EFL 2.0 gems: Karaoke dialogues

I am very proud of this very underused resource- our karaoke dialogue page. You get a full ebook of all the blank dialogues + Karaoke or video files of the full dialogue or with parts missing where the student can reply with their own voice. It’s a stellar activity and try it below or go directly to the Karaoke Dialogue page. This post , “The Blank Dialogue Refreshed” explains how I developed this approach.

The “gems” series will continue all month. Here are the previous posts.

Gems of EFL 2.0: ebooks!

There has been some talk in  ELT circles about “The Round”, a new endeavor in the ELT self publishing field.  I wish them all the best.

I’m all for this and have written extensively how others may make/design/market/sell their own book. Still, it seems like a lot of talk and I’m waiting for the beef.

I’m all for getting things real (espousing the 37 Signals philosophy) and my ebooks are representative of this. Lots of them, hard cover too. And what’s even better about this is that they are available for free!

So here’s my list of what I’ve produced to help teachers. By no means complete, I’m sure I’m leaving some out. Click on the links and you’ll get additional links for ordering a hard copy or for additional resources.

True gems and most are in pdf with photos/links you can click to go right to the source.  More gems here.

Happy reading!

EFL Classroom 2.0 ebooks – the perfect X-mas gift.

The #1 in ELT - all the best ideas/things for teaching English

The Unbearable Lightness of Being A Teacher: Selected Writings about education, teaching and language.

Teach | Learn: A Student Created Content Coursebook. Printables, worksheets, Full lessons, mulitmedia materials. Even ppts, a community and files you can edit. Way ahead of its time and free.

Zen And The Art Of Teaching:  a reflective journal for practicing and pre service teachers

Youtube In The Classroom.  All the best videos and commercials on youtube for teaching English.

Basic Dialogue Karaoke Coursebook:  Dialogues, videos, karaoke files for learning basic conversational English.

Flashcards 4 Teaching English:  A complete directory and library of both printable and online flashcards.

Co-teaching General Guidelines: a workshop booklet with resources and approaches for setting up success in the cotaught classroom.

All The EnglishCentral techbooks + get 1 month Premium access free!

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For EFL Classroom Lifetime Supporters: (download after a lifetime supporters donation)

EnglishCentral Commercials: the workbook to help teach with videos students can speak.

EnglishCentral  Basic Workbook: for beginning students

EnglishCentral Famous Speeches: 20 famous speeches for listening and speaking with vocab. development.

Listening: A 4 Skills coursebook. 

Funny Stories for Teaching:  A collection of the best stories for retelling and listening activities. With audio and text.

The Power of Public Speaking:  A 20 hour, 4 module, multimedia  course on the skill of public speaking

Lessons In A Can: hundreds of lessons, downloadables, printables and ideas, fully described. Use online or with the ebook.
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Personal

Electric Chair for the Sun: Selected Poetry 1990 – 2010 (also see my poetry blog if interested)

The Idiot’s Dictionary – a book that tests your knowledge (and challenges it) of words and their etiology.

 

If you liked this post, you might like ” The Future of The Textbook

EFL 2.0 gems: Name The Language

This “game” is based upon my first successful game “Who Is Speaking” which used the speech accent archive.

In it, you listen to the 1st Article of the Universal Declaration of the Rights of Man spoken in a foreign language. Then you guess and see how you did. It’s quite the challenge! There are different versions based on length.

Give it a try or challenge your students.

Read all the “gems of EFL Classroom 2.0″ series, highlighted all this month.

Let’s give the gift of a click

As many of you might know, I returned “home” to Canada, the north of Canada this year. After years spent wandering the globe teaching, decided to be in one place, with family and friends.

The transition has gone better than I expected. Love spending time with my lovely parents on the farm. Love my sisters and kids. Love just exploring my old town and trails. Got a great job at the local university. I have lots to be happy about. However, life can kick you in the chops and it has this year.

I wrote previously about losing my dear coach, Mr. Z this year. A tragic ATV (all terrain vehicle) accident. Weeks later, a young student, Carter (pictured), avid skateboarder was also killed on an ATV. Tragic and makes you doubt your time and place. Made me do so…..

However, I’m a positive man. I want to do something about it rather than stand still and let it kill me.

But I need your help. 

Carter was an incredible kid, a skateboarder. We are trying to get a skateboard park in the community, under his name. The most votes will get the money.  Read about it.

What I am asking is for each and every person who reads this, who is part of this community, to give. Give a vote.  It just takes a click a day.

You have to register but you can just use your Facebook page. Vote daily and lets do something for Carter. I’d like you to help me make a difference. 

