Super Simple Songs

For those who are interested in teaching their pupils or children some Super Simple Songs, here's the link. =)

http://www.supersimplesongs.com/

Working with mood and the atmosphere in class

Hi, guys! Here are some great tips that Monique has given to us. The first one is a cool website, that can be used throughout the lessons. If you are one of those teachers who like to teach with background music, CHECK THIS OUT! It´s a lovely site in which you can select the songs you´re going to listen to according to the mood! The name is Musicovery. It´s not necessary to register to use it!

Also, if you are into fun and games for your students, BBC website has lots of interesting activities and zillions of quizzes. You can even give the students the link, in case they are into puzzles in English.

Thanks Monique for the nice tips! (Now you own me a Coke... =D just kidding...hehehe)

The danger of a single story

When Mary posted the TED video, I immediately remebered this one. Not that it has something to do with the topic itself, but that she talks about the risks of limiting our views on the world. Suits different situations. Hope you guys like it.
Btw, Suely from SE suggested this one in her session about discipline.

;-)

http://www.ted.com/talks/lang/eng/chimamanda_adichie_the_danger_of_a_single_story.html

Concept Work

Dear all,

This is a great link Ana Paula Cypriano sent me. Take a look, there are examples of questions and the rational behind them. Let's try to implement some of the ideas in our next lesson.

;-)

http://www.teachingenglish.org.uk/think/articles/checking-understanding

Do schools kill creativity?

Word Addicted

Are you a 'new words addicted'? So I have a hint for you. Take a look at these cool links here. They can provide you and your students fun and knowledge.
From Dictionary.com: Daily Crosswords
Word Games
From Floe-Joe: Word Bank
From Splendid Speaking: English Collocations - This one is good to be used in the class because there are some questions with the collocations taught to be debated.

I hope you enjoy it.
xoxo

Need a Pic?

Need a beautiful picture for a flipchart or powerpoint? Here is a great copyright free website! Go get it!

'Justin Fever' - Baby ft. Ludacris

Have you got a teenagers or children group? If so, of course you've heard about Justin Bieber.

I've been working with past simple with my Basic 2 students and I promissed I'd show them Justin's video if they behaved appropriately. It's a very simple song to work with and Ludacris' part can be used to work with past simple.

My students were so happy and interested, singing along and dancing...

If you like this idea you could do the same. =)

Hi guys! This is to thank Maíra and Rach for the amazing insights!! Very useful indeed!!


 Also, I'd like to show you this two beautiful things I've found, and that could make great digital immersion projects:

One Moment in Time:

On May 2nd the New York Times website launched the web-based event called "A Moment in Time". Wherever people were, provided that they had a camera — or a camera phone — in hand, they would be taking a picture to send to Lens that would capture this singular instant in whatever way. The photos would, then, be added to a marvelous global mosaic; a Web-built image of one moment in time across the world. And here is the result!!

 http://www.nytimes.com/interactive/2010/05/03/blogs/a-moment-in-time.html#/4bde48110bca253c38000019


This material comes in handy when we think about "describing the pictures". Also, a follow-up discussion would be "If you could only photograph a single moment in time, what would it be?" Students could also set up one day and time to do the same and bring their photos to class, what do you think?

#140conf
Another interesting event is the #140conf  http://140conf.com/, organized by the technology anthropologist Jeff Pulver (his blog http://jeffpulver.com/)  This event is the largest worldwide gathering of people interested in the effects of the real-time Internet on both business and “we” the people. Speakers have from 5 to 15 minutes most to speak their mind. Here is the blog of a doctor named Krupali who registered for a 5-minute speech in the event( http://krupali.blogspot.com/2010/05/incredible-twitter-incredible-people.html) and wrote about her experience. She spoke about how Twitter helps her change the life of terminal patients with cancer.


Here's a nice opportunity to work with Public Speaking, and maybe discuss: "If you had only 5 minutes to speak your mind to a great audience, what would you talk about?" And, maybe, students could have their real 5-minute speeches in front of the class.


That's it for today!
xoxo

How do you finish your lessons?

I've been reading this very interesting blog called ELT Notebook and I saw this post where the teacher writes about ways to finish lessons.

It called my attention because usually we may not give this specific time of the class the importance it requires. It's was written in 2007 but we can use it today perfectly.

