tag:blogger.com,1999:blog-63277730902619416232024-03-20T03:04:16.311-07:00English for Academic Purposes Creatively Ideas for EAP people who like it creativeLibor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.comBlogger18125tag:blogger.com,1999:blog-6327773090261941623.post-9033991031370094982016-04-11T14:15:00.001-07:002016-10-25T00:38:09.207-07:00Introduction to writing<!--[if gte mso 9]><xml>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizhspa9Hu1cL1UQ4-8AnGU9mZwW2uulOiyq8rQC4HHiCUvPpIpMgXixEAYiSXfOicf2mbUWelGOjLv8BndVYWj8Z7k9dfAVLFIBvORO9XckxSksGU79HiCs5Rr6JF1-fniydihGDI4G58/s1600/IMG_20160411_102555.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="137" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizhspa9Hu1cL1UQ4-8AnGU9mZwW2uulOiyq8rQC4HHiCUvPpIpMgXixEAYiSXfOicf2mbUWelGOjLv8BndVYWj8Z7k9dfAVLFIBvORO9XckxSksGU79HiCs5Rr6JF1-fniydihGDI4G58/s200/IMG_20160411_102555.jpg" width="200" /></a></div>
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<br /></div>
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">This is a 30 minute activity that introduces
some basic characteristics of writing we may not usually focus on.</span></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">
</span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">
</span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<b><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Step 1<span style="mso-spacerun: yes;"> </span></span></span></b></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">
</span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Students are given separate sheets of paper and
the following instruction:</span></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">
</span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<i><b><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Write one sentence that expresses your opinion
on the statement “Writing is important”. </span></span></b></i></div>
<i><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></i><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">
</span><br />
<div class="MsoNoSpacing" style="margin-left: 18pt; text-align: justify; text-indent: -18pt;">
<i><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">1.1.<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><span lang="EN-US">Theoretically,
it could be any statement, but, if we want students to think about writing, it
is preferable to focus the topic on writing, too. </span></span></span></i></div>
<i><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span></i><br />
<div class="MsoNoSpacing" style="margin-left: 18pt; text-align: justify; text-indent: -18pt;">
<i><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">1.2.<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><span lang="EN-US">Students
can be informed that they can agree or disagree with the statement, they can
explain it, paraphrase, develop, bring examples… simply any reaction is
correct.</span></span></span></i></div>
<i><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span></i><br />
<div class="MsoNoSpacing" style="margin-left: 18pt; text-align: justify; text-indent: -18pt;">
<i><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">1.3.<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><span lang="EN-US">There
is no time limit for writing that sentence. But this is not stated. Simply, no
time limit is set and if anybody asks, the answer should be: “No, there is no
limit.”</span></span></span></i></div>
<i><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span></i><br />
<div class="MsoNoSpacing" style="margin-left: 18pt; text-align: justify; text-indent: -18pt;">
<i><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">1.4.<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><span lang="EN-US">It
is essential that students are instructed to write one sentence only, long or
short, but one. The reason is that when we discuss writing later in the step 4,
students should also realize that one sentence expresses one idea.</span></span></span></i></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">
</span><br />
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<br /></div>
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<br /></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">
</span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><b><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">Step 2 </span></span></b></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">Students are asked to pass the paper to their
colleague sitting on their left. They should read the sentence their colleagues
have written and write their own reaction to that. They can agree, disagree,
develop the idea or come up with a new one - simply, anything is possible again
– it only has to be a clear reaction to the first sentence, and it must be only
one sentence again. </span></span></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">When all students finish, they are asked to pass
the papers to their colleagues sitting to their left again and do the same –
read the sentences of their colleagues and react to them in one sentence. This
can be repeated as many times as we like, but the more text, the longer each
change takes and the activity can become difficult to handle. In my experience,
if each student writes their own original sentence and four reactions, it is
usually enough for them to get some immediate practical experience with
writing to talk about.</span></span></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">Then, students are asked to send the papers
back to the authors of the original statements. They can read the collaborative
texts they have produced. </span></span></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US"></span></span></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">2.1. It takes different amount of time for each
student to read and write their sentences. We should not push the slower
students to hurry up, as it is one of the goals of the task to realize that
writing is individual.</span></span></span></i></div>
<i><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span></i><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">2.2. There can occur different reactions of
students during this task. We should not stop any of them, as students are
going to reflect on what is going on later in the next step. </span></span></span></i></div>
<i><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span></i><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-size: small;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZGAlVz_VOMjkyjYtQ9dMtReLI8H8rJ244i9fPmSN-7NiZeN6Vs4YAQxqMHP8Ys8hnxsBNqLTEtDWfTF4Rc_sE-G-ElpkqCIRlfeSQxta3qRADBrkRIah_HcvcUseFDNIDGrVZx8012U0/s1600/writing2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZGAlVz_VOMjkyjYtQ9dMtReLI8H8rJ244i9fPmSN-7NiZeN6Vs4YAQxqMHP8Ys8hnxsBNqLTEtDWfTF4Rc_sE-G-ElpkqCIRlfeSQxta3qRADBrkRIah_HcvcUseFDNIDGrVZx8012U0/s320/writing2.jpg" width="320" /></a></span></div>
<span style="font-size: small;"> </span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><b><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">Step 3</span></span></b></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">Students are asked to recall what was going on
while they were engaged in the task and they should write as many
characteristics of that activity (writing) as possible. They can produce
adjectives or descriptions. They should reflect on what was going on, what it
involved, and/or also what they observed.</span></span></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><b><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">Step 4</span></span></b></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">Students are asked to discuss their ideas with
the rest of the class. The teacher writes all points on the board and draws
attention to the ideas which are essential for writing practice.</span></span></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">The characteristics and ideas often mentioned
are: </span></span></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US"> </span></span></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<b><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">1)<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><span lang="EN-US">Writing
is an individual activity. </span></span></span></b></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US"> <i>(Each of them writes individually, on their own.)</i></span></span></span></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<b><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">2)<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><span lang="EN-US">Writing
is a form of communication. </span></span></span></b></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US"> <i> (In the first sentence, the students could have
thought nobody was going to read their sentence, but starting with the second
one, they knew they were writing for their peers; somebody was going to read it.
That could influence the content or form of their writing. Students could start
modifying their opinions according to the audience and the other authors.)</i></span></span></span></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<b><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">3)<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><span lang="EN-US">Writing
takes time –different time for each person. </span></span></span></b></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US"> <i>(They could observe that some
people had ideas coming fast and they could express them in a short time, while
others took their time, they were polishing their sentences, rewriting or
changing them. Some could not think or write at all. Why those differences
occur can be discussed with the class - it usually is a very interesting
discussion and makes students think about the process of writing even more.)</i></span></span></span></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<b><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">4)<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><span lang="EN-US">The
same idea can be expressed in many different ways. </span></span></span></b></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US"> <i>(Students could often read a
very similar opinion to their own expressed in a slightly or very different
way. They should be aware of differences in form.)</i></span></span></span></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<b><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">5)<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span lang="EN-US">Writing
includes reading. </span></span></span></b></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US"> <i>(Starting with the second sentence, all of them had to read
in order to write their comments. This is related to the point 2, a form of
communication; our writing usually reacts to writings of others.)</i></span></span></span></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b><span lang="EN-US">6)<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></b><span lang="EN-US"><b>In
writing, we tend to formulate our views and ideas more carefully and precisely.
</b><i> </i></span></span></span></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US"><i> (When students are writing, almost all experience the moments when they search
for the right or “best” way to express their ideas or change a sentence after
they see what they have written.)</i></span></span></span></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<b><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">7)<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><span lang="EN-US">Each
sentence is an expression of one idea. </span></span></span></b></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US"> <i> (Here, we can explain why we insisted on
one sentence only each time.)</i></span></span></span></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US"> AND</span></span></span></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify;">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<b><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US"> 8)<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span lang="EN-US">Writing
can be improved by writing. </span></span></span></b></div>
<div class="MsoNoSpacing" style="margin-left: 36pt; text-align: justify; text-indent: -18pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US"> <i>(Each skill needs exercise. This task can set some
style of work - when we deal with writing we are going to write a lot.)</i></span></span></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">I use this activity usually at the beginning of
a course focused on writing, or at the beginning of series of activities
focused on writing. Sometimes, 30 minutes is enough, in many cases, however (especially
in groups with rather diverse needs, skills or experience of the group members),
it is worth having a longer discussion on what writing includes. </span></span></span></div>
<span style="font-size: small;">
</span><br />
<div class="MsoNormal">
<br /></div>
Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com11tag:blogger.com,1999:blog-6327773090261941623.post-7796597446908182252015-11-05T07:51:00.001-08:002015-11-05T07:51:39.514-08:00Academic Writing Style with My Fair Lady<!--[if gte mso 9]><xml>
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<![endif]-->
<br />
<div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">To explain academic writing style
characteristics can sometimes be complicated. Students may not understand its
complexity and variability within its seeming uniformity.<span style="mso-spacerun: yes;"> </span>This activity uses the “Ascot Opening Race” song
(My Fair Lady) and helps students look at the academic writing style from a
different perspective.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">The task is divided into four steps:</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">First, we ask students to watch the video.