Thanks to all for participating, now let’s do it!

Yes, sir! No, sir. Sorry, sir.

Yesterday at the gym, in sharp succession, was called “Sir” by two young men (probably high school age). One replied, “Yes, sir” when I asked if I was going in the direction of the change rooms. The other banged the door into me and gave me a curt, “Sorry, sir”.

When I’m called Sir, I’m always in shock and it got me thinking – how does it vary around the world, the use of this honorarium?

For me, it is a sign of getting old but also something much more. I get called “Sir” in all sorts of situations where I wouldn’t have thought it would be used. I had really thought that it was going out of fashion and actually remember telling students overseas that it was inappropriate to use. Ha, little I know! Seems well used in my part of the world – Central Canada. What about in your part of the world? Do you teach students that this is a “living form” of English.

I’m curious because forms of politeness are always changing and I had thought this one was being buried, it was supposed to be gone with the decline of the British Empire! Seems however, it has lexical endurance. I work with quite a few Filipinos as part of my tech work and they are always using “Sir”. I’m sure that it isn’t just with me!

Wikipedia curiously enough, says it is a term used with educators.

Sir is an honorific used as a title (see Knight), or as a courtesy title to address- a man without using his given or family name in many English speaking cultures. It is often used in formal correspondence (Dear Sir, Right Reverend Sir).
The term is often reserved for use only towards equals, one of superior rank or status, such as an educator or commanding officer, an elder (especially by a minor), or as a form of address from a merchant to a customer.

But I’m not so sure, how common it is in classrooms or with teachers. I do know though, it is used with anyone where there is a big age difference and a power difference. At least that is my experience.

But it still bothers me when used. Does it bother you? And what about “Ma’am”? How do females feel about that? Is it commonly used, is it “alive and well” in our descriptive lexicon?

Just some “wordy” thoughts this early Sunday morning as I drink my coffee and reflect on getting old……

Gems of EFL Classroom 2.0: Kid’s Karaoke

Beyond TEFL certificate training, I first got into giving serious workshops through and about “Karaoke in the classroom”. I find karaoke a great tool for not just improving reading skills but also getting students some controlled speaking practice.

In that vein, find lots of karaoke on EFL Classroom 2.0. However, today I’d like to highlight our Kid’s Karaoke. A sterling set of kids songs. See them in video but also download the karaoke player and play the files from your desktop, class computer. Slow the tempo, change words, make a cloze, it’s easy! Enjoy these great kids songs….

Read all the “gems of EFL Classroom 2.0″ series, highlighted all this month.

Don’t Vote For Me!

I’ll leave it at that. This “voting” season count me, count EFL Classroom 2.o out.

Please read my post from last year or “The Competitive Side of Schooling“. I used to rush for acclaim but now I think it is better we just collaborate and help each other “bring home the bacon”. My job and my joy is helping teachers find the things that help their students and make them contribute to ideas/knowledge/skills. Forget the cajoling and online breast beating. Where’s the beef?

Don’t vote for me!

PS. I do love Edublogs and that’s why I’m here on Edublogs. I want educators to find them and use them. So in no way is this dissing Edublogs, only the Edublog awards.

This video sums things up for me.


Language “Starters”

One of the major skill sets of a great language teacher is the ability to “prompt” students so they will generate language. It isn’t easy and with time a teacher becomes better at replying, prompting, leaving unfinished their utterances so that students are put into a position of “having to communicate”. It is a skill that even gets more refined as the teacher adapts and scaffolds at just the right level/language. Teachers also get better at moving things along – the big challenge of pacing.

EFL Classroom 2.0 has so many online language generators that help teachers out in this regard. Generators and prompts keep the pace level high and keep students so engaged. I’ve used them and 30 minutes will go by in the wink of an eye. No boredom with them at all. I’ve put together many that can with a click of a mouse, start students talking. Also, in ppt and paper/flashcard form. Here’s a list – try them with student and I’m sure you’ll see they work like a charm. The teacher just keeps circulating as students take turns in groups, answering the prompt.

Tell Us About | Finish It Off | Writing Prompts | First Word War | State Your Opinion

Get more gems all month as we highlight them here.

June 27, 2007 12:44 am – my first EFL Classroom 2.0 post

[ I'm highlighting the "gems" of EFL Classroom 2.0 this month.  So, thought it appropriate to post up the first of over 1,500 blog posts in that time.  The start. ]

Educational Bliss

I really truly, madly deeply, believe in the power of education. Not as a way to knowledge but wisdom — as a way of forming a proper relationship between yourself and that “outside”. Tat tvam asi” , the brahman might say, “That art thou”.