Here's what they say:

"Many teachers simply ask: "Does anyone have any questions?" Even more teachers use the time to assign homework, collect assignments, and chat with students while everyone cleans up. But correction, review, and feedback offer a better use of the final five minutes.

Correction: In the perfect class, students don't make any mistakes after applying the language. But, of course, a perfect lesson simply doesn't exist. Correction offers a practical way to remind the class as a whole of the language. This is in preference to interrupting a group's flow in a role play, interview, or presentation with on-the-spot correction, which then won't even benefit other groups.

But correction isn't merely limited to today's target language. I can cover any previously studied words or grammar points, for example. I can also draw the class's attention to words which they know, but perhaps used or pronounced incorrectly. I can even teach a more natural phrase or expression than one which popped up in the final activity.

• Review: Review focuses specifically on the material studied that day. I may reuse flashcards to choral drill vocabulary, particularly words that were troublesome for students early on. I may reread some questions from an earlier worksheet, in order to call for answers. I may reread answers from a worksheet, and call for appropriate questions. I may even ask for a response from part of the dialogue we studied. In other words, I can go pretty much anywhere as long as it reviews today's material. Whereas correction focuses on mistakes both with the target language and other points, review lets everyone take a final look at today's material. From a teacher's point of view, it's my final chance to make sure as many students as possible leave the class able to understand if not use the language correctly.
  
  Equally important, though, review serves to boost confidence. If students entered my class completely unable to use the new structure, the review session demonstrates that they have studied, learned, and can now apply it. Because there's usually only one correct response, it's oftentimes easier for students to measure learning via review, than it is through an open-ended speaking activity.


• Feedback: Whereas correction and review have a place in any lesson, feedback is a little more particular. Class size must be considered, because a group of twelve or more students makes individual feedback impossible. We must also think about how students will handle advice in front of their peers.
  
  In large classes, a general comment on performance can effectively close the lesson. For example, from my "going to" lesson: "Everyone used today's grammar and vocabulary well--we can use 'going to' for any planned event. Remember to ask follow-up questions, because this makes conversation more interesting! Kenji said, 'I'm going to visit some friends in Kyoto.' Can you think of a good follow-up question?" I only commented on today's lesson, but I could just as easily have added: "Don't forget our long term goal. We want to have a conversation with a partner for five minutes without stopping."
  
  By closing a lesson with correction, review, and feedback, I'm giving the students a means to measure their progress. They measure today's learning with a quick review of the key lesson points. They also gauge their retention with previously studied material when we go over correction. Lastly, in order to fine tune individual needs, feedback allows the teacher to give some positive and negative comments, as well as tips or remedies for each student."

To read the full text, please go to: http://eltnotebook.blogspot.com/search?updated-max=2007-06-17T11:20:00%2B02:00&max-results=5

A day in the life of... (Digital Immersion Project)

Do you remember the famous speaking activity "A Day in the Life of...", in which students learn how to use the Simple Present by describing a day in the life of a secretary, a doctor, a teacher...? well, I have found this video shot by my newest favourite singer (John Mayer). He himself shot a day in his life, while he was on a tour in Australia. The movie shows very cool images. I was wondering if this could make a cool project, in which students would buy John's idea and video record a day in their own life. Then, they would describe it in class.

 Eg. Every morning I get up at...and have breakfast. Then, I go to work...

Here is the link for John Mayer's "A life in the day"

Hope you like it!
bjs

Fresh Writer

Hi Folks!
Attending to requests I'm going to start sharing with you my experiences as a student of the CAE Preparation Course. The idea is to post about interesting websites and activities for candidates that can be done in class or at home.
So, the website of this first post must be known by some of you but as the purpose is just share and comment I belive that it would be welcome.
BBC is not exactly a website directed to Cambridge Exams, however it comes up with many useful sources. Take a look at this vocabulary page. There is a task in the end of the page where you can see other people's answers.
That's all for this post. I'm comming back with more news soon.
See you

Resource Books

Hi guys.