While watching, they should write down any adjectives (or as many
adjectives as possible) that characterise the scene, the setting, the people,
their behaviour, clothes, simply anything they notice or find worth commenting.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="separator" style="clear: both; text-align: center;">
<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/q5Sq1Pax7h8/0.jpg" src="https://www.youtube.com/embed/q5Sq1Pax7h8?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"> </span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Second, students share their adjectives with
the class. The teacher can write them on the board. Students usually produce a great
number of adjectives that can carry not only neutral or positive but also
negative connotations. </span></span></div>
<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">We can often hear words such as: <i>slow, boring,
old-fashioned, posh, organised, unified, uniform, static, careful,
orchestrated, synchronised, strict, detailed, rigid, orderly, pretending,
imitating, driven by conventions, mundane, unvaried, old, exclusive, elegant,
arranged, coordinated, … .</i></span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Third, students are asked to look at the
adjectives they have generated and identify those which could also characterise
academic writing style. </span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Finally, we compare how style can be perceived
by members of a community (insiders – academic style writers, in our case) and
by outsiders of a community (the video). The
discussion often shows a radical shift from neutral or negative connotations
(as an outsider) to more positive or understanding connotations when seen from the
perspective of an insider.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="mso-spacerun: yes;"> </span>This
discussion can help students realise they need to communicate their work differently
to different audiences. </span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Examples of shifts (or explanations):</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;"><b><span lang="EN-GB">slow</span></b><span lang="EN-GB"> – the pace of academic research and
academic writing is slow in a positive sense, it takes time to achieve results, and rush or hasty conclusions do not help.</span></span></i></span></div>
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;">
</span></i></span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;"><b><span lang="EN-GB">boring</span></b><span lang="EN-GB"> – an academic article in your field
can be exciting for you if it brings information you are interested in, on some unexpected
results for example, however, for a person from a completely different field it can be
considered boring since the lack of knowledge prevents them from the joy of
that particular discovery.</span></span></i></span></div>
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;">
</span></i></span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;"><b><span lang="EN-GB">old-fashioned</span></b><span lang="EN-GB"> – the rules we follow now, were
created many centuries ago, and have been changing over the years by some
evolution, not revolution. To change anything in academic writing style takes
time <span><br /></span></span></span></i></span></div>
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;">
</span></i></span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;"><b><span lang="EN-GB">posh </span></b><span lang="EN-GB">– in many cultures education is a
type of privilege and sometimes scientists and academics look down at the “unknowledgeable” part of the world (here, the connotation stays negative, but it can help to students communicate better their results to a non-expert audience)</span></span></i></span></div>
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;">
</span></i></span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;"><b><span lang="EN-GB">organised</span></b><span lang="EN-GB"> – everything runs smoothly when
everybody knows what to do (academic readers are happy when they find methods
in the section of methodology and results in the section of results, for
example) </span></span></i></span></div>
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;">
</span></i></span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;"><b><span lang="EN-GB">unified / uniform</span></b><span lang="EN-GB"> – in the video, the people seem to
be very similar, however, if there is something exactly the same, it is not
appreciated (two ladies in the same hat), which resembles academic writing –
we all divide articles into the same or similar sections but the ideas must be new
and different, if something is the same, it is not appreciated</span></span></i></span></div>
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;">
</span></i></span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;"><b><span lang="EN-GB">detailed</span></b><span lang="EN-GB"> – similar to the above, each detail of dresses, hats and accessories matter, similarly to details in our texts…</span></span></i></span></div>
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;">
</span></i></span><div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;">
</span></i></span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-size: small;"><i><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-GB">…static, careful, </span></span></i><i><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-GB">showing off, self-assure,
reserved, flawless, out of real life, stylish, choreographed, </span></span></i><i><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-GB">orchestrated, strict, rigid, orderly,
pretending, imitating, driven by conventions, mundane, unvaried, old,
exclusive, elegant, arranged, coordinated, … .</span></span></i></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Note: Many of the adjectives students say are
synonyms and can be grouped, others are irrelevant to the comparison and can be ignored – as the aim is
not to prove that the My Fair Lady song has the same characteristics as
academic writing style but to show that looking at any style from an insider´s
and outsider´s perspectives differs.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="MsoNoSpacing" style="text-align: justify;">
<br /></div>
Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com6tag:blogger.com,1999:blog-6327773090261941623.post-10771057030462421382015-04-14T05:59:00.000-07:002015-04-14T05:59:32.720-07:00Creative Theories <br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-eI9KJepPy3uuZZDts2Q9QnewEqsnHEtxAqvD_gVp1ID183q6NrZQ_YiUOs2DfmYq0QYbxxNd-_0urXSSN01rQIUFgZt2VuaNQmsrZlug00IQ1rEdjAFK7xvt07l5jG3CTtMm-9YKxc4/s1600/Obr%C3%A1zek1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-eI9KJepPy3uuZZDts2Q9QnewEqsnHEtxAqvD_gVp1ID183q6NrZQ_YiUOs2DfmYq0QYbxxNd-_0urXSSN01rQIUFgZt2VuaNQmsrZlug00IQ1rEdjAFK7xvt07l5jG3CTtMm-9YKxc4/s1600/Obr%C3%A1zek1.jpg" height="188" width="320" /></a></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">I am planning to post some ideas on creative theories that I work with in my sessions but before I do so, I share a video of a talk I gave in January where the most important theories are mentioned and commented on. Here it is: </span><a href="http://slideslive.com/38892836/keynote-blind-men-and-an-elephant-what-is-creativity-for" target="_blank"><span style="font-family: Arial,Helvetica,sans-serif;">Blind men and an elephant: What is creativity for</span></a></div>
Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com2tag:blogger.com,1999:blog-6327773090261941623.post-40581105306275947762014-09-21T14:00:00.001-07:002014-09-21T14:01:41.656-07:00Ban on "I don´t know" expressions<div lang="en-US" style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">At the beginning of a
course, I always find useful to explain to students that a creative
teaching approach establishes a general framework. We can work in a
relatively free and flexible way within that framework, but there are
certain rules that should be respected so that the framework can
support learning.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">One of the rules is a ban on the "I don´t
know" expression and its most basic equivalents. This ban can be
either presented directly with an explanation that they have enrolled
in the course in order to learn new things and not to practise a
phrase well-known to everybody.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">Or it can be introduced in a
slightly more entertaining way. We can show students some of
Catherine Tate´s "how much/how many"" sketches, such
as:</span></div>
<div lang="en-US" style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/Cvcs9KF-gt4?list=RDCvcs9KF-gt4" width="560"></iframe>
<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/Y7GrYuf9Ge0?list=RDCvcs9KF-gt4" width="560"></iframe> </span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">Students are asked to note different ways of saying "I don´t
know". Then, we ask them to work in pairs. One student prepares a question "Have
a guess ..." and the other tries and resists having a guess as long as possible by
saying equivalents of "I don´t know". When, the student
has no more equivalents of "I don´t know", they have to have a
guess. Then, the pair swops roles.<br />
Finally, the class puts together as many equivalents of "I don´t know"
as possible. We discuss differences in their use (e.g. levels of
formality) and explain that the most basic or well-known ones are banned
