News quiz 2016

Photos by Chatham House [CC BY 2.0], 
Marie Lan-Nguyen [CC BY 2.0], 
wowser [CC BY-BC 2.0] on Flickr

There has been an unusually high number of celebrity deaths this year - so many that I could have built the whole quiz around it! Anyhow, here's my end-of-year offering in its traditional format, focusing on some key news stories of 2016. Like last year, I've tried to keep it light-hearted as much as possible. Politics is still there, but it's fairly evenly balanced by sports, travel and technology news.

One is better than none

One of my students showed her vocabulary (and grammar) notebook to her private tutor, who was surprised at the way new vocabulary was recorded in it. The student then conveyed the tutor's concerns to me, for example, that "pack in" doesn't have to go necessarily with the job (I'd taught the group "she's packed in her job"). She said, "it means 'finish' or 'give up'". I agreed. But where does it get you? If "pack in" can be substituted for "finish" or one of the other alleged synonyms (alleged because no two or more words are ever absolute synonyms - see HERE), can we say "I've packed in my homework"?

When we were young

Based on Adele's song from her third album 25, this activity can be used with Intermediate level and up. The main focus is listening to chunks, followed by discussion of the song and reviewing the use of like/as.

UPDATE (23.7.2019): After consulting Adele's official website it does seem that the bridge of the song goes It's hard to admit that... and not "It's had to win me back" as previously believed - thank you to my wonderful teacher trainees for pointing it out. The handout and the teacher's notes have been updated accordingly.

Does the chunk argument trump the plagiarism allegations?

Photo by Marc Nozell via Flickr

[CC BY 2.0]

One of the hottest news this week has been Melania Trumps’ allegedly plagiarized speech. Why allegedly? Because although Donald Trump’s wife address at the 2016 Republican Convention bears marked similarities to Michele Obama’s speech at the 2008 Democratic Convention, there is not much in it that would effectively constitute stealing in the linguistic sense.

The L in ELT

A report from the International ETAI Conference "Engage Enhance Energize" which took place in Ashkelon, Israel, between 4 and 6 July 2016

When Naomi Epstein asked everyone who was planning to attend and present at ETAI 2014 Summer conference to sum up their teaching career and life in seven words, I wrote “Let’s put the L back in ELT” as my 7-word bio. Nobody seemed to mind or make a big deal. This is unlike LexicalLab's similar-sounding strap-line "Putting the Language back into Language Teaching" which has drawn criticism from some who found it arrogant and insulting.

 

Those who can't

I'm a ________ (1) teacher of English (what has recently become a bad word has been blanked out as to not offend anyone). As readers may have gathered from the content of this blog, I love language. I’m also a language learner. I’ve spent all my teaching and training career improving my knowledge of English and honing my understanding of how it works. Especially since I started teaching more lexically, I’ve been paying more attention to how words combine into patterns and how vocabulary interacts with grammar to create meaning.

Criticism of the Lexical Approach

"All chunks and no pineapple?"
Image by Andrew Malone via Flickr [CC BY 2.0]

Writing an essay or working on a paper on the Lexical Approach and looking to include some sources that criticise it to make your writing balanced? I've collated a list of relevant articles here.

Be like Bill for grammar (and vocabulary) practice

The third person singular of the Present Simple tense is known to be particularly problematic for learners and when the "Be Like Bill" meme took social media by storm last week, I thought that it presents a wonderful opportunity to practise the problematic structure.

Background

If you don't know Be Like Bill, it works something like this: you see in your feed an image one of your Facebook friends has posted which looks like this.

News quiz 2015 - Follow up

Activities for reviewing lexis from News Quiz 2015

Photo by Dustpuppy72 via Flickr 

[CC BY-NC-ND 2.0]

Here's the promised follow up to the end-of-year news quiz: five pages of lexis-focused activities aimed at reviewing and consolidating language from the quiz. If you haven't seen the news quiz, click HERE.

You can preview the activities below or download them in Word format and edit/adapt them as you wish. The key (answers) follows below.

Update: Vocabulary from the quiz on Quizlet: https://quizlet.com/_1x0vbs

News quiz 2015

Traditional end-of-year news quiz for the first lesson of the new year

The dress which went viral

To tell the truth, I almost broke the tradition this year when I decided not to publish my annual quiz. The year has been so depressing I simply couldn't think of the news items that wouldn't be about terror and murder. But, at the insistence of friends and colleagues, here's this year's edition of the lexically enriched news quiz, which I've tried to keep light on politics.

10 things you can do with "10 things you didn't know last week"

10 things you didn't know last week is a digest of news snippets published every Friday on the BBC website. You can find it in a section called Magazine Monitor. The items chosen for inclusion tend be offbeat and quirky news - very often to do with science. Each story is linked to its source - on the BBC website or elsewhere on the web.

Below are some ideas on how you can use 10 things you didn't know in class. You will see that all of them require no preparation on the part of the teacher.

Colligation and a bottom-up approach to grammar

Summary of Hugh Dellar's IATEFL webinar Following the patterns: colligation and the necessity of a bottom-up approach to grammar - September 2015

For most people, the Lexical Approach is about focusing more on vocabulary in general and collocations in particular. Personally, however, I have always thought that the crux of the Lexical Approach is a different approach to teaching grammar. Lewis himself acknowledges that the Lexical approach “means giving attention to a much wider range of patterns which surround individual words […] In this respect, it is a more ‘grammatical’ approach than the traditional structural syllabus“ (2000:149-150, author’s emphasis).

