pictures about different sports and entertaining activities on the board and engage 2 learners in a conversation about spare time



These visuals can engage learners in discussions about violence at school

FLASH CARDS

3 Oral ReportPresentation Secondary school students are expected to give oral presentations with reference to given notes but not reading notes aloud from the chalkboard flipchart or an overhead projector They may use notes as helpful hints to talk about a social or an environmental phenomenon (pollution divorce crime violence suicidehellip) Choosing the topic is very important It should be relevant to the aims of the programme or the needs of the learners and should contain new information to call upon the audiencersquos (other students) attention In this respect the teacher may ask some students to prepare short presentations of 5 to 7 minutes and provide them with a schedule for delivering their work Each day one learner in turn makes hisher presentation while the rest of the class are expected to ask questions and discuss the topic Here again some of the learners will play it safe

by choosing the topic they are most familiar with However we may solve this issue by encouraging our students to choose topics not dealt with before and reward those who choose motivating topics The assessor has to be careful she should take into consideration the degree of fluency accuracy word choice and the way the presenter handles the questions at the end At preparatory schools students are expected to write short reports about their schools towns families and hobbieshellip The time allotted should be from 3 to 5 minutes If students are not able to ask questions at the end of the report the teacher may do so to see how well the learner responds to such questions

(Continued on page 28)

ldquoChoosing the topic is very important It should be relevant to the aims of the programme or the needs of the learners

Yell Cheat

Litter Eat in class

Mobile phone

Fight


Over the last 15 years irsquove been fortunate to work with several thousand English-language learners Almost all of these kids have been from Mexico Spanish is their fist language and the language they speak at home But I have on occasion worked with a second type of English-language learner a type of student that I find much more interesting and immensely more challenging

When I first worked with Spanish-speaking kids I wasnrsquot sure what to do So I just did what I do with native English speakers Essentially I ran

a standard Writerrsquos and Readerrsquos Workshop With a few small adjustments this worked wellI do not speak Spanish But I am curious about languages and have studied a bit of comparative linguistics So I know some of the important differences between English and Spanish that might hang kids upI also do one other thing when I teach Spanish-speaking children something I can actually do for almost all children regardless of the language they speak I manage the classroom multi-linguallyEven though I am not multi-lingual myself I can actually use any other language in the classroommdashas long as the kids will teach it to me I think of a command I will be giving frequently like ldquoPlease raise your handrdquo and I just ask a kid who speaks a little English to tell me how to say it in their language Most of the time I can only memorize the phonemes I hear I donrsquot know the words or the grammar But it doesnrsquot matter since Irsquom using only

certain phrases at certain times and always in a strict one-to-one correspondence with the equivalent English-language commandI focus on a multi-lingual approach to classroom management for two reasons (1) Most teachers and I am no different use a relatively small number of commands to get kids to do what we need them to do As such there really isnrsquot much language learning for me to master and (2) If I give commands in all the languages in the room everybody knows what to domdashand this almost more than anything elsemdashmakes kids feel safe enough to take the risks they need to take to learn a language that is unfamiliar to themSo how do I do this if I donrsquot speak the languages the kids speak I ask them to teach me For example during writing kids will frequently say something out loud that is really interesting but they wonrsquot write it down and in a minute theyrsquoll forget it So in English I say ldquoWrite that downrdquo or ldquoPut that on your paperrdquo To learn that direction in Spanish I ask one of the kids who speaks a little English to teach it to me The Spanish phrase I have been taught by kids is ldquoEscribalo en tu papelrdquo

As it is Written so it shAll be readmdashAnd SaidHelping Kids Acquire the Pronunciation and Grammar of Common Standard English Through Reading

By Steve Peha President of TTMS (Teaching That Makes Sense) wwwttmsorg


Often I make funny mistakes and the kids laugh at me For example I once said ldquoEscribalo en tu papardquo Or ldquoWrite it on your fatherrdquo Another funny one relates to hand-rasing What I want to say is ldquoRaise your handrdquo Or in Spanish ldquoLevanta tu manordquo But sometimes when my pronunciation is poor it sounds more like ldquoWash you handrdquo Itrsquos fun for the kids to see me struggle with their language and I think that helps them feel better about struggling with mine

All in all Irsquove had great success working with English-language learners despite having had no formal training in this area But there is a second type of English-language learner that I really struggle withmdashnative English speakers who do not speak standard English

I encounter these kids mostly in rural areas Particularly in the Southmdashwhere I have worked in North Carolina South Carolina and GeorgiamdashI have struggled to help African-American children who speak a variant of English often referred to as BEV or ldquoBlack English Vernacularrdquo The language Irsquom trying to teach them the language of school and formal American society is referred to as CSE or ldquoCommon Standard Englishrdquo

The problem here is not that I canrsquot understand the kids or that they canrsquot understand me I might have to get a feel for their regional accent but that takes me just a day or two But BEV is truly its own language It has its own vocabulary and pronunciation and most importantly its own grammar as well

But therersquos an even bigger problem

Most of the Spanish-speaking kids I work with live in urban areas They may speak Spanish at home and with their friends but they encounter Common Standard English throughout their lives primarily in school but also in the culture around them African-American kids living in rural areas often donrsquot have this environmental advantage They live in small towns that are often highly segregated They grow up learning Black English Vernacular at home But they also learn it in their community And even in their school they may not have a single teacher in some cases who speaks Common Standard English

So as I have sought to help rural kids like these I have been stumped How do I help them learn CSE when their entire environment is BEV Without models of speakers of the target language how do kids acquire the target language

For the first year or two that I worked with kids like this I didnrsquot know what to do I taught and taught and taught And the kids went right on using BEV and of course doing very natural things like putting BEV syntax onto CSE vocabulary So at least they were learning somethingWhat I needed was an environmental source of unlimited models of Common Standard English But with few if any adult CSE speakers in the community where would these models come from Then it hit me books

Most of the books we have for kids to read in school are written more or less in CSE Once I got kids reading them and pronouncing every word correctly and reading in phrases and reading with expression that matched the meaning BEV-speaking kids began to learn a little CSE vocabulary pronunciation and grammar

My direction to the students was ldquoAs it is written so it shall be readmdashand saidrdquo The point here is to

make sure the kids are using CSE with accuracy For example many African-American kids will invert the last two phonemes in the word ldquoaskrdquo Instead of ldquoaskrdquo they say ldquoaksrdquo and what a CSE speaker hears is ldquoaxerdquo So when a kid says ldquoCan I axe you somethinrsquo Mr Pehardquo I have to laugh a little Much of the time I just say ldquoSurerdquo But when I want to remind them to pay attention to CSE Irsquoll make a joke like ldquoOnly if it doesnrsquot hurt too muchrdquo Again laughter is always the best learning aid

ldquo What I needed was an environmental source of unlimited models of Common Standard English But with few if any adult CSE speakers in the community where would these models come from Then it hit me books


We may all encounter kids in our teaching who have limited access to models of the target language When this happens books in the target language can make up the difference What we have to attend to as teachers in order to make this work are the following things

bullKids must read a lot both silently and aloudbullKids must decode every wordbullKids must pronounce every word correctlybullIn languages like English that use a ldquophrase-structure grammarrdquo kids must learn how to phrase correctlybullKids must also learn how to read expressively as well