from the course.<br />
<br />
<i><span style="font-size: x-small;">Note: It is never respected at the first or second sessions, however,
once the teacher keeps reminding students, it is usually the fourth week
when it usually starts working.<br />
Of course, the ban is not an absolute one but it prevents students from an easy escape from answering questions at least. </span></i></span></div>
Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com3tag:blogger.com,1999:blog-6327773090261941623.post-67140415314357458262014-09-02T14:09:00.002-07:002014-09-02T14:09:49.119-07:00Getting-To-Know-Each-Other Activity: A Wallet
<div style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">This activity has
been inspired by one of Robert Fulghum´s short stories from his book
Maybe (Maybe Not). The story starts as follows: </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6i0PRMWtkwvDas3iBuTBQDo9FAd6mEyrsTOfC46ndi08DIH19lKjidFy0b77fSF7j0-hj5V-aJTxm42ehijlzc3XBFYf-YMVI9AjfvF2P66oAw-qyXSW1B3QUwYBOGv-Cs4qIAUigJn8/s1600/wallet1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6i0PRMWtkwvDas3iBuTBQDo9FAd6mEyrsTOfC46ndi08DIH19lKjidFy0b77fSF7j0-hj5V-aJTxm42ehijlzc3XBFYf-YMVI9AjfvF2P66oAw-qyXSW1B3QUwYBOGv-Cs4qIAUigJn8/s1600/wallet1.JPG" height="86" width="320" /></a></span></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;">…<span lang="en-GB">.continues: </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span id="goog_1733436288"></span><span id="goog_1733436289"></span><span id="goog_1733436290"></span><span id="goog_1733436291"></span><br /></span><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4eFi6LTrhnrqYoN2aRwKJogCTP5jUYYcTNYZP_sPSIGHiiFq46d4PvPSUo4DaiQGU0e5TYYSKTN80SRR0O7kg-b-S6M3kidoKmDHBS3PyBKcq6ywGkayGnWWV5kPIyEA5McnowdSx2II/s1600/wallet2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4eFi6LTrhnrqYoN2aRwKJogCTP5jUYYcTNYZP_sPSIGHiiFq46d4PvPSUo4DaiQGU0e5TYYSKTN80SRR0O7kg-b-S6M3kidoKmDHBS3PyBKcq6ywGkayGnWWV5kPIyEA5McnowdSx2II/s1600/wallet2.JPG" height="77" width="320" /></a></div>
<div lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;">...</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiqnY2Is6-n3b0LzWkStTdja7JZkqIBTgHUSc4AzR5UJxThmR7hqd0GJt63f4sSx8liuCCz3j0Fh4NXnrVknbYat_S3OvRgeSGtMNmM79TZIuUDgDKNE50rtQgii5Cfb6ucnBSkyQLH4U/s1600/wallet3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiqnY2Is6-n3b0LzWkStTdja7JZkqIBTgHUSc4AzR5UJxThmR7hqd0GJt63f4sSx8liuCCz3j0Fh4NXnrVknbYat_S3OvRgeSGtMNmM79TZIuUDgDKNE50rtQgii5Cfb6ucnBSkyQLH4U/s1600/wallet3.JPG" height="105" width="320" /></a></div>
<div lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"> and finishes with:</span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmTzKF-yQNLy4pM5H0UqC2qYd7UeSKaNrMiBBG_8PASR5ELYB8gWNRTEINKDKIvFaVjuPIBDm-O6EhUI5HRrjTRpBi_C-rr7VdYC75GVa8aQ3daExMq-sCaE7R_4-lVlERSGS6qJJTP6A/s1600/wallet4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmTzKF-yQNLy4pM5H0UqC2qYd7UeSKaNrMiBBG_8PASR5ELYB8gWNRTEINKDKIvFaVjuPIBDm-O6EhUI5HRrjTRpBi_C-rr7VdYC75GVa8aQ3daExMq-sCaE7R_4-lVlERSGS6qJJTP6A/s1600/wallet4.JPG" height="176" width="320" /></a></div>
<div lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">This activity
follows the story.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">First,
we explain to students that the session will start with a short story
which will be read to them. It is no need to read the whole story -
only essential paragraphs (or if the language level of the groups is
lower, we can paraphrase the story using simpler vocabulary and
sentence structure). The reading should not be longer than 3-4
minutes.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">After
the story has been read, we suggest we do the same: We ask students
to “take out their wallets (and purses and any equivalents of the
money + other essentials holders) and place them on the table”. </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">Then,
we ask students to take everything out, spread it on the desk in
front of them and go through the items in a few minutes. </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">Finally,
we ask students to say a few words (two sentences) about themselves
based on what they have found – one idea related to something they
would call “typical for them” and one idea based on something
that has surprised them (something they did not expect to find, if
there is such a thing). </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">This
activity can be really great, however, there are five basic issues
we, teachers, should be aware of: </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<i><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">1)
There is always someone who does not have a wallet (either with them
or simply does not use any) – in that case, we can ask them to take
their diary or mobile and look at the entries or text messages,
photos, phone numbers or anything else and base their introduction on
that.</span></span></i></div>
<i><span style="font-family: Arial,Helvetica,sans-serif;"></span></i><div align="JUSTIFY" style="margin-bottom: 0cm;">
<i><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">2)
This activity takes usually longer than what is expected because (and
I am always surprised it really works the same way as in the story)
students are more than willing to talk. They usually want to comment
on different things they have found or realised.</span></span></i></div>
<i><span style="font-family: Arial,Helvetica,sans-serif;"></span></i><div align="JUSTIFY" style="margin-bottom: 0cm;">
<i><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">3)
Students can react emotionally, such as go through the papers they
have in their wallet and throw them all into the dustbin or bursting
out in laughter because they simply recalled something really funny. </span></span></i></div>
<i><span style="font-family: Arial,Helvetica,sans-serif;">
</span></i><div align="JUSTIFY" style="margin-bottom: 0cm;">
<i><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">4)
Students can sometimes get unexpectedly open, e.g. a male student
commented once on a condom in his wallet saying: “This probably suggests,
I am always ready.”, or a female student commented on her
contraceptive pills saying: “This means, I do not want to have kids,
just yet, I guess.” This means that we should try and make sure we can provide a
safe and freindly environment where students can say whatever they want if they
want to. </span></span></i>
</div>
<i><span style="font-family: Arial,Helvetica,sans-serif;">
</span></i><div align="JUSTIFY" style="margin-bottom: 0cm;">
<i><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">There
can also be students of the opposite position – who do not want
to share anything (it happens rearly),
and there is no need to force them to share their privacy. Such a student can
introduce themselves in a traditional manner.</span></span></i></div>
<i><span style="font-family: Arial,Helvetica,sans-serif;"></span></i><div align="JUSTIFY" style="margin-bottom: 0cm;">
<i><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">5)
Students can find objects of all types (from paper clips and coin
jettons to scales or amulets) in their wallets and ask for “what
this is called in English”, so, we have to be ready for that as
well. </span></span></i>
</div>
<i><span style="font-family: Arial,Helvetica,sans-serif;">
</span></i><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;">The great
advantage of this activity is that students often remember a lot about
their peers and
that is why we can sometimes refer back to certain personal items or stories
during the course, which can make the atmosphere in the group more personal.</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEI9Oy6d_ewQ-yoDfZ-0218SZMWtQnnkdLZeYgdrLC4acyFVAXhmXbBFT6doM7GqeXYUpml6zMhMpWfb8jJMjsO6rHk54pLzRjC_vr06rqsGi1zFk_ZL7VqexV5A0UzaMmBxIFOoPQaUg/s1600/IMG_1193.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEI9Oy6d_ewQ-yoDfZ-0218SZMWtQnnkdLZeYgdrLC4acyFVAXhmXbBFT6doM7GqeXYUpml6zMhMpWfb8jJMjsO6rHk54pLzRjC_vr06rqsGi1zFk_ZL7VqexV5A0UzaMmBxIFOoPQaUg/s1600/IMG_1193.JPG" height="320" width="274" /></a></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
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<div class="separator" style="clear: both; text-align: center;">
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<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span>Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com3tag:blogger.com,1999:blog-6327773090261941623.post-62306978473715644882014-06-12T13:57:00.000-07:002014-06-12T13:57:12.931-07:00Linking words
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;">This is a combination of interconnected tasks that engages students
in a complex situation. It allows them to build new vocabulary, use their existing knowledge and language competencies, and practise newly learnt words in different contexts.
</span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;">The first
stage consists of five parts:
</span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;">1)
Individual students write as many linking words they can recall as
possible.
</span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;">2) Students
work in groups and categorise all the words they have produced into
groups according to their function or meaning.
</span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;">3) The whole
class shares and discusses original categories with examples of
linking words produced by the groups.
