A Publication for Our English Teachers | Vol.

7, Issue 1

Beauty is in the Eye of the Beholder / page 7 Promoting Cooperative Learning / page 10

Contents

Volume 7, Issue 1
3 Editor’s Note Children Domain 4 Clap-clap; stomp and wiggle. TPR in ELT 6 Reading Street 2007 The Language Net 10 Promoting Cooperative Learning 12 Top Notch Winner of the 2006 Distinguished Achievement Award for Textbooks Jewel Box 13 PET Practice Tests Plus with Multi CD ROM

Flirting with Adventure 7 “Beauty is in the Eye of the Beholder” 8 Children and the adventure of learning English

Editor: Sherry Pérez Design: Kimera | Gabriel Martínez Meave Longman Pre-Primary / Primary Secondary / Young Adult / Adult Business and Professional English Cambridge Exams TOEFL® / TOEIC® / Exams Longman Multimedia Courses Online Subscription Sites Multimedia Video Grammar and Structure Dictionaries Skills English-Speaking World / Literature and Linguistics Materials for Language Teachers Longman ELT Classics / Other Titles Literature and Linguistics

Scott Foresman Reading Language Arts Science Mathematics Social Studies Art / Music ESL Bilingual Pre-K Penguin Penguin Readers Penguin Young Readers Prentice Hall Language Arts Science Mathematics Social Studies Modern & Classical Languages

Editor’s Note

Editor’s Note

D

ear Teachers, At Pearson Education we appreciate and acknowledge your daily effort in the language classroom.

We believe you are a fundamental pillar in education and the formation of our future generations, therefore you deserve not only our support but our gratitude for all the Great things you do. Because of this, we have put together latest articles, news and events to help you keep up-to-date with what’s going on in the ELT world. A Great section for Great Teachers has been created specially for you, with the objective of offering you practical support, suggestions and some thoughts from our ELT-School expert Ana Maria Borges... Enjoy! Thank you for joining us at our Longman Academic Day events around the country. I hope you found them inspiring and helpful. Longman Academic Day events have always offered teachers: • A chance to share experiences with prestigious teacher trainers and authors. • A great chance to meet other teachers in a nice relaxing environment. • The perfect opportunity to exchange knowledge and experiences about English Language Teaching while having a Great Time! It was our pleasure to be part of your Teaching-Learning experience. With appreciation,

Sherry Perez Editor for the Classroom Link

Great Teachers motivate Great Teachers inspire Great Teachers change the world

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Children Domain

Clap-clap; stomp and wiggle. TPR in ELT
Mauricio Ortega Academic Consultant, Pearson Longman, Mexico

T

PR (Total Physical Response) was originally created by Dr. James J. Asher, an American professor of psychology, in the 1960s. TPR is based upon the theory that the memory is enhanced through association with physical movement and the way that very young children learn their mother tongue. When communicating with their children (from a very early age), parents make use of ‘language-body’ conversations. This is, children respond physically to their parents’ commands. The parent may say, “Give me the ball” and “Put it down” and the child will perform nearly at once. These conversations continue for many months before the child actually starts to speak itself. Even though it can’t speak during this

time, the child is taking in all of the language; the sounds and the patterns. Eventually when it has decoded enough, the child reproduces the language quite spontaneously. TPR as an approach to teaching a second language attempts to mirror this effect in the language classroom. TPR in the EFL class A typical TPR activity might contain instructions such as “Walk to the door”, “Open the door”, “Sit down” and “Give Danya your dictionary”. The teacher says the word and demonstrates the action. Students are then required to carry out the instructions by physically performing the activities. After repeating a few times it is possi-

ble to extend the activity by asking the students to repeat the word as they do the action. In a supportive classroom environment, these activities are both motivating and fun, and it has been noted that with even a fairly limited amount of repetition, basic instructions and action words can be assimilated by the learners, even if they were unable to reproduce them accurately themselves. TPR can be used to successfully teach and practice: • Vocabulary connected with actions (smile, chop, headache, wriggle) • Tenses past/present/future and continuous aspects (Every morning I brush my teeth, I make my bed, I eat breakfast)

