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
Hello, ESPers worldwide!
As we all know, TESOL 2014 will be taking place in Portland, Oregon from 26 to 29 March 2014. In this TESOL Blog post, I would first like to share with you information about a new edition of a TESOL ESP book that you will hopefully be able to obtain at the convention.
A New ESP Book on Global Best Practices
Kay Westerfield is a founder of the TESOL ESP Interest Section, a former member of the TESOL Board of Directors, and one of the authors of the new ESP book. I received permission from Kay to post her response to a question I asked in an e-mail exchange with leaders and former chairs of the TESOL ESP-IS. My question was whether the old edition of her book could be considered to contain “global best practices.”
Sometimes I hear teachers complain about so-called lack of appropriateness of student e-mails, such the absence of a greeting, a signature, or a subject line. The winning award for “the most unprofessional e-mails” goes to those students who simply send a blank e-mail with an attachment.
Well, believe it or not, most students have never been taught the professional e-mail genre. And this is true not only for English learners. I made similar observations when I taught a composition class for native speakers of English. When I first started teaching, I realized that many students don’t know how to compose an e-mail in an academic setting. However, instead of getting frustrated by students’ lack of professionalism, appropriateness, or even politeness, we—teachers—could take time at the beginning of the semester to help our students acquire the conventions of writing a professional e-mail. In what follows, I will share some activities that I used in the past.
In TLO 11 (posted 8 Jan 2014), I wrote that: “When we think and talk about building relationships online, we move beyond the Technology of TLO to the other ‘Big T’, which is Trust. In all relationships, personal as well as professional, face-to-face and at-a-distance, nothing meaningful and lasting can be achieved until we have established Trust.” A number of readers responded to that idea with the very good question: Yes, but how can trust be built in an online environment? If you can’t be in the same physical space with someone, shake their hands and look them in the eye, how or why would you trust them?
Please welcome Marc Anderson as the newest TESOL blogger. Marc’s biweekly blogs will focus on sharing fun, interactive games for you to use and adapt in your English language classes. Marc’s previous blogs with TESOL as a guest blogger include the highly popular “Best Language Learning Games” series.
The Game: The object of Words of Fortune is to form the best possible words from any of the 8 letters that describe the word challenge card in each play.
Research Says: Research supports the use of a vocabulary game like this to bring real world context into the classroom and enhance students’ use of English in a flexible, communicative way (Asian EFL Journal, December, 2003.)
Some time ago, I attended a professional development seminar presented by Patricia Lannes, Project Director of CALTA21, an innovative partnership between museums and community colleges that uses art as a catalyst for enhancing adult ELLs’ language and critical thinking skills. Patricia kicked off the seminar by projecting an unfamiliar painting on a large screen and asking us three simple questions:
- What’s going on in this picture?
- What do you see that makes you say that?
- What more can we find?
These three open-ended questions stimulated a rush of comments, as different members of the audience noticed and pointed to different facets of the art work, drawing widely varied conclusions about “what was going on” in the chosen painting.
Dr. Larsen-Freeman will deliver a keynote address titled, “Complexity Theory: Renewing Our Understanding of Language, Learning, and Teaching” at the TESOL 2014 International Convention & English Language Expo, 8 am, Saturday, 29 March.
When one of our students asks us something we don’t have an immediate answer to, without thinking, we may remark “That’s a good question!” Calling a question “good” can be an admission that we don’t know the answer, or it may be a stalling maneuver while we search for a plausible one.
It could also mean the opposite. As I read in a blog recently: “A good question is one to which I know the answer off-hand.” “A very good question” means “I even have a slide for it,” and “a great question” means “It’s the NEXT slide up!”