</span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;">4) Students
are provided with a material of generally accepted categories of
linking words with lists of their examples, such as:</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAWyuN359Z81tbtBJuDDMmUnv3MwDON8LtC1LW6TxLvCQ_oFWuU7IcI8kjc3nnRj4E3mhlStOO1wktutjE5kkxV7ScsFMuWPKBrH867_2zE6hk3pTipxcmTh-QsujDVrBxIFpr8QRoCgc/s1600/linking+words.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAWyuN359Z81tbtBJuDDMmUnv3MwDON8LtC1LW6TxLvCQ_oFWuU7IcI8kjc3nnRj4E3mhlStOO1wktutjE5kkxV7ScsFMuWPKBrH867_2zE6hk3pTipxcmTh-QsujDVrBxIFpr8QRoCgc/s1600/linking+words.png" height="216" width="320" /></a></div>
<br />
<span style="font-family: Arial,Helvetica,sans-serif;"></span><span style="font-family: Arial,Helvetica,sans-serif;"></span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">5)
Both student-generated and teacher-provided tables are compared and
discussed. Usually, both overlap to a certain extent, so it is useful
to emphasise the student-generated contribution. </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;">The second
stage also consists of five parts:
</span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">1)
Students are presented with a topic relevant to their field(s) of
study or interest.</span></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB"> <span style="font-size: x-small;">(A slightly controversial topic usually helps to
make some opinions more quickly.)</span></span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">2)
Each student forms an opinion on that issue and writes that opinion
in one sentence on a sheet of paper. </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">3)
Students send the papers with their opinions to the person sitting on
their left or right (if we are in a computer lab or if we want
students to move a little, it can
be students who change places moving from paper to paper or from computer to computer). Each student reads their colleague´s
statement and writes some reaction that starts with a linking word.
Then, they send the texts in the same direction as before and perform
the same task. This procedure is repeated several times. The only
requirements are: </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">(a)
each new sentence has to begin with a linking word;</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;">(b) no
linking word can be repeated in one text.
</span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">Note:
The task is getting slower and slower with each change because
students need more time to read the whole text written by their
peers. Four to five changes are usually enough for the purpose of the
task.</span></span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">4)
All texts return to the authors of the original statements for
analysis. The original authors underline all linking words (all
sentences with the exception of the first one should start with a
linking word) in the texts and identify a flow of argumentation. In
other words, they should be able to say which sentence supports their
original statement, which refutes it and which develops the
argumentation in a different way. (The categories from the stage
number one coul help.) </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">5)
Students write a synonym for each underlined linking word in their
texts that is suitable in the given context. </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;">In this way, students meet
linking words in different situations:
</span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">1) retrieve from
their memory what they already know individually;</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">2) categorise linking words – it may be useful especially with students with
no formal linguistic terminology background, they usually give "original labels” to the categories; </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">3) the discussion
and comparison with the “generally accepted” categories and
examples are important because they make students think about the idea that
those words not only exist but they have also some function; </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">4)
students can be engaged in an active use of the newly learnt words in
different contexts;</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">5) and
they can also think about the use of synonyms in the given contexts.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">At the
end, it can be useful to stress the importance of linking words for a
smooth flow of argumentation and ideas in academic texts. On the
other hand, it is important to emphasise that not every sentence in a
real text starts with a linking word - that linking words should not be
overused. </span></span>
</div>
Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com1tag:blogger.com,1999:blog-6327773090261941623.post-45059086965038715712014-05-17T06:42:00.000-07:002014-05-17T06:42:24.788-07:00De-personalisation of academic language
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">The
aim of this activity is to let students find out why it can be useful
to de-personalise academic texts. It can show the importance of being
aware of different perspectives we can adopt and consequent changes
in work with language. It can be based on any type of film that is
related to students´ fields of studies, ideally, a film, topic or
situation most of them are not familiar with. </span></span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">First,
we show students a short part of a film. The instruction is just to watch the sequence, no title,
names, characters or context are mentioned or explained before
students watch that.</span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dxC1RzdzWUBJ8vc45mGYifg1nhUlPqywy6oyjQ97yWDvsj624C_COCxv3GzoAlrSGuW3XNhas3lM4ulQl0OUA' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: xx-small;"> <span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">(Hotel Rwanda, 2004)</span></span></span>
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">Second,
students are asked to write down a few sentences describing what they have
seen. Then, they discuss their versions: first in pairs and then
together with the rest of the class. All ideas, perspectives, points
of view and types of expression are appreciated. </span></span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">Third,
students are given a text that offers a brief context to the
situation. They are given time to read the text. It can also be
useful to discuss some language issues or the meaning of the text.
Some important information may be added to make sure everybody
understands the context. For example:</span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i><b>Rwanda
Genocide</b></i></span></span>
</div>
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i></i></span></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i>
</i></span></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i>Rwanda’s
population of seven million was composed of three ethnic groups: Hutu
(approximately 85%), Tutsi (14%) and Twa (1%). In the early 1990s,
Hutu extremists within Rwanda’s political elite blamed the entire
Tutsi minority population for the country’s increasing social,
economic, and political pressures. The Hutu remembered past years of
oppressive Tutsi rule, and many of them not only resented but also
feared the minority.</i></span></span></div>
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i>
</i></span></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i>On
April 6, 1994, a plane carrying President Habyarimana, a Hutu, was
shot down. Violence began almost immediately after that. Under the
cover of war, Hutu extremists launched their plans to destroy the
entire Tutsi civilian population. Political leaders who might have
been able to take charge of the situation and other high profile
opponents of the Hutu extremist plans were killed immediately. Tutsi
and people suspected of being Tutsi were killed in their homes and as
they tried to flee at roadblocks set up across the country during the
genocide. Entire families were killed at a time. Women were
systematically and brutally raped. It is estimated that some 200,000
people participated in the perpetration of the Rwandan genocide.</i></span></span></div>
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i>
</i></span></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i>In
the weeks after April 6, 1994, 800,000 men, women, and children
perished in the Rwandan genocide, perhaps as many as three quarters
of the Tutsi population. At the same time, thousands of Hutu were
murdered because they opposed the killing campaign and the forces
directing it.</i></span></span></div>
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i>
</i></span></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i>Policymakers
in France, Belgium, and the United States and at the United Nations
were aware of the preparations for massive slaughter and failed to
take the steps needed to prevent it. Aware from the start that Tutsi
were being targeted for elimination, the leading foreign actors
refused to acknowledge the genocide. Not only did international
leaders reject what was going on, but they also declined for weeks to
use their political and moral authority to challenge the legitimacy
of the genocidal government. They refused to declare that a
government guilty of exterminating its citizens would never receive
international assistance. They did nothing to silence the radio that
televised calls for slaughter. Even after it had become indisputable
that what was going on in Rwanda was a genocide, American officials
had shunned the g-word, fearing that it would cause demands for
intervention. </i></span></span>
</div>
<span style="font-family: Arial Narrow, sans-serif; font-size: xx-small;"><span lang="en-GB"> (Adapted
from:
</span></span><span style="color: blue; font-size: xx-small;"><u><a href="http://www.unitedhumanrights.org/genocide/genocide_in_rwanda.htm"><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">http://www.unitedhumanrights.org/genocide/genocide_in_rwanda.htm</span></span></a></u></span><span style="font-family: Arial Narrow, sans-serif; font-size: xx-small;"><span lang="en-GB">)
</span></span>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">Forth,
students are asked to contextualise their first texts. In other
words, they should re-write their original pieces of writing using
the information from the Rwanda Genocide text.</span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">Then,
types of changes are discussed. Students should exchange their ideas
in pairs or groups and then share their ideas together in class. We
focus on the differences between their text number one, based only on
watching a segment of a film, and the text number two, based on
watching a segment of a film with a context of the situation.</span></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">Students
come up with a lot of different ideas but there are always some
changes relevant to academic context that we can highlight, such as: </span></span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">-
<b>improvement of accuracy: </b><i>people → Hutus, Tutsies; in Africa → in Kigali, Rwanda</i>; </span></span>
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">-<b>
improvement of sentence or paragraph structure:</b> <i>forming
full sentences or introducing a topic sentence at the beginning of
their short text</i></span></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">-
<b>improvement of style:</b> <i>some say they try to be more formal (even automatically)</i></span></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">- <b>higher responsibility:</b> <i>feeling "a higher level of fear” of making mistakes</i> </span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;">-
<b>attempt to create a “more objective” description of the
situation</b></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">This
discussion can but does not have to have a concluding character. We
can engage students in one more activity to offer them a more complex
view on reasons for de-personalisation in the academic context. </span></span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">In
this part, students are given roles. In this case, they can include:</span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">It
is 12</span></span><sup><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">th</span></span></sup><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">
April 1994, Kigali, Rwanda.</span></span></i></span></div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><span style="font-family: Arial Narrow, sans-serif;">You
are a <b>European tourist</b> at a hotel. There is a brutal civil war going
on in this country and you are being evacuated.</span></i></span></div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><br /></i></span>
</div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">It
is 12</span></span><sup><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">th</span></span></sup><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">
April 1994, Kigali, Rwanda.</span></span></i></span></div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">You
are a <b>United Nations peacekeeping forces general</b>. Your order is to
evacuate citizens of foreign countries from Rwanda. You know you are
safe because Rwandan Hutu militias kill only Tutsies or Hutus who
help Tutsies. You know the hotel is full of Tutsies and other
refugees. If you and your soldiers leave, the hotel residents are
very likely to be killed soon.</span></span></i></span></div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><br /></i></span>
</div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">It
is 12</span></span><sup><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">th</span></span></sup><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">
April 1994, Kigali, Rwanda.</span></span></i></span></div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">You
are a <b>United Nations peacekeeper</b>. Your order is to evacuate citizens
of foreign countries from Rwanda. You know you are safe because
Rwandan Hutu militias kill only Tutsies or Hutus who help Tutsies.