Finally I have also discovered that it makes a huge difference to help kids with prosody English is a stress-timed language Spanish is a syllable-timed language True to their name stress-timed languages use stressed syllables to cue their listeners to word boundaries Stress also affects pronunciation and in English accounts for much of the irregularity of English spelling and pronunciation For example when a vowel sound falls on an unstressed syllable it is usually pronounced as a schwa But if a vowel occurs on a stressed syllable it is usually pronounced in either its long or short form

Syllable-timed languages like Spanish are considered to be unstressed Syllable speed is what native speakers use to parse word boundaries along with what might be considered greater ldquomelodicrdquo variation that often characterizes the prosody of syllable-timed languages

So what does this tell me First of all it tells me that when I speak English to Spanish kids they almost always think Irsquom angry with them Why Because the only time they hear such harshly-stressed syllables in their language is when someone is angry From my perspective I always think they speak too quickly because without the stresses my brain has been wired to listen for Spanish sounds like an unending stream of phonemes as though an entire sentence were somehow one very long word

One simple application of this idea helped my Spanish-speaking students learn to speak English with less of an accent Because Spanish makes only limited use of stress all vowels get their

full pronunciation The richer rounder sound of Spanish vowels is often what accounts for what English speakers hear as a ldquoSpanish accentrdquo But if I teach Spanish-speakers how to use stress as I do in English they will begin to naturally modulate their vowel pronunciation to match the way English vowels sound in context Because accent is carried in the vowels of a language and using stress changes vowel pronunciation Spanish-speakers who apply English prosody automatically drop their accent as a result The same is true in the other direction When I want to drop my English accent in a syllable-timed language all I have to do is drop my stressOnce again the direction ldquoAs it is written so it shall be readmdashand saidrdquo is the cue I give them to remind them of what they need to do Common Standard English is right there in front

of their eyes They can study individual words phrases and sentences and match what they hear themselves saying to what is actually on the page After a few hard months of this kind of focus Irsquom amazed at how much of the target language kids have internalized especially where prosody grammar and pronunciation are concerned

copy 1995-2010 by Teaching That Makes Sense Inc Used by permission For more information visit our website at wwwttmsorg or contact us at infottmsorg

ldquo Because Spanish makes only limited use of stress all vowels get their full pronunciation The richer rounder sound of Spanish vowels is often what accounts for what English speakers hear as a ldquoSpanish accentrdquo

Steve Peha President of Teaching That Makes Sense Inc Seattle WATTMS isa successful education consulting company with more than 100 clients nationwideSteve Peha presented more than 250 professional development workshopsHe is author of more than 190 articles for The Seattle Timesrsquo Effective Learning SeriesCreator of more than 40 original workshops in reading writing math assessment and test preparationWebsite httpwwwttmsorg


RECENTLY IN THE NEWS

VoLCaNo ERupTIoN IN ICELaNd

March 2010(Reuters) A volcanic eruption in Iceland which has thrown up a 6-km (37 mile) high plume of ash and disrupted air traffic across northern Europe has grown more intense an expert said on Thursday httpwwwreuterscomarticleidUSTRE63E2OU20100415

BRINgINg THE NEWS INTo THE

EFL CLaSSRoom

As news articles videos podcasts and pictures have become more accessible and are in most cases free of charge thanks to the internet teachers can bring the

news much more easily inside their classroomsIn this section we highlight some current events and news that can be used by teachers It is a great way to bring ldquoauthentic materialrdquo inside the classroom while at the same time keeping students motivated and involved Expanding their knowledge and enriching their vocabulary are only some of the obvious benefits students can reap A good picture can also be a great way to start a discussion or to brainstorm ideas related to a given topic For more ideas following are some interesting linksUsing CNN News Video in the EFL ClassroomhttpitesljorgTechniquesMackenzie-CNNhtmlTV News in the EFLESL Classroom Criteria for Selectionhttptesl-ejorgej27a2htmlThe ldquoVolcano eruption in Icelandrdquo (See picture) can trigger a class debate about natural disasters global warming etc



No two sensible people would disagree about the wide horizons the new information and communication technology (NICT) has opened for its users regardless of their field of speciality Practically all professionals are actively using the tools of this new technology - and particularly the computers in connection with the internet - to run their businesses more efficiently and to ensure a better yield Education being one of the ldquobusinessesrdquo that have ridden on the wave of computer use for efficiency reasons and for the sake of keeping abreast with the technological advancement is no exception

Ever since computers became a pervasive tool toward optimizing student learning a fevered race to cater for the countless and varied needs of learners has been

launched and loads of computer programs and concepts have been thrown in the lsquomarketrsquo CALL (Computer-assisted language learning) CAI (Computer-assisted instruction) CATS (Computer-assisted testing services) DL (Distance learning) and ICA (Internet classroom assistant) are only a few of the many services that are available for learners via the webICA is a web-based classroom environment giving teachers and students a forum to collaborate share ideas and do extra class activities in the hope of improving their professional standards and their grasp of the language they use via the internet This virtual class ndash by analogy to virtual school ndash

offers many opportunities for teachers to assign activities and extra work for the students beyond the boundaries of the lsquotraditionalrsquo classroom especially when the class time does not allow teachers and learners to do this extra work From this particular perspective the ICA can be regarded as a continuation and an extension of the usual class work Were there no computers available in both the teachersrsquo and students homes the opportunity to carry out this extra work would not be possibleWhat is the Internet Classroom Assistant The Internet Classroom Assistant is an environment for online tutoring and teacher development provided by ldquoNicenetorgrdquo It is a free non profit site and any teacher can join in and create a virtual classroom for his students to lsquoenrolrsquo in and do the various assignments he she would have uploaded

By Mohamed Souissi ELT Inspector amp Teacher Trainer



A guided tour of ICAAs a teacher the first thing you need to do is create a class by filling in a form online When filling in the form you will be prompted to suggest a name for the class Once the form is filled in you get a class key and that class key has to be given to the students who are willing to lsquoenrolrsquo in this class The next step will be the furnishing of this class

with materials for students to work on when they log in The home page of the newly-created class will display its content Under the name of the class ndash in crimson ndash five items constituting the links to the parts of the class invite the teacher to furnish them

Conferencing The teacher suggests topics for conferencing and leaves it to the students to respond to the topics by posting submitting their messages

Link sharing The teacher googles some sites related to the topic(s) suggested and adds their URLs

ldquo ICA is a web-based classroom environment giving teachers and students a forum to collaborate share ideas and do extra class activities in the hope of improving their professional standards and their grasp of the language they use via the internet


Before responding to the conferencing topics students can go to these sites for information and they can even add other URLs they deem relevant

Documents The teacher can upload as many documents as he she wishes to Activities pertaining to the various skills can be added The ICA suggests that these documents be copied from any word processor and be pasted onto the ICA document page

Class schedule It contains the planned events that the teacher would like to inform the students of


Class members This link takes you to the list of all the students who accessed the class online In other terms it is the class register or class roster

Class administration gives the teacher an opportunity to find out who and how many students have actually enrolled in the internet class The teacher can check attendance as well as the contributions made by these students

ConclusionComputer-based activities in various environments are getting momentum and gaining in popularity among people from all walks of life This popularity does not come from a vacuum on the contrary it has solid foundations in all the areas where the computer is used As far as education is concerned computer use in the classroom has more advantages than drawbacks Probably the strongest argument for the use of the computer in the classroom environment is that of student self-pacing Computer- based materials can also help teachers quickly access documents addressing individual student needs thereby improving motivation and effectiveness Just like the internet-based classrooms the language laboratories that are being introduced and used in our teaching but unfortunately in a trickle derive their legitimacy from the fact that can help students improve their performance by providing them with opportunities to learn at their own pace and to seek help from resources always available when the teacher is not sometimes there for help