Not to wax philosophically but I do think that as educators we should always carry this higher purpose within us and let it coat all the practicalities of teaching. I endeavour to do that and try, each day, to touch something infinite.

So I hope in the coming weeks, months, years , to turn here and “shut off the machine” and write what my mind meanders. About education and the larger purpose of things. Also about the small things. I don’t know who wrote the book but I read it in teacher’s college and was enlightened, “The Reflective Teacher”. Let this space be my mirror.

I also want to speak here about the role of technology. So much change but so much potential! Lots I hope to experiment with, try, tweak, throw away in my language teaching future.

I’ve come a long way from my steelworking days! Keep tuning in and turning off your own machine!

DD

EFL 2.0 Gems – Our 24/7 teacher

One of the nice things about a computer is that it never tires (also frustrating, always there tempting us). No greater example than our teacher bot on EFL Classroom 2.0. She’s pretty, smart and also wants to talk about Christmas these days (just select the questions below her to speak about Christmas). She’s a wonder and I’m glad I took the initiative to develop her for language learners all around the world.

Hours of fun. Post up your own “gems” from her responses. Also, try the Ghost Writer version of the same mark up language. A wonderful Harry Potter way to practice writing.

Get more gems in this ongoing series HERE.

The #1 …. (teaching factor effecting student success)

Number One** Not your ordinary, endless list – just what’s number 1.

        The teacher’s own expectation of the students.

 
Yep, that’s right. Teachers who think their students are smart will have smart students (all things equal). It is the factor that is most important regarding student achievement.

I asked my teachers about what they thought was the most important teaching factor effecting student achievement. Most mentioned motivation, some classroom management factors, a few curriculum/materials. Many rightly suggested school culture. However not one (and I have 160 students) got it right nor had heard about the seminal research of Rosenthal and Jacobsen.Teachers’ Expectancies: Determinants of Pupil’s IQ.pdf

Their research raised more questions than it answered. Stimulating read and subsequently tested and validated. They simply set up an experiment where teacher’s were (wrongly) told their students in “x” classes (18 of them) were smart and high achievers. They were actually quite average and chosen at random. They controlled other factors. The result? Students in the classes where the teacher “believed” they were top students suddenly became top students! All simply because the teacher thought they were teaching the cream of the crop.

They concluded that this happens most often with younger students. Also, there are a lot of other possible influencing factors. Yet, time and again, this experiment proves itself.

I put the word “believe” in quotes because it isn’t as simple as just believing in your students. Most teachers believe in their students. What really counts is not just belief but what you really think/feel/know in your gut about these students. It isn’t hope but faith, Meister Echart might have written (for it is the same distinction – hope really means we know one thing but hope for another by chance. Faith means we really believe and that belief effects the outcome).

I really believe that what Rosenthal and Jacobsen illuminated was something Goethe suggested decades ago – commitment. Teachers who are committed to the possibility and achievement of their students will do very well. True commitment is what counts. Are you a committed teacher? I’ll leave you with his quote.

TED TALKS – “Mind seasoning”

Right from the start, I was a TED addict. Sterling talks on a wide variety of topics. Great “mind seasoning”. I’ve written many times about TED talks but took it a step further, creating a handy TED “Random” video player with HD videos. Just refresh the page and get a random “taste” of TED. Or just scroll through the videos (most recent at the top). All of them at your fingertips.

Make sure to nominate an educator for TED – nominations close Dec. 5th.

I’ll be highlighting all the hidden gems of EFL Classroom 2.0, all this month!

What The Wordle

Teaching vocabulary can sometimes be trying. Mostly because it involves a lot of “new” stuff for students and a lot of slogging through, a lot of hard work on the part of the learner.

What The Wordle helps! They are a series of presentations, games really, that I made to “liven up” vocabulary learning. Click on a presentation, preview and then play with your students. Can they get the answer? You can also get the ppts for most HERE. Try this example, One of these things is not like the other.

Try it, I’m sure you’ll like it! Lots more “gems” from EFL Classroom 2.0 being highlighted here all this month!

Motherese

It is always a delight to read/hear one’s ideas confirmed/supported. It’s the source of so much joy and progress in this world and also the source of so much evil. Such is our nature. Today, over my Friday morning ritual of “the big breakfast” at Twiggs, the local coffee shop – had this experience.

Every Friday, I usually sit and read my New York Review of Books and enjoy an hour of “brain stretching”. This month’s issue had a sterling article “It Does Take A Village” about the incredible life and work of Susan Hrdy.