You know the hotel is full of Tutsies and other refugees. When you
leave, the hotel residents are very likely to be killed soon.</span></span></i></span></div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><br /></i></span>
</div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">It
is 12</span></span><sup><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">th</span></span></sup><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">
April 1994, Kigali, Rwanda.</span></span></i></span></div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">You
are a <b>humanitarian organisation worker</b>. You have brought a lot of
Rwandans to the hotel to be evacuated. Being a foreigner, you can be
evacuated but the children and other Rwandans you have been trying to
save are forced to stay. The United Nation peacekeepers will not help
Rwandans; moreover, they prevent you from helping them more. You know
the hotel is full of Rwandan refugees who are very likely to be
killed soon.</span></span></i></span></div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><br /></i></span>
</div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">It
is 12</span></span><sup><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">th</span></span></sup><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">
April 1994, Kigali, Rwanda.</span></span></i></span></div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">You
are a <b>Hutu Manager of the hotel</b>. You have to manage the process of
evacuation of all foreigners from the hotel. No United Nations
peacekeeper will help you to save the locals. You know the hotel is
full of Rwandan refugees and you all are likely to be killed by Hutu
militias.</span></span></i></span></div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><br /></i></span>
</div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">It
is 12</span></span><sup><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">th</span></span></sup><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">
April 1994, Kigali, Rwanda.</span></span></i></span></div>
<span style="font-size: x-small;"><i>
</i></span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><i><span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">You
are a <b>Tutsi employee of the hotel</b>. You would like to be evacuated
with all the foreigners but the United Nations peacekeepers stop you.
You know if you stay in the country you all are likely to be killed
by Hutu militias.</span></span></i></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
…<span style="font-family: Arial Narrow, sans-serif;">there
can be many other characters…</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">When
we make sure students understand which “role” they take on, they
are instructed to watch the film segment again. They should watch it
from the perspective of their role. In other words, they should see
the situation from a specific point of view (of an insider of the
situation). After watching this, students are asked to write a new
description of the situation.</span></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">Then,
we proceed in a similar way as in the step with contextualisation. We
ask them to identify differences and changes made between their texts
number three and texts number two.</span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">Again,
a great variety of different ideas appear, but usually, many students share
three issues that can be emphasised: students</span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">1) <b>get “deeper inside” the situation;</b></span></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">2) <b>focus on their own perspective only; </b></span></span>
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">3) <b>focus on details (not he wider picture) relevant only to the particular perspective and
ignore the rest.</b></span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">In
this way, students have been guided to a deeper understanding of why
de-personalisation can be useful: They may experience the
difference of a personal involvement and more de-personalised
perspective. When they are personally involved, they may go deeper
into the situation but, at the same time, they can take only one
perspective and focus on some details while ignoring other issues.
On the other hand, when they are given some context or adopt a wider
picture, they may introduce more accuracy, precision and
responsibility in their writing.</span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div style="margin-bottom: 0cm;">
<br />
</div>
<div style="margin-bottom: 0cm;">
<br />
</div>
<div style="margin-bottom: 0cm;">
<br />
</div>
<div style="margin-bottom: 0cm;">
<br />
</div>
Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com5tag:blogger.com,1999:blog-6327773090261941623.post-45027371222165047242014-04-24T13:59:00.000-07:002014-04-24T13:59:01.677-07:00A comment on feedback
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;"><span lang="en-GB">Today,
we had a very interesting discussion with students about the
importance of feedback. Some of them claimed it was really difficult
to express themselves in words and suggested it could be easier or
simply better to express themselves by different means.<span id="goog_1419539431"></span><span id="goog_1419539432"></span><span id="goog_1419539427"></span><span id="goog_1419539428"></span></span></span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;">They
were slightly surprised when I produced three versions of feedback I
use in my creativity courses and asked them to give feedback in a
different way. First, they laughed, then, they concentrated on the task and the atmosphere changed - it resembled
their normal work on word-based feedback. </span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;">We
discussed the differences between different types of feedback then
and majority of those who were in favour of “different” types of
feedback before preferred the word-based one after that experience. </span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, sans-serif;">One
of the conclusions of that discussion was that it is not the form but the content of feedback which is difficult: If they want to
give a good and complex one, they have to invest some energy. It does not have to be necessarily hard work,
but some effort must be made….. </span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi28UNz5d1vphjxdFFAWmL20Q29n36jYQepW_RXOPR4OBFzDvBGB5tzlD6yhz-umw-pWjJ6-W90YH7EyM7lxOwQatB-9Lb2_9nm2GL7OsZbEQJ2A8Ch7RBU7m-XPWS4NXIUSDYhyphenhyphenpa1rkg/s1600/feedback1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi28UNz5d1vphjxdFFAWmL20Q29n36jYQepW_RXOPR4OBFzDvBGB5tzlD6yhz-umw-pWjJ6-W90YH7EyM7lxOwQatB-9Lb2_9nm2GL7OsZbEQJ2A8Ch7RBU7m-XPWS4NXIUSDYhyphenhyphenpa1rkg/s1600/feedback1.png" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUv7Y-0dtKGP3UKKb-5Mrj275jsyZj4T3pnpOanSY6NXj93BX9no0YNVUYFiS9pVjROqGpNwCPQk7PVyIM2mlM55GNhvb1dzkf4sdUPd7ANJgzlL_QgtPRRTc10JwaQP6E2r_QrgUo0Sw/s1600/feedback3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUv7Y-0dtKGP3UKKb-5Mrj275jsyZj4T3pnpOanSY6NXj93BX9no0YNVUYFiS9pVjROqGpNwCPQk7PVyIM2mlM55GNhvb1dzkf4sdUPd7ANJgzlL_QgtPRRTc10JwaQP6E2r_QrgUo0Sw/s1600/feedback3.png" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL9Xf41vgfFsOzKZMSbZaHi1oeWWTvGQcEn7jmrrIalXeTD1rdgWQ0AcERJ_SxQLQhoSQkfhcgVKnITBNYY_xaW4fn9vHBaFBkqhIUN7FLvNFqCxZkt-uSOVMijS1G8t0Gh26WITJURiY/s1600/feedback1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /><span id="goog_1419539421"></span><span id="goog_1419539422"></span></a></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial Narrow, sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEju1ZbcxvOy_kp3aX36JSRi2-n-dqBAjTCihyphenhyphenM7xqbsJxOYgtJ0a1ESmSRBekYR8z4uHf5n4EMc5xTBM8rndaSk2LVG8SkHo_hz3bjixqhyphenhyphenfK3raKTIQ4QwXMghbdvmuef3Dso2gFsWzlw/s1600/feedback2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEju1ZbcxvOy_kp3aX36JSRi2-n-dqBAjTCihyphenhyphenM7xqbsJxOYgtJ0a1ESmSRBekYR8z4uHf5n4EMc5xTBM8rndaSk2LVG8SkHo_hz3bjixqhyphenhyphenfK3raKTIQ4QwXMghbdvmuef3Dso2gFsWzlw/s1600/feedback2.png" /></a></span></div>
<br />
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com2tag:blogger.com,1999:blog-6327773090261941623.post-71784035831492341842014-04-11T11:36:00.003-07:002014-04-11T11:36:59.138-07:00BRIDGE (critical thinking, vocabulary, academic style)<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2LqFfrX0GV8plmSry1jyNMBbDPFVKCQAp4iaAopXg9eYN_5La7pwyC4sI_Kmmecu9bVFNxz280DJUWKZTT1rN8DsxfG-ucLenQIiHQaLdvsaK7sxEJupOuzf7oZKKfis9XNvnzaCg4Q0/s1600/mosty.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2LqFfrX0GV8plmSry1jyNMBbDPFVKCQAp4iaAopXg9eYN_5La7pwyC4sI_Kmmecu9bVFNxz280DJUWKZTT1rN8DsxfG-ucLenQIiHQaLdvsaK7sxEJupOuzf7oZKKfis9XNvnzaCg4Q0/s1600/mosty.png" height="60" width="400" /></a></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<br /></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<br /></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<br /></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB"></span></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<br /></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<br /></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">This set of tasks has been inspired by team-work activities. We changed its focus and concentrated on language skills. We developed it for a
series of critical thinking courses in Czech, English, French and
Spanish in 2009. It has been used in a variety of courses
for different purposes since, for example for creative thinking, academic
writing style, communication patterns or vocabulary building, but I believe
it can be adjusted to a great number of other purposes.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">The
activity is divided into three stages: pre-session; in-session; and
post--session, where pre- and post- activities can be easily done
online. The in-session part is manageable in one 90 minute session, but it
is preferable to have more in-class time to achieve better results.