The return of translation: opportunities and pitfalls

For most of the 20th century, there was a deep-rooted tradition in the ELT, which dates back to the Direct Method, that L1 in the classroom should be avoided at all costs. Although there were some alternative methods, such as Community Language learning (aka ‘counsel-learning’) and Dodson’s Bilingual Method, which made use of the learners’ L1 and used translation, most ELT methods of the last century were clearly ‘target-language’ only and some even went as far as to take a clearly anti-L1 stance in order to avoid interference.

8 things I've learned about Special Education Needs this summer

Public Domain image

Last week I was involved in another Train the Trainer course (Summer School) organised by the British Council in partnership with the Ministry of Education of Israel. The focus was Special Education Needs, and I had the privilege to work together with top expert in the field, Aharona Gvaryahu, MOE National Counselor for Students with Learning Difficulties, who was my co-trainer. While my role was sharing my knowledge and experience in designing and delivering teacher training workshops, my co-trainer as well as the participants of the course were a source of number of interesting insights into Special education, which I would like to share below:

Lexical activities united

This is a quick post that consolidates some activities for teaching collocations and chunks that I’ve posted on this blog and elsewhere, specifically the ones organized in series which I refer to as Cycles. 

I’ve demonstrated most of these at various conferences, most prominently at the IATEFL conference in Glasgow in 2012, but video recordings of the sessions have been taken down while the IATEFL Online website is being revamped. So I pulled all the activities together into one table for the convenience of the teachers and student teachers I work with as well as visitors to this blog.

I hope it makes it easy to navigate and find the activity that you’re after:

AAAL2015 convention: highlights, insights and implications

Rod Ellis presenting

While in Toronto for TESOL 2015 convention last month, I also attended - for the first time - the AAAL (American Association of Applied Linguistics) 2015 conference. The annual AAAL conference is conveniently held right before TESOL which gives ELT professionals travelling from all corners of the world an opportunity to attend both events back to back: the more classroom-oriented TESOL and its more highbrow cousin AAAL.

Here are some highlights:

A matter of semantics: same concepts, different divisions

Eighteen containers in assorted shapes and sizes on display in the corner of the room.

Fourteen EFL teachers organized in small groups according to their L1: English, Russian, Hebrew, Arabic, French.

Aim: categorise the objects; discussion in the group should be held in your L1

Purpose: to show that the same objects will fall into different categories depending on the language you use to categorise them. 

News quiz 2014 - Follow up

Activities for reviewing language (vocabulary and some grammar) from News Quiz 2014

Image by DLR  via Wikimedia Commons
[CC BY 3.0 de]

As a follow-up to last week's news quiz, here are seven pages' worth of vocabulary practice and review activities (in 2 levels). Some follow "traditional" format from previous years, others are new, for example, the Intermediate level activities include Netspeak, a web tool I blogged about HERE.

I hope you and students enjoy them as much as you enjoyed the quiz. If you still haven't seen this quiz, click HERE:

News quiz 2014

Traditional lexically-enriched end-of-year news quiz for the first lesson of the new year

By Anthony Quintano via Flickr [CC BY 2.0]

In keeping with the tradition started when this blog was born (4 years ago today), here is my end-of-year news quiz.  As usual, it's available in two levels (advanced and intermediate) and comes complete with a 9-page teachers guide with ideas on how the quiz can be used in class. A word of reminder: the quiz is not meant to test your students' general knowledge but to expand their vocabulary.

Over the years I've begun to feel that every year my quiz contains the same language such as cause controversy, got into hot water, battle with drug addiction, came to an abrupt end to describe politicians' faux pas and celebrity deaths that occur with unwavering regularity every year. So this year, a slew of new lexical chunks make their debut in the quiz: quirky sense of humour, eligible bachelor and ruffle feathers to name but a few. See for yourself.

Closely connected

Photo by Sudhamshu Hebbar on Flickr [CC BY 2.0]

An article written by the British linguist Vyvyan Evans entitled “Language Instinct is a Myth” which I shared on Twitter the other day triggered a lively discussion with my colleagues. One of the questions raised on Twitter was how come the idea that we are born with a built-in language capacity (aka the innateness hypothesis) has prevailed for so long and Chomsky, its main promoter, is part of all Master's in TESOL programmes if the theory has largely been discredited (Scott Thornbury asks the same question on his in X is for X-bar Theory).

Learners' use of collocations: insights from the research 2

"Perform surgery" or "carry out surgery"?
Photo by Austin Samaritans via Flickr [CC BY-SA 2.O]

What kind of collocations are most mistake-prone:
strong (e.g. honk the horn, shrug shoulders), medium-strong (e.g. wage a war, fail a test), medium-weak (e.g. perform an experiment, reach a compromise) or weak (e.g. see a film, read the newspaper)?

On (and off) the wall vocabulary activities

I often make students (and teachers I work with) get out of their seats. I think movement in the classroom is important whether you believe in the now hotly debated concept of learning styles or because cognition is embodied. Apart from onion ring debates and mingling activities, there are many movement activities you can do using classroom walls.

Not a word was spoken (but many were learned)

Video is often used in the EFL classroom for listening comprehension activities, facilitating discussions and, of course, language work. But how can you exploit silent films without any language in them? Since developing learners' linguistic resources should be our primary goal (well, at least the blogger behind the blog thinks so), here are four suggestions on how language (grammar and vocabulary) can be generated from silent clips.

Lexical Approach: a definitive reference list

Not a proper blog post this time but just a list of references and useful links I have compiled for a series of workshops I have been giving this summer. Ninety minutes is not enough for even an Introduction to... kind of workshop so I thought I'd put together a list for the participants to continue exploring the Lexical approach on their own. The workshops were commissioned by the British Council, hence a slight slant towards the British Council - BBC Teaching English website.