My background in anthropology coincides with my interest in language and I’ve always been interested in the topic of how human language came to be. It’s a deep riddle that holds some clues that  have a bearing on how we should teach language. If we can discover the origins of our journey, we might know where we are heading and further, based on the experiences of that journey, what makes language tick. It’s an important question that’s had its share of debate.

There are all sorts of theories about how we began this “great code” and started communicating in an abstract fashion. The “bow-wow” theory. The ding-dong theory, the pooh pooh and yo he ho theories (yep, I’m not making this up – google them!). All proposed by great scholars and arm chair grammarians. Even Chomsky is quite radical in this area, with his “asocial” and non-proto-language” theory of origins. Everyone has their own take and its been quite the place to “make your mark” in the world of social anthropology/linguistics.  I’ve always leaned toward the sing-song theory of which I’ve written about previously. Why this theory?

Well, it proposes that music and mother/child bonding are the origins of language. That the spark that led to language wasn’t fear or hunting but rather love, the love and emotion of a mother and baby. It’s a theory that puts emotion as the central impulse and fertilizer that made language grow.  So when I read the following passage this morning, I almost choked on my Canadian bacon.

And in a world where nearly half the population is male—the sex with higher levels of testosterone and its potential for causing aggressive behavior—the female majority, by better translating emotions into words, must have mitigated countless dangerous conflicts. We should not underestimate the role that may have been played by this verbally skilled, moderating majority in the evolution of language itself. Of all the calls, hoots, and screeches issued by our chimpanzee relatives, the only ones that sound a little like human speech are the coos exchanged in quiet moods by mothers with their young; the first language may have been “motherese.”

The term “motherese” is originally credited to Dean Falk (“Prelinguistic Evolution in Early Hominins: Whence Motherese?,” Behavioral and Brain Sciences , Vol. 27, No. 4 (2004).) and to me it makes sense.

Not only does the female sex today have a much better linguistic ability, it makes sense that language developed through a child, an infant. Language most certainly began through the development of “emotional intelligence” and paralinguistics (non-verbal communication). Language is an extension of that and most likely developed through imprinting on the infant of sounds that had meaning (by imprinting, I mean the process whereby infants develop ingrained behaviors regarding the mother – like a duckling will follow the “mother”.).

Language is such a powerful thing. Transcending time and power. It makes so much of what we have possible – almost everything. We owe so much to language. We might in this way – owe it all to “mothers”.

This video will get you thinking. Think a little about the children in this video and how they learn language so easily. Deb Roy’s experiment has important implications. Could it be that thousands of years of looking into a mother’s eyes and face holds the key?

Youtube 4 Teachers

Video Rulz! However for teachers, youtube can be problematic in the classroom. Too many distractions, too many ads. The students are busy looking at all the other stuff and not focusing on the main video.

I’ve made a player that helps immensely. Drawing on youtube’s API, you even get higher quality and more reliably streamed video than the site proper. I just got frustrated using many of the “safe” options out there. Many sites went under (like Clean Tube), some just added their own advertising and spam (Teacher Tube).

So enjoy the player for “safe” use in your classroom. Enjoy all the hidden gems of EFL Classroom, I’ll be showing off this month.

Also see this tutorial on Keepvid and downloading youtube videos for use in the classroom.

Text Messaging Game (Big Screen)

I’m really proud of some of the creative games I’ve made. One that I really think is stellar is “Transl8it”.

I’ve recently updated it and get it through a now available “Big Screen” version. It is simple as pie to play and students love it. Maybe even get them to make their own games by visiting http://www.transl8it.com and putting in their own text which students can then decode.

[I'll be highlighting EFL Classroom "hidden gems" for the next month. Keep coming back for more!]

What’s Next?

The whole month of December, I’ll be highlighting here content/ideas/material that I feel is in need of some “daylight”. There is so much of value and it just needs members to open a window so others can see it/find it.

I’ve previously blogged about the “power of prediction” for language teaching and prompting student language production. Very much along the lines of guessing games. Here’s another stellar way – What’s Next?

They are videos that show a scene. The teacher pauses the video and asks the students to say what will happen next. This can either be by offering some possible outcomes (A, B, C, D) or asking students to use their own thoughts (write down some “gambits” for prompting student language – “I think….. is / age going to ….” | “… is are possibly going to …” | “… might ……” etc ).

It’s easy to do and what’s better, teachers have already done a lot of the leg work. Find many already on EFL Classroom 2.0.

Stay tuned daily, all December for updates like this one – that’s what’s next!


Find more videos like this on EFL CLASSROOM 2.0