So, we can use it in a series of sessions, and we could even build a whole course around it.</span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br /></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><b>Pre-
session part:</b></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB">This part can focus on different language skills and its aim is to prepare students for the insession activity. There are a lot of areas we can work with. All students can get the same task or each student can work independently. Here are some examples: </span></span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><b>Task: </b><i>The
following session is going to address the topic of bridges. Conduct
small research and find out:</i></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><b>I.
PROFESSIONAL PERSPECTIVE</b></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">I.1.
as many definitions of “bridge” as possible;</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">I.2.
as many type of bridges as possible;</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">I.3.
as many materials used for construction of bridges as possible;</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">I.4.
as many construction methods of bridges as possible;</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">I.5.
best sources for bridge construction;</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">I.6.
a journal article on the bridge construction topic you like most; </span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><b>II.
LANGUAGE PERSPECTIVE</b></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">II.1.
as many synonyms to the word “bridge” as possible;</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">II.2.
as many adjectives frequently associated with the word “bridge”
as possible;</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">II.3.
as many verbs / activities associated with the word “bridge” as
possible;</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><b>III.
PERSONAL PERSPECTIVE</b></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB">III.1.
choose a bridge you personally like most (can be because of its
beauty; parameters; personal experience; </span></span><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><i>etc.</i></span></span><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB">)
and share a picture or link to the picture of the bridge; </span></span>
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB">III.2.
write a piece of text (350 words max.) that explains why this
particular bridge has been chosen. </span></span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><i>Share
results of your research with the rest of the group.</i></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">Some
students´ reactions (some usually need to be carefully sorted and
explained): </span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif; font-size: x-small;"><b>Different
types of bridges:</b></span></div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif; font-size: x-small;"><span lang="en-GB"><i>"I
was shocked by number of types of bridges, for example: cold, crane,
erection, highway, pivot, resonance, protective, solder, segmental,
lift, lighting, magnetic, ore, hydrogen, induction, s</i></span></span><span style="font-size: x-small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><i>uspension
bridge, cantilever bridge, viaduct, rope bridge, humpbacked bridge,
</i></span></span></span><span style="font-family: Arial Narrow, Arial Narrow, sans-serif; font-size: x-small;"><span lang="en-GB"><i>arched
bridge, mobile bridge, funicular bridge, railway bridge, overpass,
eco-duct,…"</i></span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif; font-size: x-small;"><b>Definitions:</b></span></div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif; font-size: x-small;"><span lang="en-GB"><b>a)</b></span></span><span style="font-family: Arial Narrow, Arial Narrow, sans-serif; font-size: x-small;"><span lang="en-GB"><i>
"</i></span></span><span style="font-size: x-small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><i>Bridge
is defined as a structure spanning and providing passage over a gap
or barrier, such as a river, a roadway or a valley. We also often use
an explanation as bridge in its abstract form, to connect different
ideas or attitudes to reach reciprocal understanding.</i></span></span></span></div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><i>Bridge
is also the card game, usually played by four people in two
partnerships.</i></span></span></div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><i>Wikipedia
says that there are six main types of bridges: beam bridges,
cantilever bridges, arch bridges, suspension bridges, cable-stayed
bridges, truss bridges or retracting bridges, and then that designs
of bridges vary depending on the function of the bridge and the
nature of the terrain where the bridge is constructed."</i></span></span></div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"></span>
</div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><br /></span>
</div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b>b)</b></span></span></span><span style="font-size: x-small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><i>
"When you say "a bridge", the first thing that comes to my
mind are the lyrics of a great song named Like a bridge over troubled
water, especially and among others song by Johny Cash. Without having
those human bridges people use to drown in feelings of helplesness
and fear. Bridges are constructions that hold two safe and solid
places together, help you to overcome places of instability and
obstructions. They connect known and unknown, make from unknown
familiar. They are crucially important in everyday life."</i></span></span></span></div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><br /></span>
</div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b>c)
"</b></span></span></span><span style="font-size: x-small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><i>Bridge
could have many different meanings, if I´m builder, bridge is for me
an object connecting mostly one side with the other side e.g. over
the river, highway...but bridge could be also for visitors at parks
and gardens to admire their beauty, watch fish, water plants...Bridge
can also have humanity meaning if organisations and groups form an
airbridge to send aid to the people who needs it as after earthquake
on Haiti.Love can bridge arguments, or different opion of family
members.U can burn your brigde, if U split up with your ex and is
really painfull and hurts your feelings. As a gymnast you can do
bridge as a part of your performance and exhibition or show. If you
don;t look after your teeth your dentist probably suggest you to have
an bridge to save ur teeth. Most of the yachts have bridge for a
captain to see over the horizont, when yacht sail."</i></span></span></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"></span></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><i><br /></i></span></span><span style="font-size: x-small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b>Personal
stories: </b></span></span></span><span style="font-size: x-small;">
</span></div>
<span style="font-size: x-small;">
</span><div lang="cs-CZ" style="margin-bottom: 0cm; orphans: 2; widows: 2;">
</div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" lang="cs-CZ" style="line-height: 0.43cm; margin-bottom: 0cm; orphans: 2; widows: 2;">
<span style="font-size: x-small;"> <span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><i>"First,
let us consider some technical parametres: Located in Busan, South
Korea, it connects parts of the city in the second largest city of
Korea.The length is almost 7.5 km; it is the second longest bridge.
Its construction began in 1994 and was finished in 2002. It cost
billions of wons (Korean currency). It was first used during the
Asian Games 2002, but officially opened a year later, in 2003. In the
night you can see the bridge as a brightly shining long snake.
Sailing on the boat underneath is amazing.</i></span></span></span></div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" lang="cs-CZ" style="line-height: 0.43cm; margin-bottom: 0cm; orphans: 2; widows: 2;">
<span style="font-size: x-small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><i>I
adore those millions of lights, flashes, lamps and neon lights but,
at the same time, I am also aware of the fact that such an amount of
energy could be used differently. I am sure it could supply a small
city with light.</i></span></span></span></div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><i>I
have also chosen the Gwangan Bridge because I have nice memories
connected to that particular bridge. A beach party with Korean
people, who did not speak any English, and me with five Korean words
was amazing. We were singing, dancing and performing because it was
the only way to comunicate with one another. I hope I will be able to
come back and enjoy the bridge again in the future."</i></span></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="color: black;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikb-hJUHxBB3AfEC81jRn-yYHwIjXrZRLDDn_nU9yi7wvgKBa8gFVc8dNZRSOKYYW18sqQVav5dO-MYlHEst6JmSiOiXNWH6NyiGLCCjliihBNrC5p-s5PA1-Vr7dIFy_rU9AC0uyDSho/s1600/most.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikb-hJUHxBB3AfEC81jRn-yYHwIjXrZRLDDn_nU9yi7wvgKBa8gFVc8dNZRSOKYYW18sqQVav5dO-MYlHEst6JmSiOiXNWH6NyiGLCCjliihBNrC5p-s5PA1-Vr7dIFy_rU9AC0uyDSho/s1600/most.jpg" height="200" width="151" /></a></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<br /></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b>In-session part</b></span></span></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b>
</b></span></span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">This
practical section provides students with an opportunity to use
language in a realistically communicative situation: they have a goal
and they have to communicate effectively in order to achieve that
goal. Students can use the preparation from the pre-session
activities; but this experience is also essential for all
post-session activities. </span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br /></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><b>Task:
</b></span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">The
aim of the BRIDGE activity is to build a construction that will
connect two river banks (<i>two desks)</i> in a given height and will prove it
functionality by a car drive trial. </span>
</div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"> </span><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwiFiZ5NY9eQDp6qAa7vulP8oqPbXENbkGSz9ts711Wewj9UIolWpUmDGD6IckFqt949pZnv0bUhNIQ4K5Cmw' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"> <span style="font-size: xx-small;">(Adapted from National Geographic´ "The Golden Gate" documentary) </span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">
</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"> </span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><b>Time:</b></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">1)
preparation phase max. 30 minutes</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">2)
material distribution max. 5 minutes</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">3)
construction phase max. 30 minutes</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">4)
construction test max. 5 minutes</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><b>1.1.