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Children Domain
TPR activities are seen virtually in every classroom and at nearly any level and age. When used sensibly and incorporated with other activities, TPR activities can be both highly motivating and linguistically purposeful. A careful choice of useful and communicative language at beginner level will make TPR activities totally valid since most learners will respond well to kinesthetic activities and may rely on such activities as a memory aid. If you think (or remember) carefully, you will realize that a lot of classroom warmers and games are based on TPR principles and you will also recognize the usefulness and practicality of such approach. So why not going for a change? Clap your hands, stomp your feet wiggle your fingers and try TPR with your students. You will soon realize that TPR works (clap your hands if you agree). You will eventually build up confidence when using the approach (stomp your feet if the approach works for you) and, last but not least, you will also enjoy the experience the positive environment and feedback from your students (now wiggle your fingers; just for fun!). •
References: • Richard-Amato, P. (1996). Making it Happen. Interaction in the second language classroom: from theory to practice. White Plains, NY. Longman. • Revell J. and S. Norman. (1997) In Your Hands. NLP in ELT. Saffire Press. London. • Maley A and A Duff (1982). Drama Techniques in Language Learning. A resource book of communication activities for language teachers. (UK). Oxford University Press. • Harmer J. (1991). The Practice of English Language Teaching. Longman Handbooks for Language Teachers. Longman. London and New York. • Brown, H. D. (1994). Principles of Language Learning and Teaching. 3rd ed., New Jersey: Prentice-Hall. • http://www.tpr-world.com

• Classroom language (Open your books) • Imperatives/Instructions (Stand up, close you eyes) • Story-telling (Having students either act or animate with sounds a part of the story of even the whole story). TPR and its benefits in the classroom • Fun – the playful nature of TPR activities often has students enjoy it. TPR activities are an excellent choice for warm-ups, time fillers and lift the class’ pace and the mood. • Memorable – since it is based on having students ‘perform’ after commands, TPR really helps students to remember phrases or words. • Learning styles – although it is almost always warmly welcomed by all students, TPR is especially good for kinaesthetic learners who need to be active in the class. • Mixed-ability classes –once again, the physical actions facilitate conveying the meaning successfully so that all the students are able to understand and use the target language. • Classroom management - TPR can be used in large or small classes. Though there is some argument on the number of students able to follow the activities in large groups, it is well known that provided that you (the teacher) are prepared to take the lead, the students will follow.

• Versatility – It doesn’t require a lot of preparation or materials and it will not take a lot of time to get ready. • It involves both left and right-brained learning. The case against TPR Regardless of the many benefits both teachers and students find when working with TPR, there are some potential weaknesses inherent in the approach. From a mere practical point of view, it is highly unlikely to maintain a lesson only on commands and physical responses for more than a few minutes since the activity may become repetitious for the learners. Another limitation lies in the language input, which is, in essence, restricted to imperatives. It should be also worth to mention that that TPR has never been intended to be used beyond beginner level. However, it might be possible to develop it by making the instructions lexically more complex (many teachers also report success when using TPR activities with learners at Intermediate and Advanced levels e.g. ways of walking – stumble, stagger, tiptoe– and cooking verbs –whisk, stir, grate –). Another point in defense of the approach is explained by its nature: a course designed around TPR principles would not be expected to follow a TPR syllabus exclusively, and Asher himself suggested that TPR should be used in association with other methods and techniques.

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Children Domain

Reading Street 2007
Veronica Lozano Robles ELT- School Academic Consultant, Pearson Education, Mexico

What is Reading Street 2007?