An avid advocate of ICT and ldquoa top contender in the lsquoedtechrsquo arenardquo as a colleague wrote David Kapuler has been interested in the innovative and creative use of high technologies in teaching for many years now Googling his name will reveal the extent to which David has been active in his speciality either through compiling great references for teachers or by contributing a plethora of interesting resources in his blog httpcyber-kapblogspotcom and wiki httpweb20-21stcentury-toolswikispacescom David is also a member of many web 20 communities like httpmyiltceningcom httpeduplnningcom httpwwwedutopiaorg httpwwwclassroom20com etchellipDavid Kapuler was also a special guest in httptheunquietlibrarianwordpresscom and had an interview in httpcertificationmapcom as part of The Teachers Certification Maprsquos ldquolessons from the fieldrdquo a series of posts featuring passionate inspiring educators from across the USA

KapulerDavidKapulerDavidInterview with

If I ask you to introduce yourself to The TETF readers what would you tell them

Irsquom a 21st Century Educator who is passionate about integrating technology into education Irsquove been working in the technology educational field for over 10 years been married for 5 and have 3 boys Thanks for the compliments regarding these

ldquodigitalrdquo books The way it came about in my current district was going through a tech restructure and we were in the process of hiring

David I first got to know you via a series of handy booklets that you named ldquoBlog Companionsrdquo which quickly established

themselves as very useful web 20 references that are downloaded by thousands of teachers and Tech specialists from all over the world Could you tell our readers a little bit more about these ldquoBlog companionsrdquo and why you chose to call them so

Interviewed by Tarak Brahmi Teacher of English



Kapuler a new tech director I was hoping to use some of the web 20 tools with the teachers and wanted to run some ideas passed him At first I was going to have him just read my blog and be done with it After thinking about that for a few minutes I figured there was no way he would have time to look through all of it so I compiled a book (PDF) filled with resources that could be used in a school setting Not having any idea what to call it I went with Blog Companion as it reminded me of a cliff notes version of my blogWhat is web 20 and why is it getting so much attention

Web 20 is considered the second generation of the internet and how information is being shared through collaborating with others Also I think since a lot of web 20 technologies are free this is a very viable option to school districts that are having tough times due to the economy

compliance Or at the very least that they check with their tech director on issues relating to safety bullying swearing etc We donrsquot want any students to be able to postsee anything that is inappropriate online Depending on a districtrsquos policy this might prevent such useful tools (Voicethread Wikispaces) not to be allowed since there is no ldquotruerdquo filtering going on

You have been working with and reviewing a good number of web 20 tools What are the top five tools that you believe every teacher should be acquainted with Why

This is a hard one to answer but when Irsquom teaching professional development on Web 20 I start out with these Glogster PhotoPeach Voicethread Capzles and Diigo The reason for this is they all are free are safe to use in a school setting and each one focuses on a different category (timelines presentation social bookmarking etc)

Does a teacher need some special skills to be a successful ICT teacher Could you specify themI donrsquot think a teacher needs any specific skill set to use ICT However I do think the teachers that thrive using those technologies are the ones that are creative and ldquothink outside the boxrdquo As with any teacher being flexible and adapting to different teaching strategies is a key

What made you get interested in this field in particular

I first heard the term Web 20 about 4-5 years ago when my previous tech director asked me to attend a webinar on the topic It was at this online training that I started seeing the potential on how these type of technologies could be used in an educational setting

What are according to you the advantages of using ICT in the classroom

I think using ICT in classrooms really helps students learn on a more global scale It shows them how to communicatecollaborate effectively It provides up to date cutting edge technology that is always changing

Are there any limitations or hindrances you advise teachers who are enthusiastic about using ICT in their classroom to be aware of

Well the first thing I mention to teachers is to make sure that whatever technology they use they make sure they abide by CIPA

The idea of creating a wiki is great Could you tell us how this idea came to you How is a wiki different from a blog And did you achieve some of the goals you set when you first created your wiki To me a wiki is more of a collaborative tool then a blog While a blog can initiate some type of collaborating via a comment field a wiki is truly designed to be used by more than one user The reason I wanted to create a wiki for web 20 technologies is because I wanted to create a place where all users could go to find their ICT type needs I wanted to create

ldquo ICT in classrooms really helps students learn on a more global scale It shows them how to communicatecollaborate effectively It provides up to date cutting edge technology that is always changing


not only a list of links but a list of reviews as well and have others post their too This way people are not just stuck to reading my posts but can check out reviews from all their favorite educators To me I was hoping to create a kind of site similar to what httprottentomatoescom is for movies

After creating a successful blog and a great wiki what might your plans for the future be

This is an interesting question and Irsquom not really sure What Irsquod like to do is more professional development either at a conference setting or in a school setting working with teachers I hope to continue to collaborate with Technology amp Learning magazine and get some things posted there Finally Irsquod like to continue collaborating and working with all the innovative educators from around the world who has inspired me such as yourself Naomi Harm (httpbloginnovativeeducatorus) Shelly Terrell (httpteacherbootcampedublogsorg) Larry Ferlazzo (httplarryferlazzoedublogsorg) etc

David Kapuler has a wiki with hundreds of useful tools for teachers Nowhere will you find a more complete list and a better site for that matter Carefully designed to maximise navigation and ease-of-use for its readers this wiki is definitely one of our best choices for this monthHere are some of the video mixing and sharing tools that we had a look at appreciated and thought you could find usefulJAYCUT great site to mix video and downloadhttpjaycutcomOPEN SOURCE CINEMA excellent site for editingremixing videohttpwwwopensourcecinemaorgVIDINOTES add notes to videoshttpwwwvidinotescomVODPOD house your own videos and create widgets for sharinghttpwwwvidinotescomNeo K12 great site for free K-12 videoshttpwwwneok12comThis site looks really promising yet inaccessible for the time being

You can visit Kapulerrsquos wiki herehttpweb20-21stcentury-toolswikispacescom


Technology by itself is not the answer tohellip educational problems hellip[T]he power of technology will come from its combination with serious educational reform Schools must first rethink their mission and structure starting with the needs of students and a set of instructional principles before they can understand the ways in which technology can help them(Means amp Olson (1994) quoted in GF Hoban Teacher Learning for Educational Change a systems thinking approach OUP 2002 p116)


Teaching

SPEAKING

The learner needs tools of communication English as a foreign language is for him a means of direct access to the universal thought The use of this language in oral

communication (voluntary or involuntary) allows him to grow Moreover when the learner uses English and its use is evaluated he is prepared to ( and can) follow his development which helps him interact with others The more the learner is exposed to the language the less it is difficult for him to hear and understand The more the learner practices the language the easier he finds it to speak and the better he includes useful expressions in the interaction with othersIn recent years new programmes have been published in our country taking into account the social economic cultural and universal change These programmes are giving more importance to Speaking or more precisely Speaking has had the value it deserves

WHAT IS REALLY HAPPENING IN OUR CLASSROOMSMany Tunisian teachers still find themselves working hard and facing learners who are not spontaneous or who dare not speak in class I do not think that the problem lies in our programmes or textbooks I think the problem is mainly related to 1- the behaviour of the teacher in class2- the practices of the teacher in class When a learner does not communicate or interact with his classmates or his teacher it is because he is afraid of any of the following factors in the classroom1-unfamiliar or ambiguous situations2-difficult tasks he can not prepare3-speaking entirely in English4-ridicule when making errors5-teacher over correction (losing confidence )6-authoritarian teacher 7-tests and evaluation8-fear of failure