PREPARATION PHASE </b></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">Prepare your plan for the bridge construction. Decide about
each participant’s responsibilities, about the material use and
organisation of the construction. The material and two river banks
(<i>two desks</i>) can be investigated but not changed in this phase. The
car can be tested. </span></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYVnpwv-mPZCEorcvIoZfeK-HWz8YdBl22AKZAr_XNJipfpVhmAHuymYBpgMjAwbdyaliSXrB8P-Q8PjIIBjzSjxZrNLVzmmN_LgdfapErmpR0Gw5WHt2LQRpvJNBGzNGwEYPf4E1_AdY/s1600/mosty11.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYVnpwv-mPZCEorcvIoZfeK-HWz8YdBl22AKZAr_XNJipfpVhmAHuymYBpgMjAwbdyaliSXrB8P-Q8PjIIBjzSjxZrNLVzmmN_LgdfapErmpR0Gw5WHt2LQRpvJNBGzNGwEYPf4E1_AdY/s1600/mosty11.jpg" height="212" width="320" /></a></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><b>1.2.
MATERIAL DISTRIBUTION </b></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">Divide your group into two teams – each will be working at one river bank. This
division is irreversible. You will get the material on request at the beginning (no other material will be provided later). The material will be
divided according to the needs of each team. The material division is
irreversible. </span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><b>1.3.
CONSTRUCTION PHASE </b></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">Participants
are building the bridge. There are some limitations for the
construction phase: </span>
</div>
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dxBsScI-UV9-CQdQCHHFj6KP4Ibzpqa37tRQGjIeIHDVPga9BtbSDFlGCr1dtf-5ekikZ4hOWDUtpjuCRsdPw' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><u>COMMUNICATION
LIMITS:</u></span></span><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB">
The language of the bridge construction is English: any use of other
languages will be penalised by cuts in the allotted time. </span></span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">WORD
IN OTHER LANGUAGES THAN ENGLISH: 10 seconds</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">SENTENCE
IN OTHER LANGUAGES THAN ENGLISH: 1 minute </span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><u>SPACE
LIMITS:</u></span></span><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB">
Each team can operate on one river bank. This means none of the
constructors can enter the space between the two desks. The only
person who can enter the river (the space between desks) is a
“diver”. </span></span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><u>DIVER:</u></span></span><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB">
Participants choose the diver before the construction phase. The
diver is one person. This only person can enter the river (the space
between the desks) as many times as they want but can stay in the
area between the desks for 3 minutes max. – all enters together.
The diver can do any type of activity in the river.</span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><u>CONSTRUCTION
LIMITS: </u></span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">a)
The bridge construction must be situated minimally 15 cm above the
river banks (the desks). </span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">b)
The bridge construction can be constructed, erected, tilted or moved
in any way but cannot go over the bank borders. </span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">c)
Once the construction touches the bank border, the connecting
operations can be done by any participant(s) working on the given
river bank.</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br /></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><b>1.4.
CONSTRUCTION TEST </b></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">The
construction quality is tested by the car. The test is successful
when the car crosses the river on the construction in the following
way: the car must start before the construction on one river bank,
then go on the bridge across the river, and finish on the opposite
river bank, off the construction. </span>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b>1.5.
Reflection of the Task 1.</b></span></span><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB">
</span></span>
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Discuss
the activity and its results from as many perspectives as possible
(personal feelings, quality of the material used; quantity of the
material used; the team expertise, the team cooperation; the methods
used; time management; results; consequences).</span><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b> </b></span></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-size: small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZzwpI3a-dBzUx0iAeJvyCxdJjwo3lgFP7b2dVlVjXuRVhIEn-hqlQqUa6m9dKNLwUntA4X8ZnE3xMOWkEUbVfCJ6yMivaDALVY27f-ZFK3Z_-J1yms47G9TD0bWHkM4nGN9hQJLvji_s/s1600/most2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZzwpI3a-dBzUx0iAeJvyCxdJjwo3lgFP7b2dVlVjXuRVhIEn-hqlQqUa6m9dKNLwUntA4X8ZnE3xMOWkEUbVfCJ6yMivaDALVY27f-ZFK3Z_-J1yms47G9TD0bWHkM4nGN9hQJLvji_s/s1600/most2.jpg" height="145" width="200" /></a></b></span></span></div>
<br />
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b>
</b></span></span></span></div>
<div style="margin-bottom: 0cm; margin-left: -0.95cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b>I </b></span></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b>Post-session part </b></span></span></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB">This part depends on the original purpose of the whole activity. We can finish whe whole experince with a reflexion of what was going on (in-session part - 1.5.), or we can develop one or more tasks based on students´ experience.</span></span></span></div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-size: small;"><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b> </b></span></span></span>
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b>Task
1 </b></span></span><i><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB">React
to the following email of a friend of yours in the field:</span></span></i></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif; font-size: x-small;">Hi
…. ,</span></div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><br /></span>
</div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif; font-size: x-small;">How
are you? I’ve heard you had a bridge construction session – what
was it like? Did you enjoy it or …? What did you do? Have you
learnt anything? Let me know since I think we are going to do a
similar thing so, I’d just like to know what to get ready for.</span></div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-size: x-small;"><br /></span>
</div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif; font-size: x-small;">Cheers,</span></div>
<span style="font-size: x-small;">
</span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif; font-size: x-small;">Paul</span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b>Task
2 </b></span></span><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><i>Write
a short newspaper article to the local news that comments on the
construction of the bridge.</i> <i>(The deadline: …. The word limit: …)</i></span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><b>Task
3 </b><i>Work
in pairs. Write a report on the construction of the bridge. (The
deadline: …. The word limit: …)</i></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><b>Task
4 </b><i>Work
in groups. Write a research article reporting on the construction of
the bridge. (The deadline: …. The word limit: …)</i></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b>Task
5</b></span></span><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB">
</span></span><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b>Role
play – Panel discussion </b></span></span></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<i><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;">Work
in the group. Prepare for a panel discussion on the topic of the
construction of the bridge. You will be divided into
three groups: panel members, audience, organisers. Each participant
will prepare their role (choose your own perspectives
or professional expertise and use all the information based on all
the research articles, newspaper articles and reports written in this
course). The panel discussion will take 60 minutes.</span></i></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" style="margin-bottom: 0cm;">
<span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB"><b>Task
6 </b></span></span><i><span style="font-family: Arial Narrow, Arial Narrow, sans-serif;"><span lang="en-GB">Reflect
on what you have learnt. </span></span></i>
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
<br /><br />
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
</div>
Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com2tag:blogger.com,1999:blog-6327773090261941623.post-37091888467967585692014-03-31T15:17:00.002-07:002014-03-31T15:17:24.788-07:00Scanning Strategies with Sheep
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">When
asked to scan texts, students often apply one strategy they know.