R

eading Street 2007 is the new Reading and Literacy program by Scott Foresman. It provides instruction from Pre- K to 6th grade. Student editions and practice books, leveled readers, decodable readers and trade books support student’s learning. Teacher’s editions, audio cd’s, flip charts, assessment program, ELL and intervention components support the teacher’s job. Online and technology resources support both teachers and students as they keep parents and administrators informed. Which are the Building blocks of Reading Street 2007? First of all, it was developed by notorious architects; a numerous group of well known authors, consultants and reviewers. Second in this list we have the priority skills. Reading Street 2007 will help you feel confident as you teach the right skill at the right time and with the right emphasis. To help you through this, Reading Street 2007 prioritizes the five core areas of reading instruction for every grade: phonemic awareness, phonics, fluency, vocabulary and comprehension. It also provides you with success predictors for each priority skill. No two students are alike. For this reason, Reading Street 2007 will also provide you with alternate routes for

students with different needs, styles and ability levels. Each unit in Reading Street 2007 gives you a road map to differentiate instruction and help each student succeed at their own level. Reading Street 2007 offers you a rich variety of literature: 50% fiction and 50% non-fiction for grades 1 to 3; and 40% fiction and 60% non-fiction for grades 4 to 6. This balance supports your science and social studies instruction, as you find content-area connections every week. A four-step assessment plan will help you make sure all your students reach the finish- line. Diagnose and place each student, monitor their progress, assess their performance and regroup accordingly and finally administer summative assessment to see how far students have come by the end of the year. Can I use Reading Street 2007 with non- native speakers? Reading Street 2007 was specially designed to meet the ELL (English Language Learners) needs, and empower them with effective tools and strategies. Built-in ELL strategies, ELL Teaching Posters, ELL Teaching Guide and ELL Transition Handbook will pave their way. • 6

Flirting with Adventure

“Beauty is in the Eye of the Beholder”
—William Shakespeare
Ana Maria Borges F.V. Academic Consultant, Pearson Education, Mexico

I

f you think that Great Teachers should be people who always get to work on time, cover the curriculum and wait to check-out at the right time, too... you’re partially right. If, on the other hand, you think they should be people who always have a good 5-day lesson plan developed, and spend some time at home check-

ing papers... you’re also partially right. My goodness, how bright teachers seem to be! Of course, the ideal situation in any field should comprise people that fit in the job. For some occupations, they require people who are hale, in others, people who are hearty, but in the World of Teaching, that is not enough.

In the World of Teaching, besides being hale and hearty, schoolteachers must evolve a Third Eye, through which they can see the beauty of every child’s self and get to know him/her so deeply that such person, eventually, becomes their “partner”. Educators, undoubtedly, must be well trained and master the subject they teach, but to grab the interest of the class, they need to become Great Teachers –and Great Teachers always see through their Third Eye. Doing our job the right way is very important, but tutors who do not communicate emotionally with their pupils, no matter what age, usually, have a hard time getting them to respond to demands in a positive way. If you are a teacher who achieves lots of things but haven’t evolved your Third Eye, yet . . . YOU STILL HAVE A LONG WAY TO WALK, BABY. While in other areas of the working world, employers call those who are already trained, in this territory teachers have to train those ones who are not trained, yet. It is said that being allowed to look into the lives of others is an honor, but helping others look into their very own lives is a pleasure that goes beyond description and it is reserved for Great Teachers! There are lots of ways in which Great Teachers can do it, if they just concentrate on the important things and not only on the urgent stuff. As research has shown that students learn better, faster and more effectively when school programs and Great Teachers work on PHYSICAL, INTELLECTUAL and EMOTIONAL aspects at the same time. • 7

Flirting with Adventure

Children and the Adventure of Learning English
Sherry Perez Academic Article
(Summarized from Motivate to Educate: The Great English Adventure)

Y

oung learners are always interested in learning new things, and teachers know that. The BIG question is HOW? Getting the pupil to not just to like, but enjoy class and find it so amazing as if it were a magical journey, a wonderful experience to live every day. How can I accomplish that? Defenitetly MOTIVATION is the key word. An the formula is quite simple: Motivation + Learners= happy students playing and working, living the adventure of learning English. Remember that as long as the learner is motivated, the magical journey will remain. To live this Adventure of Learning I would like to share with you a very thorough description and application of three phases in the process of motivating: • Energize • Engage-Educate • Evaluate-Encourage