The Tunisian Education Act defines the mission of education as a top national priority in which the learner is central to the educational activity This is based on the guidelines and criteria which have been developed on the basis of international meetings organized by the UNESCO in 1988 and 1991 Among the main skills to stress I ( am in this article interested in and ) cite the following 1Self-assertiveness ability to communicate in a clear and assertive way with others2Competence in communication ability to communicate in a foreign language to facilitate international contacts and to facilitate the understanding of other cultures

By Farida Ben Abdallah (Jlidi) Trainee Inspector



1- Survival physiological needs hunger thirst sleep 2-Security security needs physical and moral protection 3-Socialization social needs friendship affection exchange 4-Esteem esteem needs self-respect consideration prestige 5-Accomplishment

(These 5 needs form the basis of the motivations of individuals They are present in all of us They are hierarchical One can not be aware of any higher need only when the lower needs are met The teacher has to take into account the needs of the learner in communication (this is a way to acknowledge them) and it is on this basis that he should prepare the atmosphere and the activities to teach Speaking By such doing lsquoSelf-esteemrsquo and lsquoAccomplishmentrsquo are guaranteed

WHAT MUST THE TEACHER DO TO TEACH SPEAKING EFFICIENTLY 1-First of all the teacher must be creative not to cause boredom2-He must be flexible The learner does not like the authoritarian teacher because he blocks his desire to speak 3-He must provide a good atmosphere in the classroom4-He must respect the learnerrsquos need for autonomy5-He must be convinced that errors are simply an exploration of meaning6-Most importantly the teacher must use some

techniques to help and incite the learner to speak Examples of these techniques are

bullequipping the learner with fillers to give him thinking timebullteaching and encouraging the learner to start by getting the language he needs from his peersbullexposing the learner to listening activities using as many authentic materials as possible to enable him to use the language naturally

CONCLUSIONTo teach Speaking efficiently to lead the learner to a better acquisition of the language and to enable him to communicate in a clear and assertive way with others I think that the teacher has to reflect on his non verbal behaviour and his practices in class and work hard1-to establish an atmosphere of motivation and security 2-to get into context 3-not to give much importance to accuracy4-to encourage imagination5-to encourage spontaneity

ldquoThe more the learner is exposed to the language the less it is difficult for him to hear and understand The more the learner practices the language the easier he finds it to speak and the better he includes useful expressions in the interaction with others

These factors _ and perhaps others _ produce a learner who does not feel safe And it is the role of the teacher to help and make him feel safe The teacher has to have an idea about Maslows Motivations Here I emphasize the necessity that the teacher respect the following needs among the learner1-the need for security 2-the need for social relations (learnerlearner ndash learnerteacher)

Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs


By Faten Romdhani Teacher of English

Teaching English as a second language nowadays is facing a lot of changes which are imposed either directly or indirectly by the current needs of the digital era Itrsquos more than true that we are living in an age that is controlled in all its aspects digitally No matter how proficient is the teacher in this domain everyone of us feels the urgent need to accommodate oneself to onersquos learnersrsquo needs and adapt onersquos teaching to the prevailing scene Rarely do we see a learner at whatever age not carrying or using one of the technical facilities ( i-pod mobile phone CD player PC hellip)It is inescapable to all of us as teachers or as learners So why donrsquot we take advantage from the learnersrsquo changing needs in order to make them more engaged more motivated

Using Videos in the Classroom

In this article I would like to share with you one of the wonderful experiences that boosted my teaching impetus I know that this is not a new experience to many of

us but it is sharing experiences with each other and at least for those who are afraid of using technology inside their classrooms I want to tell them not to feel so To be clear I downloaded some useful videos for our learners and which go hand in hand with the official program and I used one of the videos ( about family matters with first forms ) as a tool to set the stage for the lesson to brainstorm ideas and to discuss the matter (a teenager who was invited by her friend to go out and what was the reaction of her parents and the three possible alternatives to the teenagerrsquos behavior ) What astonished me is that I did not expect such an important rate of engagement from approximately all learners and what added extreme pleasure to the lesson were their instant spontaneous responses I was amazed at the quick positive responses of my

learners even those who were never engaged in whatsoever lesson or activity First all were interested to sit conveniently to watch the video clip ( though it was in black and white ) but the presence of this visual aid( using the laptop to show video clips ) inside the classroom was to a large extent motivating to the learners Then they were totally engaged in the listening watching I have never seen such an engagement from the most uninterested pupil who was usually sitting at the corner of the classroom After watching the video clip once most of them unconsciously and naturally speaking rushed in with comments For those who found linguistic difficulties asked to replay the video again then a fruitful discussion started It was a lovely experience and Irsquom convinced that teaching from now on should be based on visual aids ( slides video clips short films comics cartoons hellip) brought to the learners in order to enhance learning the language I felt a great joy myself and not to hide anything from you I was as engaged as them



And towards the end of the lesson many of the pupils suggested to re-view the video Their eyes were the mirror of their joy and utter engagement After this lovely experience with my learners I knew how far is it in our hands as teachers as facilitators of the learning process to engage our learners in the lessons and to take advantage of this technological era in favor of our career of teaching That was a touching experience and I really felt very touched because my learners taught me a good lesson and all their positive reactions were as if they were telling me ldquoAs much as you engage us we will be as active as you want us to berdquo Even after some sessions the vocabulary learnt in that lesson

was never forgotten and they made proof of strong memory they remembered the structure used only by pointing to them the instance in the video clip After living this wonderful experience I am more convinced that the present era is offering to us many facilities to make not only learning easier for our learners but also paving the way for a smooth teaching We in fact are facing new challenges it is not the scarcity of the materials that we are complaining about it is rather the fact that we are submerged by the vast amount of information and useful resources to our teaching What is crucial for all of us is managing our time to better choose the appropriate teaching toolsIn the end of this article Irsquod like to express my deepest regards and gratitude to all the staff of this e-magazine for their great effort and untiring pursuit to better inform and engage teachers in the teachinglearning process In fact we are better engaged in our concerns as teachers thanks to their constant efforts to engage us Please let me express my deepest regards to Mr Mohamed Salah Abidi for his great efforts to help us and continuous encouragement Last but not least Many thanks for our respectful ICT trainer Hadji Abdelmalek for his unremitting help to find

proper ways to explore the audio-visual materials inside the classroom Furthermore he did not save any effort to help us concretize ideas into the classroom Well I hope I convinced some of the reluctant teachers to use technology inside their classrooms The first step is the most difficult one but if one tries one shall get used to it and even not satisfied to teach otherwise

ldquo We in fact are facing new challenges it is not the scarcity of the materials that we are complaining about it is rather the fact that we are submerged by the vast amount of information and useful resources to our teaching What is crucial for all of us is managing our time to better choose the appropriate teaching tools

