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	<title>EFL Classroom 2.0 - Teacher Talk &#187; activities</title>
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	<description>"When 1 teaches, 2 learn."</description>
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		<title>Using Flashcards to Teach Languages</title>
		<link>http://ddeubel.edublogs.org/2009/10/07/using-flashcards-to-teach-languages/</link>
		<comments>http://ddeubel.edublogs.org/2009/10/07/using-flashcards-to-teach-languages/#comments</comments>
		<pubDate>Thu, 08 Oct 2009 04:59:41 +0000</pubDate>
		<dc:creator>ddeubel</dc:creator>
				<category><![CDATA[Games]]></category>
		<category><![CDATA[Prof. Development]]></category>
		<category><![CDATA[methodology]]></category>
		<category><![CDATA[activities]]></category>
		<category><![CDATA[flashcards]]></category>
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		<guid isPermaLink="false">http://ddeubel.edublogs.org/?p=144</guid>
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DOWNLOAD AND PRINT THIS OUT
WHY?          Games are fun and motivational. They increase student talk time (production).
                    Visuals add context to the language learning. They are quick and [...]]]></description>
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		<slash:comments>4</slash:comments>
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		<item>
		<title>USING Vs MANIPULATING LANGUAGE</title>
		<link>http://ddeubel.edublogs.org/2009/07/11/using-vs-manipulating-language/</link>
		<comments>http://ddeubel.edublogs.org/2009/07/11/using-vs-manipulating-language/#comments</comments>
		<pubDate>Sun, 12 Jul 2009 06:28:38 +0000</pubDate>
		<dc:creator>ddeubel</dc:creator>
				<category><![CDATA[methodology]]></category>
		<category><![CDATA[activities]]></category>
		<category><![CDATA[language]]></category>
		<category><![CDATA[teacher training]]></category>
		<category><![CDATA[teaching]]></category>

		<guid isPermaLink="false">http://ddeubel.edublogs.org/?p=80</guid>
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Recently, I came across two lesson activity ideas online. On the surface both seem like good activities however one they contrasted nicely with each other and highlight the difference I see between USING and MANIPULATING language.
First the activities.

MANIPULATING Language : Cut up letters of the alphabet and put into an envelope. Maybe 5 sets of [...]]]></description>
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		<title>Using Lies in the EFL Classroom</title>
		<link>http://ddeubel.edublogs.org/2009/06/18/using-lies-in-the-efl-classroom/</link>
		<comments>http://ddeubel.edublogs.org/2009/06/18/using-lies-in-the-efl-classroom/#comments</comments>
		<pubDate>Thu, 18 Jun 2009 23:16:03 +0000</pubDate>
		<dc:creator>ddeubel</dc:creator>
				<category><![CDATA[Prof. Development]]></category>
		<category><![CDATA[methodology]]></category>
		<category><![CDATA[activities]]></category>
		<category><![CDATA[Games]]></category>
		<category><![CDATA[teaching]]></category>

		<guid isPermaLink="false">http://ddeubel.edublogs.org/?p=72</guid>
		<description><![CDATA[
I&#8217;ve been thinking recently about how good teachers foster &#8220;noticing&#8221; in their students. Good teachers somehow get students to notice the &#8220;deeper&#8221; stuff about language &#8211; the nuance and information that just isn&#8217;t on the surface and easily translatable or apparent.
This really can&#8217;t be done directly. One might think so and I&#8217;ll respect that opinion [...]]]></description>
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		<slash:comments>1</slash:comments>
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		<title>Listening &#8211; Too often a poor classroom cousin!</title>
		<link>http://ddeubel.edublogs.org/2009/03/21/listening-too-often-a-poor-classroom-cousin/</link>
		<comments>http://ddeubel.edublogs.org/2009/03/21/listening-too-often-a-poor-classroom-cousin/#comments</comments>
		<pubDate>Sat, 21 Mar 2009 09:48:30 +0000</pubDate>
		<dc:creator>ddeubel</dc:creator>
				<category><![CDATA[Prof. Development]]></category>
		<category><![CDATA[methodology]]></category>
		<category><![CDATA[activities]]></category>
		<category><![CDATA[listening]]></category>
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		<guid isPermaLink="false">http://ddeubel.edublogs.org/?p=56</guid>
		<description><![CDATA[Listening! Activities galore for your classroom!
Listening is a very overlooked skill in our classrooms. It is as vital (or even more so!) in the beginning as speaking and we should treat it so. But too often, it is the poor cousin. No more! Here are the major listening activities grouped by type. I&#8217;ve provided a [...]]]></description>
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		<slash:comments>4</slash:comments>
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