Within these phases there are 10 important action points, which are briefly summarized in the following paragraphs1. To Energize: Teachers create the right physical environment, both energizing themselves and children. 1. Make your classroom into a unique, enchanting place. Display visual material and learners’ best work to create a friendly and appealing atmosphere: boxes, stuffed animals, puppets, colorful pictures and other materials should be made available. 2. Explore and develop your personal charisma. Children usually look up to their teachers; you are a model to be followed. Then, it is important to pay particular attention to your body language. Practice and enhance those ‘features’ which portray a ‘positive message’ such as your voice, your eyes, and your feelings. 3. Involve children in the creation of the group’s norms and agreements. Creating a set of norms, or rules, encourages students to consolidate trust and develop positive qualities: kindness, consideration, faith in self and others, helpfulness, fairness, honesty and patience. This ‘contract’ should be displayed as a reminder. To Engage – Educate: Teachers engage the children’s interest and promote deep level learning. How? 4. Balance the familiar and traditional with the new and unconventional. A richer source of motivation and language input is available in traditional fairy tales or other classical stories and characters, such

as those of Disney. They provide a familiar, well-loved context for new language. 5. Discover your learners’ interests and preferences and exploit them. Add fun to any dull topic by using: movement, novelty, mystery, adventure, drama, storytelling, challenge, role-playing or acting out, music and rhythm, and field trips and guest speakers. 6. Control the length and cognitive challenge of activities. • PUSH! First a long and challenging activity. • PUNCH! Then a short but challenging activity and... • SNAP! Finally a short and less challenging activity. 7. Create a sensible instructional sequence. Fun rituals and routines are essential classroom sign posts. Share with your students the plan of the day, 8

Flirting with Adventure
Ready to live the Adventure English? Join us then on this journey and experience the magic of motivation to educate. •
1. Morales, Jose Luis (2006) Motivate to Educate: The Great English Adventure, Longman

include a Wow! Activity in every lesson, and finally bring lessons to a positive end. 8. Create opportunities for learners to exercise choice. Give learners a choice between clearly defined activities and support them with sound rules and agreements. 9. Introduce activities that help children think about attitudes, behavior, feelings, and values. This is a good way to prepare learners to cope with the fractured

reality outside the protected classroom environment. To Evaluate – Encourage: Teachers provide positive feedback to the children. 10. Evaluate primarily to encourage positive feelings toward self and learning. Finally, positive feedback should be for genuine accomplishment. Assessment at this stage should encourage positive self-evaluation. All learners have potential; teachers should always take this into account.

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The Language Net

Promoting Cooperative Learning
Gabriela Lopez Academic Consultant
(Adapted from http://edtech.kennesaw.edu/intech/cooperativelearning.htm)

C

ooperation: when you work with someone to achieve something that you both want. Cooperation in the classroom means organizing activities within individuals looking for outcomes that are favorable to themselves and beneficial to all other group members. In the Cooperative Learning Model, it is promoted the use of small groups so that students work together to make the most of their own and each other’s learning. It works simply. Students are organized into small groups after receiving instruction from the teacher. They then work through the assignment until all group members successfully

understand and complete it. The essential components of cooperation are positive interdependence, face-to-face promotive interaction, individual and group accountability, interpersonal and small group skills, and group processing (Johnson, Johnson & Holubec, 1993). Positive independence • Each group member’s efforts are required and indispensable for group success • Each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities

Face-to-face interaction • Orally explaining how to solve problems • Teaching one’s knowledge to other • Checking for understanding • Discussing concepts being learned • Connecting present with past learning Individual and group accountability • Keeping the size of the group small. The smaller the size of the group, the greater the individual accountability may be. • Giving an individual test to each student. • Randomly examining students orally