TeiT Teachers of english in TunisiaFaten Romdhani amp AbdelMalek Hajji started TEIT almost a year ago It is a very active group on Facebook with more than 500 members The group shares all kinds of teaching-related resources including videos made by the members themselves collections of articles photos tips lesson plans downloadable documents etcWe picked some cool videos that teachers can try in their classroomsReal English Video (added by Faten Romdhani)httpwwwfacebookcomvideovideophpv=114211728610315ampoid=76440910504Object Pronouns (added by Faten Romdhani)httpwwwfacebookcomvideovideophpv=116825545015600ampoid=76440910504What time is it (added by Faten Romdhani)httpwwwfacebookcomvideovideophpv=116334398398048ampoid=76440910504Cinderella (added by Karray Boussaid )httpwwwfacebookcomvideovideophpv=1345918482382ampoid=76440910504Prepositions (added by Karray Boussaid )httpwwwfacebookcomvideovideophpv=1345878201375ampoid=76440910504Lunch Date ( added by Fedwa Abid)httpwwwfacebookcomvideovideophpv=1280550330663ampoid=76440910504

Fore more videos and resources and for the chance to meet a lovely community of wonderful teachers and educators you can visit the group herehttpwwwfacebookcomgroupphpgid=76440910504


Will language labs promote english learning

CALL lab language lab or multi-language laboratory can be presented as an aid like the OHP (Overhead Projector) the board cassette or CD

playerhellip that the teacher can use in the classroom Itrsquos a pedagogic aid we are going to use in teaching language and we hope that it will be helpful The group of teachers (trainers and trainees) followed the training on the CALL Lab software The Call Lab allows teachers to use audiovisual aids and to provide the learners with more opportunities to increase their contact with authentic material and more exposure to English language The lab will enable the teacher to control and check from her own computer (the server) the process of teaching a lesson or going through an activity done by the pupils each one from her his own computerMoreover this tool will motivate the young learners So I anticipate the integration of language labs in teaching English will facilitate things for the teacher and the learner as wellPersonally I have a great enthusiasm for this technology in language teaching (teaching English) and I saw both trainers and trainees share the hope that the integration of multimedia laboratories in our English classes will be useful I see at the beginning we will spend some

time learning how to master technology and the software programs (they are changing all the time) and the way we use them in the lab An effective use of these labs necessitates the mastery of technology and the software programs designed for language classrooms In the CALL Lab I see the pupil will be an active agent thatrsquos why technology knowledge is necessary for himher After mastering the use of technology and the software programs something more important is worth to be taken into account The activities that necessitate the use of the multi-media lab In preparing the activity or the lesson we should think of its feasibility usefulness and how it will maximize the learning gains We must think of what kind of activities with the help of CALL Lab will foster the learning of English Teachers need to design and update a bank of feasible and useful activities that would help them save time With the great enthusiasm toward the use of language labs in teaching English we should think of the difficulties and complexities (slow progress in learning the technology and the software the idea is still foggy for most of the teachers the problems in the hardware and the softwarehellip) but these with patience hard work and perseverance will not hamper us from making profit from new technologies in fostering English language learning

By Zohra Ammouri Teacher of English

As an attempt to integrate new technologies in English classrooms a group of teachers supervised by Mr Fathi Bouguerra and Mr Abdenbi Omri attended CALL lab training sessions at Sidi Bouzid CREFOC



lsquo Language learning is also believed to be motivating when students are focusing on something other than language such as ideas issues and opinionrsquo Because language conventions can vary according to purpose audience and culture it is important to raise the issue of the relationship between teaching the target language and the target culture

The national syllabus has adopted an eclectic view that blended two different prespectives( Dar 2003) suggested using localized English teaching

materials because they present students with real life and culturally familiar contexts(7th Year textbook Letrsquos Learn English ) bullWelcome to Tunisia p 54bull Alyrsquos House p75bull Uncle Hedy Farm p 80

On the other edge of the pie we find Alptekin ( 2002) who viewed learning a foreign language as a kind of enculturation where one acquires new cultural frames of references and new world view reflecting those of the target language and its speakers(8th Year textbook Letrsquos Discover More English )bullLondon Wonders p 23-29

bullThe party is on p 65-70bullTransport p 96-100bullPets p 134-138The point is that being monolingual and lsquo culture boundrsquo many students develop an antipathy towards the language they are learning It is the teacherrsquos role to reduce their cultural biases and to develop tolerance of foreign thinking and behaviour Most important of all is the teacherrsquos neutrality at all times He must overcome any temptation to try to prove the superiority of one culture over the other In other words the teacherrsquos task is not to lsquo convertrsquo the students to other cultures the role of the EFL teacher is to help students get to know and understand different cultures because this knowledge and understanding are indispensable for successful cross-cultural communication

By Fathi Bouguerra Teacher Trainer

Teaching The target language or The target culture


4 Show and Tell Basically in preparatory classrooms a learner shows hisher favourite object like a cell phone doll vase map pet a picture of a pet and tells a story about such an object A learner speaks more confidently once he shows his favourite object A live object generates confidence and helps a learner to perform well in an oral test Personally Ive tried this technique and it worked well as my students brought various objects to class continuously and that helped them become more confident and develop their speaking skills especially the weak learners

5 Role-play The learner here is asked to enact a particular role in a particular situation The teacher should give the learner a set of instructions at the start of the test Situation 1 Imagine you are a foreign tourist in London and you want to visit Trafalgar Square You are talking to a man in the street Find out how to get there Or the instructions may be made more specific to give the learner more direction and to elicit more comparable language from each learner Situation 2 You are a foreign tourist in Britain You want to visit Edinburgh so you go to see a travel agent After you have explained the situation ask him how to get to Edinburgh Ask about the price the traveling time comfort etc and ask for his opinion Decide how you will travel and explain why The ability to ask questions is very important particularly in this example The situation chosen for a role-play may be simple of an ordinary everyday event that young learners might find themselves in easily For example learners taking the cast in the role of a foreign visitor talking to a waiter at cafeacute ordering a drink asking for local information describing their needs talking about themselveshellip Some examples of matching roles for young learners are A couple meeting at a party a shop assistant and a customer a hotel receptionist and a tourist a doctor and a patient two students meeting for the first time A complex situation has an added feature that is unusual and more challenging especially for secondary students an urgent message an unexpected surprise offer a breakdown a job interview or an accident It sometimes involves a degree of suasion or puts the learner in a role that he has no experience of Situations can be specified in great deal in the instructions depending on students different ages imagination and familiarity with role-playing

6 Re-telling a story from written stimulus The learner reads a passage or a series of short passages silently then is asked to re-tell each one in his own words immediately afterwards There is no fixed time limit on the reading stage but he is not allowed to refer back to the written text again In our classrooms we might try this technique functions as memory-reinforcement exercise for learners Teachers can also use taped passages to save time particularly with slow readers This technique can be implemented easier with higher levels as the learners are endowed with sufficient linguistic tools that enable them to speak more confidently

7 Reading a blank dialogue The learner is given a dialogue with only one part written in it He is supposed to read the dialogue and fill in with the missing lines The teacher asks another student to read through the written part of the dialogue while the examinee reads his answers aloud The aim is to give the learner a clear idea of functional meaning of the missing parts The technique is useful for getting the learner to ask or answer questions

Example of a missing dialogue A Can you tell me how to get to the university campus B helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip A helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip B No itrsquos not far A Is it expensive B helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipIn the example above the stimulus the learner is given is an answer for which he must supply a suitable question or answer At a higher level blank dialogues can be constructed

that require the use of more complex functions such as suasion excuse polite disagreement warning and so on Of course the time allotted for the learner to prepare depends on the difficulty of the task Teachers should take into consideration the degree of difficulty and the linguistic competencies of each learner before he is a given a task