I've been sorting out our books and and register sheet and found out that some of them are kind of 'on the lose', y'know, no record and not on the shelf. Have you borrowed Jeremy Harmer's The Practice of Language Teaching, or Scrivener's Learning Teaching? If you happen to have any news, pls let us know. We miss them badly. :(

Support Lessons for PC2

Dear teachers,

Please, click on the link below and let us know when you'll be giving support to your students. It's advisable to talk to students first, before setting up a date. Invitations can be made to a whole group or to specific individuals only.

Junior, Basic, Plus and Young Express: 2 sessions of 30min. each
Adults: 3 sessions of 30 min. each

Zip's, Play and Kids are not included in this project.

Regular classes with the monitor will be carried out normally.


https://docs.google.com/Doc?docid=0AdVG3Nfcm12sZHZobnN4cl8xMDJnczg5ZGZndw&hl=en

Thanks,

Mary

28 ways to use audio in EFL classes

Using audio in class! Nice suggestions here!

FANTASTIC website!!!

Want to know more about the use of the word "competitive"? Check this out!

Nice video to teach/revise vocabulary (animals)

Mother's Day

This is to wish a Great Mother's Day to all the girls in our branch!! Hope you have the best Sunday with your beloved ones!!

I'm not a mother (yet), but pretty content as a daughter. I think my mother (who's also called Márcia :)) has provided me with the best I can be. So, I dedicate this song to her and to all the mothers and daughters in our group!



And the lyrics...

Daughters by John Mayer

I know a girl
She puts the color inside of my world
But she's just like a maze
Where all of the walls are continually changed
And I've done all I can
To stand on her steps with my heart in my hands
Now I'm starting to see
Maybe it's got nothing to do with me

Fathers, be good to your daughters
Daughters will love like you do
Girls become lovers who turn into mothers
So mothers, be good to your daughters too

Oh, you see that skin?
It's the same she's been standing in
Since the day she saw him walking away
Now I'm left
Cleaning up the mess he made

So fathers, be good to your daughters
Daughters will love like you do
Girls become lovers who turn into mothers
So mothers, be good to your daughters too

Boys, you can break
You'll find out how much they can take
Boys will be strong
And boys soldier on
But boys would be gone without the warmth from
A womans good, good heart

On behalf of every man
Looking out for every girl
You are the guide and the weight of her world

So fathers, be good to your daughters
Daughters will love like you do
Girls become lovers who turn into mothers
So mothers, be good to your daughters too [x3]

Happy Mother's Day!!!!!

In the short-story "Happiness", the Irish writer Mary Lavin says: "Mother had a lot to say. This does not mean that she was always talking, but that we girls knew the wells she drew upon us were deep, deep, deep".
As typical women (and teachers), we always have a lot to say. May the wells we draw upon our children, as well as our students, go deep, deep, deep.
Wish you all a wonderful Mother's Day.

:)

Digital Immersion

Hi!
I'd like to start a project with teens using Formspring (have a look at the PP suggestions poster, pls). Instead of making questions to their peers, I'd like to have different groups, or even branches (remember? my daughter studies at Meier 1) taking part in it. I have a Plus 3, but YExp groups are more than welcome.
Volunteers?

:)

Using FormSpring in the Classroom (second day)

So, as I said, I continued using FormSpring. And today I could see another of its possible uses in the classroom. Last class I had assigned some homework, in which students would have to ask me some questions by using one of the 4 accounts I had created for them. And so they did. When I started my lesson today, I used their questions as a warmer. Since they had been asked to me, I answered them myself (orally). I didn't correct the mistakes initially because I decided to do it during concept work, right after presenting the grammar focus. Therefore, after answering the questions, I let the website opened on the e-Board for them to see and have some quick conversation in pairs. It was great: I had an instant warmer, created by the students, and an amazing opportunity for recycling. Secondly, the questions this time were better.

This 2nd lesson was specifically about the difference between Present Perfect and Past Simple. Since they had created (via FS) some Present Perfect and Past Simple questions, right after the focus I asked them to check whether the verb tenses had been used correctly (BTW, this is lesson C2, Action 5). Loved it! In a nutshell I'd say that, although it was not very effective during the practice stage (see previous post on the use of FormSpring), it was excelent as homework and worked pretty well as a warmer. I'll think about other possibilities...and you? How about having a go?

Music clip by Miley Cyrus

 Miley Cyrus video "7 things": many possibilities in the classroom.

click here for lyrics