In a recent post, I described having my students “eavesdrop” on how the present perfect tense is actually used in the world they live in: at work, on TV, on the Internet, and by their children as they speak English with their friends. As promised, here is one of the activities I have used successfully in intermediate-level classes to put what my students discovered into practice.
Dr. Boraie will deliver the Presidential Keynote address titled, “Next Generation ELT: Voices of TESOLers” at the TESOL 2014 International Convention & English Language Expo, 8 am, Friday, 28 March 2014.
With my country, Egypt, going through many changes affecting all areas of life, including education policies, I started to think about the future and to reflect on what is happening in TESOL both locally and globally. Although I definitely do not have a linguistic crystal ball, I do want to try and look into the future of English language teaching and learning.
Hello, ESPers worldwide!
At Kanda University of International Studies (KUIS) in Chiba, Japan, I am focused on preparing my undergraduate students for success in their business careers. In this regard, I have recently been considering how I can more effectively conduct genre-based research and teaching.
The TESOL President’s Blog
Last week on 27 January, TESOL held an international symposium in Cairo, Egypt, organized in partnership with Egypt’s TESOL affiliate, NileTESOL, and The American University in Cairo. For me and for TESOL this was a very unique experience—it was a series of “firsts.” This was the first TESOL international symposium ever to be held in Cairo, and it was the first symposium outside the United States to be opened by an incumbent president (I am Egyptian) who is a national of the country where the symposium was held. I have to say, the opening of the symposium was a very emotional experience for me. There were many things I wanted to say, but I was not able express all of them.
A few years ago, when I was teaching an intermediate writing course in an intensive English program, one of the experiential objectives of the course was to help students build their vocabulary by having them keep a function-based vocabulary notebook. Since the curriculum in that program was brand new, I was one of the first-generation instructors teaching the class, and I, as with the other teachers in the program, was not really sure how to go about that objective.
Welcome to the 13th in this series of 16 TLO (teaching and learning online) blogs. Here in eastern Ontario, Canada, there’s been a period of record-breaking, severe winter weather with temperatures getting down to 40 degrees below zero, where Fahrenheit and Centigrade meet. So, you can imagine the disruption to daily life, including schools, colleges, and universities having to shut down due to dangerous driving conditions on the roads. It’s also been a good reminder of some of the benefits of TLO, saving students and teachers, who can work together online, from having to go to and from bricks-and-mortar institutions.
However, one of the challenges of TLO is assessment of student learning. In traditional, physical classrooms, teachers and students can see immediately and constantly who is paying attention, who is on-task, who is working together, etc. Likewise, who’s not paying attention, who’s off-task, and who’s not working is equally evident. But to a large extent, much of that kind of face-to-face interaction can be masked in TLO courses.
The Game: The game of Gimme the Word helps students with their knowledge and review of vocabulary words by using oral language and description. It builds on listening skills and higher level thinking skills.
Research Says: This creative language game “…provides language practice in various skills—speaking, listening and reading. It encourages students to interact and communicate. It creates meaningful context for language use” (“Creative Games for the Language Classroom” in Forum, Lee Su Kim, January—March 1995).
Editor’s Note: This blog post follows up a TESOL virtual seminar titled “15 Content-Based Activities for Incorporating Pronunciation Instruction Across the Curriculum” that took place 10:30 am to noon, 29 January 2014. The virtual seminar was jointly planned by the Speech, Pronunciation, and Listening Interest Section of TESOL International Association (TESOL) and the Pronunciation Special Interest Group of International Association of Teachers of English as a Foreign Language (IATEFL).
Thank you for attending or viewing my virtual seminar on pronunciation instruction and your interest in pronunciation instruction in general. In my presentation, I discussed Continue reading
As readers of my blog know, I stress the importance of speaking and listening to English outside of class from the very first day I meet my students. I find myself spending an increasing portion of the first class on this topic – as many as 90 minutes in a 3-hour class – and am always looking for new ways to help bring this topic to life for my students on Day 1. Continue reading