Testing Speaking (following)

ldquo A live object generates confidence and helps a learner to perform well in an oral test


8 Using a picture or a picture story In preparatory classrooms a teacher of English may use a very simple technique ndash picture or picture story- to encourage students to express themselves freely and easily in a speaking test The learner is given a picture or a sequence of pictures to look at Then the teacher asks him her to describe interpret or react to the picture or the story The teacher may help the learner if he falters or hesitates by guiding or giving him clues Generally speaking the learner will assume that he has already finished his commentary as soon as the teacher begins to ask questions So a teacher should know when to start asking questions to avoid interrupting the learner For young learners a picture or cartoon story usually helps a lot a learner perform well in a speaking test because a visual stimulus lets the learner feel at ease and more confident Visual stimuli are an economic and effective way of providing a topic of conversation without giving the learner words or phrases to manipulate and give back A well-chosen picture

inspires the learner generates confidence and makes the teacher judge more easily which learners communicate best However with a visual stimulus there is a risk that the learner will miss the point of a picture or a story for personal cultural reasons A learner from a rural area is not expected to say too much about Valentines Day but if he is shown a picture story about ldquoEid Al Idhardquo he might express himself easily For this reason a teacher ought to choose the pictures carefully as some pictures could be a demotivating factor Although cartoons are helpful suitable ones are hard to find and difficult for a teacher to draw

9 Sentence Correction The learner is presented with a sentence orally or in writing which contains an error He is expected to identify the error and then correct it A simple passage with few errors could be given to young

learners whereas a passage that contains several and difficult mistakes will be suitable for secondary learners With young learners we might ask them to identify the errors and correct them while with older ones we might invite them to offer more than one possible correction Offering a learner the opportunity to correct his own error is a strategy that can be done in the course of every oral test However there is a danger that the learner starts to monitor his speech much more closely and becomes less willing to speak The teacher may take notes of particular errors made by the learner made in the course of the oral test and at the end present him with one or two to see if he can correct them immediately

10 Reading aloud This technique requires the learner to read aloud to the teacher either a passage of a text or part of dialogue in which another learner reads the other part The teacher can choose passages according to the style topic and difficulty of language desired If the same passage is used among different learners this will guarantee a great degree of test reliability as such a test will help the teacher judge which learner performs best Another advantage is that this technique is simple to administer However one might say that this technique is not authentic since we rarely read a text passage aloud Good performance depends to a large extent on reading skills So if the learner has poor reading skills he will inevitably face difficulties in speaking There is another disadvantage that even secondary learners will vary in the degree of confidence with which they can read aloud from a written text In spite the fact that this technique is suitable for assessing the mechanical skills of language such as pronunciation intonation word order and stress patterns it is hard to mark during the oral test if a teacher does not prepare a checklist in advance

ldquo The teacher may help the learner if he falters or hesitates by guiding or giving him clues Generally speaking the learner will assume that he has already finished his commentary as soon as the teacher begins to ask questions So a teacher should know when to start asking questions to avoid interrupting the learner

ldquo With young learners we might ask them to identify the errors and correct them while with older ones we might invite them to offer more than one possible correction Offering a learner the opportunity to correct his own error is a strategy that can be done in the course of every oral test


11 Giving instructions description explanation Implementing this technique the learner describes an object a system or an everyday procedure Choosing an object or a chart that is familiar for everybody is a good way of getting the learner to produce connected discourse on a given topic but allows considerable freedom of choice of expression without requiring extensive preparation Learners might be given a wide range of suitable topicsbull How do you make a good cup of tea or coffeebull Describe a bicyclebull Describe how to prepare a favourite dish from your countrybull Give instructions for using a public pay phonebull Explain how you would advise someone to look for a jobbull Describe how people in your country celebrate the New Yearbull How does the education system work in your countryThe choice of topics can make the task more or less controlled A question such as Describe your favourite meal would be less controlled as there can be a lot of possible answers compared to Explain how you change a car tyrerdquo which is more controlled and requires basically one answer

12 Sentence Transformation This technique tests to what extent the learner manipulates sentences in order to demonstrate knowledge of specific language structures For example a first-year secondary student is given a sentence written onto a piece of paper in the active and then is asked to transform it into the passive voice or an eighth-year student is assigned to change a sentence from the simple present into the simple past This technique is neither authentic nor communicative but it does allow rapid testing of particular structural areas Through implementing this technique we will encourage our students to develop their abilities to report rephrase and summarize

ScoringThere are three important suggestions on scoring One is to use a scoring sheet At the left raters can number the test item Next to the test number is a short version of the cue At the right are at least three boxes for raters to check- the first for 2-point answers the next for 1-point responses and the next for 0 or unacceptable answers (Bachman 1990) Another suggestion is to score the speaking test immediately if possible Usually the scoring of

a speaking test is more accurate when it is done during the process of the test itself So if they feel comfortable testing and scoring at the same time it is recommended that teachers handle both together Usually however it is difficult for teachers to handle both The alternative method is to determine the score immediately after the test has been administered

Testing Speaking Skills Marking Criteria

Task Achievement3 Giving and seeking personal views and opinions in informal or formal situations confidence in dealing with unpredictable elements in conversations expressing ideas clearly and effectively with a high degree of fluency and accuracy 2 Giving and justifying opinions when discussing matters of personal and topical interests effective interaction in discussion adaptation of language to deal with some unprepared situations 1 Active participation in discussion but when discussion concerns complex and unfamiliar area there are problems to follow the discussion and implement tasks0 Inadequate answer bearing little or no relation to the task no logical structure

Fluency4 Fluent mastery of the language very long pauses general meaning clear3 Clear and effective communication a few unnatural pauses few interruptions usually necessary but intention is clear2 Competent communication making themselves understood with little or no difficulty using the language to meet most of needs for information an explanation1 Basic communication short conversations seeking and conveying information in simple terms unnaturally long pauses some interruptions are necessary longer pauses to search for word or meaning0 Communication full of pauses very halting delivery


Conclusion Previous literature on classroom testing of second language speech skills provides several models of both task types and rubrics for rating and suggestions regarding procedures for testing speaking with large numbers of learners However there is no clear widely disseminated consensus in the profession on the appropriate paradigm to guide the testing and rating of learner performance in a new language either from second language acquisition research or from the best practices of successful teachers While there is similarity of descriptors from one rubric to another in professional publications these statements are at best subjective Thus the rating of learners performance rests heavily on individual instructors interpretations of those descriptors (Pino 1998)

In spite of the difficulties inherent in testing speaking a speaking test can be a source of beneficial backwash If speaking is tested unless it is tested at a very low level such as reading aloud this encourages the teaching of speaking in classes In my opinion testing speaking skills could be a very interesting experience as it gives teachers an opportunity to be creative in selecting the test items and materials Moreover it has a great impact on students by making them enjoy taking the test and feel comfortable doing so if the teacher chooses the materials that interest their students and that is suitable to their age and levels of knowledge One should bear in mind that in testing as in teaching learners are the biggest asset and like any other resource they can be used effectively or badly

Oral Testing(TEACHER QUESTIONNAIRE)

Date

1 Complete with information about yourself School in which you teach __________________________ Number of classes you teach _________

2 Number of years of teaching experience _____________

3 Grade level(s) Tick all that apply 7th year Basic Education [ ]8th year Basic Education [ ]9th year Basic Education [ ]1st year Secondary Education [ ]2nd year Secondary Education [ ]3rd year Secondary Education [ ]4th year Secondary Education [ ]

