Brazil / Peru July 2007
Practical teaching ideas
Conditional conundrum
Aimto raise awareness of the conditional structure
Levelupper intermediate and higher
Interactiongroup work and feedback
TechnologyCD-ROM and Internet
Rationale Learners need to be made aware of both standard constructions, and non-standard forms. The latter may include less frequent language, such as “If we would have….”, “If I’ve done it by then”, and unfinished conditionals such as “I’d never’ve done that”. The internet is a repository of such non-standard language; grammar reference material tends to showcase standard forms. This exercise promotes noticing and a process grammar approach as described by Thornbury in Uncovering Grammar.
Before Bring in a few grammar reference books. Check the internet is available, and that learners can access a grammar reference CD-ROM
Procedure 1. Ask learners to tell you how many conditional forms there are in English. Write their answers on the whiteboard. A typical group will produce answers ranging from three to six plus.
2. Divide the group into research teams. Tell them to check their assumptions using the following tools:
Group 1: a grammar reference book, such as Oxford Practice Grammar Advanced (OUP)
Group 2: a grammar CD-ROM, or the unit on conditionals in the courseware
Group 3: the web. This group should create examples of conditional sentences in order to type them into search engine such as Google
Groups re-form to include one person from each research team. The students discuss their findings.
3. The learners report back on any differences in the information provided by the various source materials, and any amendments they would like to make to their original figures (Step 1).
4. Debrief the task. What have they learnt about the conditional form? Which source do they find most reliable / complete?
Dictionary comparison
Aim:to raise awareness of the range of dictionaries available on CD-ROM
Level:intermediate and higher
Interaction:group work and feedback
Rationale:students are often unaware of the features and benefits of using a monolingual English dictionary, and the types of media (CD-ROM, internet) available
Technology:CD-ROM dictionaries
Before class:ensure that you have the relevant dictionary sets on hand, plus computers with access to the web and the CD-ROM dictionaries loaded. Photocopy the worksheet.
Procedure:
1Write up some words on the whiteboard. These could be new words you wish to pre-teach, or words from a recent class which you have chosen to re-cycle. Divide the class into four sub-groups and ask each group to find out the meaning of the words.
Group 1 use an electronic translator or bi-lingual dictionary.
Group 2 use a print monolingual English learner’s dictionaries.
Group 3 use a CD-ROM dictionary.
Group 4 use a web-based dictionary.
2Issue worksheet ‘Using dictionaries’ (see: Worksheet. Each group completes the relevant section.
3The class meet as a whole. Each group reports back on their sections, covering the pros and cons. Others can complete their worksheets by taking notes on the report backs.
4Ask students what they have learnt in this class. Open up a discussion about the various media used: do students have any preferences? Will they take any action, such as visiting an on-line dictionary or buying an English-English Learner’s dictionary?
Using dictionaries
Bi-lingual paperback / electronic dictionary……………………………………
Advantages / DisadvantagesMono-lingual English learners’ dictionary ………………………………
Advantages / DisadvantagesCD-Rom ………………………………………
Advantages / DisadvantagesOn-line dictionary………………………………………
Advantages / DisadvantagesFrom: “Blended Learning: using technology in and beyond the classroom” (2007)
Barney Barrett and Pete Sharma (Macmillan Books for Teachers series)
Blended Learning – definitions
Blended Learning refers to a language course which combines a F2F (face-to-face) classroom component with an appropriate use of technology.From: “Blended Learning: using technology in and beyond the language classroom” (2007)
Barney Barrett and Pete Sharma (Macmillan Books for Teachers series)
The term “Blended learning” has a range of meanings. This is not a new phenomenon in ELT where many terms have several interpretations: ‘task’ and ‘authentic’ for instance. Here are a number of typical definitions:
- a “combination of online and in-person, classroom learning activities”
- Learning or training events or activities where e-learning, in its various forms, is combined with more traditional forms of training such as "classroom" training
- the combination of multiple approaches to teaching or to educational processes which involve the deployment of a diversity of methods and resources
en.wikipedia.org/wiki/Blended_learning
- “combining…. (different) web-based technologies” (Driscoll)
- “combining pedagogical approaches” (Driscoll)
- a “mixture of face-to-face …and distance learning” (Frendo)
- “combining e-learning with …F2F” (Smith and Baber)
For many, blended learning is ‘nothing new’ (Claypole) – merely the logical extension of what we do already. The term has also been criticised. It can be seen as a ‘compromise position. A blended learning course run without a principled approach may be seen as ‘eclectic’ approach of blending together course components, and can end up as rather a mish-mash. There may be little or no relation between the taught and the on-line components of a course. In a worse case scenario, students may suffer the “worst of both worlds” – those not enjoying the on-line component being forced to participate in web-based communication, and those happier communicating on-line having to attend classes.
From: “Blended Learning: using technology in and beyond the language classroom” (2007) Barney Barrett and Pete Sharma (Macmillan Books for Teachers series)
Sources
Claypole, M (2003) ‘Blended Learning: new resources for teaching Business English’ in IATEFL Brighton Conference Selections Ed. Pulverness, A IATEFL: Canterbury UKFrendo, E (2005) How to Teach Business English Harlow: Longman
Smith, D.G and Baber, E (2005) Teaching English with Information Technology London: Modern English Publishing
Driscoll, Dr M. (2002) ‘Blended learning: Let’s get beyond the hype’
Blended LearningChapter 1 Blended Learning
Chapter 2 The web: Finding and using authentic materials
Chapter 3 ELT materials
Chapter 4 Electronic dictionaries
Chapter 5 Office software
Chapter 6 Interactive whiteboards
Chapter 7 Portable devices
Chapter 8 Computer mediated communication
Chapter 9 Creating your own resources
Chapter 10A brief word on the future
Teaching Resource Bank /
Pete Sharma
Pete started his EFL career as a business English teacher in Madrid, moving to Finland before returning to the UK. He has worked as a teacher, teacher trainer, Director of Studies and school manager. He was also the training and development manager for Linguarama, a business English organisation. He now divides his time between lecturing at universities and writing. He also works as a freelance consultant and trainer.Blended Learning courses – new
Course 1: Blended learning: using technology in and beyond the language classroom is aimed at language teachers currently under-confident as to how to successfully integrate technology to create a blended learning course. It covers the contents of the new book from Macmillan.
Course 2: Technology in language teaching: breaking down the software barriers, and uses the virtual learning environment Moodle to help teachers develop and deliver teaching material in a blended learning environment. Both courses offer hands-on workshops. For more information, visit:
Venue: Oxford Brookes University, UK Next dates: tbcEarly-bird registration
Pete Sharma for Macmillan Education