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The Language Net

by calling on one student to present his or her group’s work to the teacher (in the presence of the group) or to the entire class. • Observing each group and recording the frequency with which each member-contributes to the group’s work. • Assigning one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale underlying group answers. • Having students teach what they learned to someone else. Interpersonal and small group skills • Social skills must be taught: · Leadership · Decision-making · Trust-building · Communication · Conflict-management skills Group processing • Group members discuss how well they are achieving their goals and maintaining effective working relationships • Describe what member actions are helpful and not helpful

• Make decisions about what behaviors to continue or change Cooperative efforts result in participants striving for mutual benefit so that all group members: • Gain from each other’s efforts. (Your success benefits me and my success benefits you.) •Recognize that all group members share a common fate. (We all sink or swim together here.) • Know that one’s performance is mutually caused by oneself and one’s team members. (We can not do it without you.) • Feel proud and jointly celebrate when a group member is recognized for achievement. (We all congratulate you on your accomplishment!). Why use Cooperative Learning? Research has shown that cooperative learning techniques: • Promote student learning and academic achievement • Increase student retention • Enhance student satisfaction with their learning experience • Help students develop skills in oral communication • Develop students’ social skills

• Promote student self-esteem • Help to promote positive race relations Implementing this model with young learners may boost and make learning meaningful. Pockets and Backpack have included a wide variety of activities in which students may have the opportunity to work under this model. Students have clear instructions in their books to work in pairs and teams, and teachers have lots of ideas in their teacher’s editions to lead students into these activities successfully. •
Other References: • http://www.co-operation.org/pages/cl.html • Brown, H. Douglas. (2000). Principles of Language Learning and Teaching. White Plains: Addison Wesley Longman. • Brown, H.Duglas. (2001). Teaching by Principles. An Interactive Approach to Language Pedagogy. White Plains: Addison Wesley Longman.

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The Language Net

Top Notch Commercial Announcement

Top Notch: Winner of the 2006 Distinguished Achievement Award for Textbooks
Sandra Hervey

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earson Longman now brings us the Spectacular Top Notch with Take-Home Super CD-ROM. With a variety of activities such as Speaking Practice, Interactive Workbook, Games, Conversation Models and five Top Notch Pop songs per level. Top Notch Take-Home Super CD-ROM is easy to use, provides useful and entertaining practice that apart from being enjoyable is perfect for self study. •

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PET Practice Test Plus with Multi CD ROM: Teaching, not just testing from Pearson Longman

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hether you are preparing yourself or a group of students to take the Preliminary English Test, you need to teach specifically for that test. You need to identify and focus your instruction on the very skills and strategies your students will be tested on. The new edition of PET Practice Tests Plus with Multi CD ROM combines old and new features that will make that experience not only enjoyable, but also effective. Some of these features are: • New Multi CD ROM: includes two practice computer –based tests. This test format allows students to change their answers at any time. • CD ROM Test Timer: The practice computer- based test includes a test timer which notifies the student 5 minutes before time is over in each section. • CD ROM listening section: allows students to use headphones and focus their attention while listening for a more intensive practice. • Grammar bank: gathers all the grammar structures included in the test. • General vocabulary bank: incorporates all the vocabulary words necessary for the test. • Topic vocabulary banks: arranges all the vocabulary from the test in topics (celebrations, education, etc) to facilitate learning. • Functions Bank: links all the language functions included in the test with the corresponding structures for expressing them. It helps students compare and contrast the different structures. • Visuals for speaking tests: allow candidates to experience the speaking tasks beforetime. • Sample answer sheets: they re- create the actual test conditions so that students rehearse the process of transferring results. If you are preparing yourself, a single student or just a couple of them, look for the PET Practice Test Plus with Multi CD ROM self- study edition, which includes the audio program and the answer key altogether. If you are preparing a group of students, you may prefer the PET Practice Test Plus with Multi CD ROM without key edition. In this case, contact your local Pearson Education sales representative and get the audio program and answer key for your class. •

Happy Testing with PET Practice Test Plus with Multi CD ROM!
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