4 Tick the best answera How often do you give your students the oral test

bullEvery session [ ]bullOnce a week [ ]bullOnce a fortnight [ ]bullOnce a month [ ]

b How many students do you call for each oral test

bull1 student [ ]bull2 students [ ]bull3 students [ ]bullMore than 3 [ ]

c How many times does each student take the oral test each term bullOnce [ ]bullTwice [ ]bull3 times [ ]bullMore than 3 [ ]


d How long does each test last bull3 minutes [ ]bull4 minutes [ ]bull5 minutes [ ]bullMore than that [ ]

e Which test techniques do you use to help your students take the oral test bullQuestions and Answers [ ]bullVisuals [ ]bullUsing picture story [ ]bullOther techniques [ ]

f Do you penalize students who do not prepare for the oral test bull Give them a second chance [ ]bullGive them a second chance and penalize them [ ]bullDo not give them a second chance [ ]bullJust ignore them for the rest of the school year [ ]

g How do you motivate your students to take the oral test

bull Encourage them verbally [ ]bull Reward them [ ]bullDo not encourage them [ ]bullJust ignore that they performed well in oral tests [ ]

h I donrsquot see a major benefit for my students to take the oral test

bullI strongly agree [ ]bullI agree [ ]bullI am uncertain but I disagree [ ]bullI strongly disagree [ ]

5 What do you see as the greatest difficulties facing you in giving the oral test __________________________________________________________________________________________________________________________________________________

6 To what extent does the oral test help the teacher assess his students __________________________________________________________________________________________________________________________________________________

Thank you for your cooperationPrepared by Adel Ghabri

References1)Nic Underhill (The speaking Test)2)Pino B G (1998) Pro-achievement testing of speaking matching instructor expectations learner proficiency level and task types Texas Papers in Foreign Language Education 3 (3) 119-133 3)Heaton J B (1988) Writing English language Tests Longman4)Angela Blackwell amp Therese Naber Open Forum 2 Academic Listening and Speaking Oxford University Press 20065)Mary Slattery amp Jane Willis English for primary Teachers Oxford University Press 20016)Lyle F Bachman (1990) Fundamental considerations in language testing Oxford Oxford University Press

BOUNDARIES

The English department third conference on BOUNDARIES was a great success It took place at the Institute of Languages of Gabes on

April 23rd and 24th 2010 The conference was sponsored by the University of Gabes ISLG and Wanderlust International Language Center (WILC) PARTICIPANTSMore than 28 participants from various institutes and faculties in Tunisia convened at ISLG for the conference Of course coming to the conference was not only about attending programme sessions but a unique opportunity that allowed participants to share experiences make new contacts and strengthen existing relationships This academic event helped them also bone their ideas and knowledge

CONFERENCE PROGRAMMEThe programme of BOUNDARIES was a rich mix of menus ranging from plenary sessions featuring many motivated and thought-provoking young researchers to intense highly-interactive discussion sessions The main conference schedule included six plenary sessions each followed by a 20-minute discussion sessionThe opening panel speakers on Friday 23rd included Radhia FLAH GAIECH Samar FRITIS Radhia BESBES and Khadija GZAIEL BELLAGA all of them are from ISLG The speakers provided a reading of some literary works

where boundaries are crossed The session ended with a lively and highly-provocative discussion The second session tackled exclusively cultural issues in todayrsquos world Hassen ZRIBA from the University of Gafsa dealt with lsquomulticultural discourse in contemporary Britainrsquo and Olfa BAKLOUTI a teacher at ISLG questioned the moral standards in the Global Age Fethi BOURMECHE from the University of Sfax explored the situation of Native Americans after Barak Obamarsquos winning election and Henda BAHLOUS from the University of Jandouba focused on lsquosocial control in Post-War American moviesrsquo

The afternoon programme included two sessions The first was predominantly an effort to re-read the post colonial discourse with one paper on the South African writer Andreacute Brink presented by Imen YACOUBI and another on Salman Rushdie by Hanene BEN MAHMOUD Lassaad ELMAHDIrsquos interest was in the boundaries in relation to comparative literature whereas Hatem ZITOUNI preferred to study lsquothe boundaries of the body in Fred Frostrsquos online work ldquoMeatrdquorsquo The second session however was totally devoted to a linguistic approach to the question of boundaries Izzeddine SAIDI pointed an accusing finger at the evaluation system which the newly-recruited teachers would face Naoufel HAJ LTAIF clarified the view of philosophy towards a world without borders and Salah BELHASSEN stressed the inability of linguistics to locate a given word within a determined linguistic world

InstItut superIeur Des Langues De gabesThe english DeparTmenT ThirD ConferenCegaBes april 23rd and 24th 2010

by Abdelhamid RHAIEMM A Higher Institute of Languages Gabes


Saturday began with two very different but very well-attended plenary sessions The first offered a close reading of the fluid boundaries in modern and post modern fictional writing Yassin NAJJAR for instance sheds light on the rigid conventions and elastic inventions in Don DeLillorsquos writing and Abdelhamid RHAIEM provides a reading of Virginia Woolf rsquos Orlando a book that transgresses both the boundaries of genre and gender Adel BAHROUN from the University of Sousse dealt with lsquodesire beyond spatial boundaries in Deleuze and Guattariersquos philosophyrsquo and Boutheina BOUGHNIM studied the relation between philosophy and literatureThe second and final session included two speakers whose papers narrowed the view on the theatre Aida BEN AHMED compared between Dr Johnson and the Shakespearian tragi-comedy and Dorra TOUZRIrsquos psychoanalytical approach delved into the boundaries between the conscious and the unconscious mind in Shakespearersquos King Lear The third speaker Amel BEN AHMED tried to explain the meaning of a male Pamela in a reading of Henry Fieldingrsquos Joseph Andrews The last paper presented by Mourad TABOUBI draws a picture of lsquoa discipline in crisisrsquo by focussing on the teaching of literature in the LMD system SUMMARYThe conference agenda offered a wide variety of topics that was highly appreciated by both participants and attendees This was due to the quality of papers and to the richness and pertinence of the discussionsBased on the number of attendees and their feedback it is clear that all sessions were hugely popular and highly-appreciated especially those dedicated to themes with which students are familiar These included sessions dealing with literature culture studies and linguistics

THEMESThe main conference agenda was organised around these themes -Boundaries and their relevance to feminist criticism-Boundaries and gender relations-Boundaries and language acquisition competence and learning-Community and the outlines of social boundaries as far as conformity nonconformity repulsion rewardhellip are concerned-Boundaries and telecommunications in a world of information flows-Boundaries in relation to comparative literature and their impact on the tempting prospects of

cosmopolitan literature-Boundaries and literary genres- Boundaries and theology-Cultural boundaries in a multicultural world how relevant are boundaries to such notions as identity adaptation assimilation etchellip-Geographical boundaries and their significance for the preservation of sovereignty and autonomy

COMMENTS

lsquoAbdelhamid my deep gratitude to you and to all the organising members for your nice reception and great organisation wish to see you again in future eventsrsquoImen YACOUBIlsquoHi Si Abdelhamid thank you very much indeed for your hospitality during the conference I wished to attend your presentation but due to work commitments I could not I hope it was a hit See you soon inchallah in Gafsa Keep in touch rsquoHassen ZRIBA

lsquoHi thanks a million for the conference I found it very interesting and enriching I have a question though Did you choose ORLANDO for the conference or the conference for ORLANDO I think it was successful I enjoyed itrsquoMontaha NBIBA

lsquoIt was very interestingrsquoNesrine TL

Everybody talks about the weather but nobody does anything about it Mark Twain

Solutions to the riddles on page 36

Answer to the AlphAbet riddlesA The letter ldquoYrdquo (Why)B Because the ldquoBrdquo (bee) is after it C The letter ldquoCrdquo (sea)

D The letter ldquoQrdquo (queue)E The letter ldquoirdquo (I)F A teapot

36 The Tunisian English Teaching Forum | Issue2 January 2010

The Lighter side

A- Which letter is always trying to find reasonsB- Why is the A like a flowerC- ldquoWhat letter of the alphabet has got lots of waterrdquoD-ldquoWhat letter of the alphabet is always waiting in orderrdquoE-Which is the most self-centered letter of the alphabetF-What begins with T ends with T and has T in it

ldquo What sunshine is to flowers smiles are to humanity They are trifles to besure but scattered along lifersquos pathway the good they do is inconceivablerdquo Joseph Adison


ALPHABET RIDDLES

I take it you already knowOf tough and bough and cough and doughOthers may stumble but not youOn hiccough thorough lough and throughWell done And now you wish perhapsTo learn of less familiar trapsBeware of heard a dreadful wordThat looks like beard and sounds like birdAnd dead itrsquos said like bed not bead -For goodness sake donrsquot call it deedWatch out for meat and great and threat(They rhyme with suite and straight and debt)

Funny poems

Quoted by Vivian Cook and Melvin Bragg 2004by Richard Krogh in D Bolinger amp D A Sears Aspects of Language 1981and in Spelling Progress Bulletin March 1961 Brush up on your English

httpitesljorgcjokes-riddleshtml

(Check page 35 for the answers)


You know yoursquove been on-line too long when

bull You name your children Eudora Mozzilla and Dotcombull You tell the cab driver you live at http123elmstreethousebluetrimhtmlbull You get a tattoo that says ldquoThis body best veiwed with Internet Explorer 50rdquobull As your car crashes through the guardrail on a mountain road your first instinct

is to search for the ldquobackrdquo buttonbull You check your mail It says ldquono new messagesrdquo so you check it again

Internet addiction

Can you raed tihs Olny srmat poelpe can I cdnuolt

blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg The phaonmneal pweor of the hmuan mnid aoccdrnig to a rscheearch at Cmabrigde Uinervtisy it deosnrsquot mttaer in waht oredr the ltteers in a wrod are the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae The rset can be a taotl mses and you can sitll raed it wouthit a porbelm Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef but the wrod as a wlohe Amzanig huh Yaeh and I awlyas tghuhot

slpeling was ipmorantt


Fun with ENGLISH

httpwwwjoke-zonecoukjokes44001

httpwwwsay-it-in-englishcomenglishfunhtml

ldquoThe third issue of the magazine features great articles by teachers educators experts and inspectors We would like to thank all the contributors who very warm-heartedly shared their ideas and expertise in the field of education for their time and for the genuine efforts they invested in creating this issuerdquo

The Tunisian English Teaching Forum

Mohamed Salah Abidi

Editorial Review BoardMohamed Salah Abidi

Graphic DesignTarak Brahmi



The

Editorrsquos note

Mohamed Salah AbidiTeacher Trainer and eLT inspecTor in The area of sidi Bouzid Tunisia

ldquoSpeaking The poor cousin of the other skillsrdquo is the central theme in this third issue of our e-magazine The articles by Steve Peha and Farida Ben Abdellah are good food for thought and may trigger debate among the teachers and educationists so that we teachers and trainers can go further in the discovery of better procedures and techniques how to foster the process of teaching and learning speaking skillsAdel Ghabri has conducted with his students at Rrsquomilia prep School a project on teaching and testing speaking skills and I hope the report we upload to this issue will help the teachers to improve classroom practice Integrating ICT in teaching English is a main concern and most preps in Tunisia are equipped with language laboratories For this we think the article by Zohra Ammouri a teacher of English at Regueb prep is a sample that can open doors for our colleagues who still consider it ldquobuilding castles in the airrdquo to use these labs in the classroom Mohamed Souissi ELT Inspector in Gabes kindly provided us with an opportunity to have access to his high quality article on virtual classrooms and Faten Romdhani from Nabeul who has shown expertise in selecting videos to be exploited in the classroom with TEIT wrote a worthy article on the benefits of using videos Tarek Brahmi interviews in this issue David Kapuler a renowned expert in the integration of ICT in education and enriches this issue with a selection of visuals Abdelhamid Rrsquohaim University teacher in Gabes reports on the 3rd conference held at his institute on April 23rd and 24th 2010 Fethi Bouguerra invites the readers to reconsider one of the common issues in ELT ldquoCulture and teaching foreign languagesrdquo We are happy that the magazine is gaining popularity among the teachers of English in Tunisia and abroad and we will be happier to receive the readersrsquo feedback so that we can improve its quality

cont

ents






6

ADEL GHARBI


10

STEVE PEHA


14

MOHAMED SOuISSI



22

FARIDA BEN ABDuLLAH


24

FATEN ROMDHANI


26

ZOHRA AMMOuRI


27

FATHI BOuGuERRA


33

ABDELHAMID RHAIEM


IN THIS ISSUE








TesTing speaking
























FLASH CARDS





Yell Cheat

Litter Eat in class

Mobile phone

Fight






































EFL CLaSSRoom



























































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH





cont

ents






6

ADEL GHARBI


10

STEVE PEHA


14

MOHAMED SOuISSI



22

FARIDA BEN ABDuLLAH


24

FATEN ROMDHANI


26

ZOHRA AMMOuRI


27

FATHI BOuGuERRA


33

ABDELHAMID RHAIEM


IN THIS ISSUE








TesTing speaking
























FLASH CARDS





Yell Cheat

Litter Eat in class

Mobile phone

Fight






































EFL CLaSSRoom



























































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH





IN THIS ISSUE








TesTing speaking
























FLASH CARDS





Yell Cheat

Litter Eat in class

Mobile phone

Fight






































EFL CLaSSRoom



























































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH










TesTing speaking
























FLASH CARDS





Yell Cheat

Litter Eat in class

Mobile phone

Fight






































EFL CLaSSRoom



























































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH

























FLASH CARDS





Yell Cheat

Litter Eat in class

Mobile phone

Fight






































EFL CLaSSRoom



























































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH














FLASH CARDS





Yell Cheat

Litter Eat in class

Mobile phone

Fight






































EFL CLaSSRoom



























































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH







FLASH CARDS





Yell Cheat

Litter Eat in class

Mobile phone

Fight






































EFL CLaSSRoom



























































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH










































EFL CLaSSRoom



























































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH



































EFL CLaSSRoom



























































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH






















EFL CLaSSRoom



























































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH










EFL CLaSSRoom



























































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH





























































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH





















































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH















































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH











































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH







































Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH





























Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH














Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH








Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH






Teaching

SPEAKING
















Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH














Needs of

Accomplishment

Needs of Esteem

Social Needs

Security

Survival Needs





























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH

































































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH

























































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH


















































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH










































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH


































Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH

























Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH

















Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH









Date





















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH

















BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH





BOUNDARIES












COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH









COMMENTS









The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH










The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH






The Lighter side




ALPHABET RIDDLES


Funny poems








Internet addiction





Fun with ENGLISH









Internet addiction





Fun with ENGLISH