Some are good at it, others not. When we have a mixed class it can be
useful to discuss different approaches, so that the less successfully
scanning students can learn from the more successful ones. </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">In
this activity, we work with pictures of numbered “sheep” (or
clouds or any other objects you like). Students are given two minutes
to find as many sheep as possible – starting with the number 1 and
going on in a numerical order. If, for example, they have all numbers
from 1 to 15, their result is 15. However, if they have all numbers
from 1 to 15 with the exception of the number 6, their final result
is 5. </span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-size: small;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKYa2eR5O9E5DYogFWbZCL_rLR4dpzm6GKkQKy1zt0RPiam6xBWBOd3vErkjngKQJkqYa1RQtt3ABedbuu3VzJRy2wXyALhbBG0-TZIFlsYuzLWgSurAb5Mbut5z4qv_Aa9lCf2VPs0Ig/s1600/sheep.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKYa2eR5O9E5DYogFWbZCL_rLR4dpzm6GKkQKy1zt0RPiam6xBWBOd3vErkjngKQJkqYa1RQtt3ABedbuu3VzJRy2wXyALhbBG0-TZIFlsYuzLWgSurAb5Mbut5z4qv_Aa9lCf2VPs0Ig/s1600/sheep.png" height="179" width="320" /></a></span></div>
<br />
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">After
those two minutes, we ask those who found the highest numbers to
explain how they proceeded – in other words, to share their
strategies. We should try and elicit as many different individual
strategies as possible, since learning about a variety of approaches
is the aim of the task. </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">We
can also use a second task. This time, students are distributed a
text and given two minutes to scan it a find some specific
information. Then, we can discuss if they tried and used new
ways of scanning they learnt from their peers. We can also
compare and contrast scanning of objects and scanning of texts. </span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></span>
</div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Sometimes,
students insist, they would like to know the places of all numbers,
so they can either be told to find them in their free time
(and most do), or we can send them to this video:</span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dyzX8kyniprHLPAqf2XjWWGi9LneHCNR0_yx7tcjfeJXi40PqoUFnzexwyBPSuExweA4bqxmGOCSefhVNy5kg' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span><div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="JUSTIFY" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com0tag:blogger.com,1999:blog-6327773090261941623.post-17120790247905245722014-03-25T14:59:00.002-07:002014-03-25T15:00:08.957-07:00Languages and Codes<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"></span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">This
activity was developed for a group of students who had big problems
with understanding texts, but it has also been used for
translating skills, originality, elaboration, critical thinking or
team work since, so now, it is difficult to say, what exactly it focuses
on. Let´s say it is “<i>multi-focal</i>” and we can choose.</span></span></span><span style="font-family: Arial,Helvetica,sans-serif;"></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">The
basic idea behind is the idea that may be clear to us, language
teachers, but may be hidden to some language learners: the idea that
language is actually a system of codes that are constantly being encoded
and decoded, and learning a language can basically be a
“<i>breaking-the-code</i>” experience.</span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">Activity:</span></span></span></b></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB"><b>1)</b>
In this activity, students are first shown the picture below and
asked what they think it could be. </span></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-size: small;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipQAN6Syuws_be7XmHApnCDlI_6j3eMreKfFEBkjtHXwzQk6gsaVPrQCxhoLpfRt8sUODikbsXF2U8JPsX0t7sE_-xNAVLrQeiTFs2oNq9W9jywLlxlRleFN-ptcSz8g_tA2obJAyWPRc/s1600/emoticons.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipQAN6Syuws_be7XmHApnCDlI_6j3eMreKfFEBkjtHXwzQk6gsaVPrQCxhoLpfRt8sUODikbsXF2U8JPsX0t7sE_-xNAVLrQeiTFs2oNq9W9jywLlxlRleFN-ptcSz8g_tA2obJAyWPRc/s1600/emoticons.png" height="188" width="320" /></a></span></div>
<br />
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div lang="en-GB" style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">They
usually come up with all types of responses but in all groups so far,
there has always been someone who relatively soon suggests it could
be a story. When we know it is a story, students are asked what they
think the story could be about. We usually get bits of the story –
whether they are close to the original or not is irrelevant, since
this is just an introduction to the whole activity. </span></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB"><b>2)</b>
Students watch the original (a section from Rives´ “<a href="http://www.ted.com/talks/rives_tells_a_story_of_mixed_emoticons">A Story ofMixed Emoticons</a>” TED talk) and see if they were close to the
original at least in some parts.</span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dys46rBib7hVCRFo5AosIwa5kvDS6N2ijrNSPl5NFGE_v9Jf93aqFCyClKwtdb90ou2rYg-OrJHnJUtn81ErQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<div lang="en-GB" style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div lang="en-GB" style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB"><b>3)</b>
Students work in groups. They are asked to:</span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB"><b>3.1.</b>
create their own original story; </span></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">and
</span></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB"><b>3.2.</b>
write it down in their own invented “coding system”. </span></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-size: x-small;"><i><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">-
The criteria for codes can vary. Normally, there is no need to limit
students, but if they ask what they can or cannot use, we usually
tell them they can use letters of all alphabets, digits, pictograms,
icons, emoticons, sings, pictures, lines, simply anything; the only
rule should be, if letters, digits or other well-known things are
used, they should not form know words or should not be used in the
way they usually are in an everyday life. Unless we test originality,
students do not have to respect these limits, usually they are
creative enough to invent something that is not directly clear to the
reader, which is the point.</span></span></i></span></div>
<div style="text-align: justify;">
<span style="font-size: x-small;"><i><span style="font-family: Arial,Helvetica,sans-serif;">
</span></i></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-size: x-small;"><i><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="en-GB">-
We have tried this activity with groups of all levels. It works with
both beginners and advanced. Only the complexity of ideas in the
original stories differs. </span></span></i></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div lang="en-GB" style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></span>
</div>
<div lang="en-GB" style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB"><b>4)</b>
Groups exchange their stories and try and decode them. </span></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGltUdA3d1kPypaJOPIFkJiAyMIdLGSGESeqdvF96En_s2IpDJ6qC25BBXyWwJLHYoQ0SCw51M6twV1k_FO2IwvKrWMwToWi1hs-K6-jy9ZAlBYlhz9d-dFzh1xH4Zu68cbVqg8jUF9Yc/s1600/emotikony_pr%C3%A1ce_student%C5%AF.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGltUdA3d1kPypaJOPIFkJiAyMIdLGSGESeqdvF96En_s2IpDJ6qC25BBXyWwJLHYoQ0SCw51M6twV1k_FO2IwvKrWMwToWi1hs-K6-jy9ZAlBYlhz9d-dFzh1xH4Zu68cbVqg8jUF9Yc/s1600/emotikony_pr%C3%A1ce_student%C5%AF.JPG" height="143" width="320" /></a></div>
<div lang="en-GB" style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB"></span></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div lang="en-GB" style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB"><b>5)</b>
The same groups are given a complex text difficult to understand.</span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div lang="en-GB" style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB"><b>6)</b>
The difference between the work with text and “coded story” is
compared. </span></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div lang="en-GB" style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">This
activity can be used for different purposes and that is why it can be
stopped after any step. </span></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">We
can use only point one to stimulate discussion; </span></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">we
can move to the point two for the purposes of comparison or language
use;</span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">we
can focus on the point three to activate students´ original thinking;</span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">we
can enjoy the point four to illustrate principles of encoding
and decoding;</span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">or
we can go through all points to show students what barriers may
prevent them from being effective language users.</span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">Actually,
points 4-6 were the original focus of this activity. </span></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">Every
time we do it, the procedure is more or less the same: Students have
great fun when decoding texts invented by other students – they
usually laugh, are full of energy and come up with a positive
response, I mean, they usually say something like “...we are not
sure but, we believe that it is about this or that”. They present
their version and are not afraid of being wrong. </span></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">However,
when a complex (especially academic) text is given to the group, the
energy drops down, the work is silent, involves no laughing and very
often, students come up with a negative response, I mean, they say
something like “...sorry, we do not know what it is all about, it is
too difficult...”. In other words, they are afraid to be wrong and
do not want to present their version.</span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">This
comparison is essential – when this difference in approach occurs
(which is, unfortunately, in too many cases, in my opinion), it is a
great start for two types of questions: </span></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB"><b>1)
</b>Why did you enjoy decoding a system you saw for the first time in
your life (invented by your colleagues now); did you look for
positive solutions; and were you not afraid to be wrong?</span></span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">and </span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB"><b>2)</b>
And why did you not apply the same strategy to a system you know much
better (any learner at any level of language is always better in that
language than in that invented coded system of other students); why
is it not fun? Why are you afraid to be wrong?</span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span lang="en-GB">This
discussion usually opens an area of all types of barriers to not
only creativity but also language use. The reward is, when students get
the point, a change of the whole atmosphere in the class and
of even whole students´ attitude to language learning in some cases.</span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span></div>
<div style="margin-bottom: 0cm; text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></span>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"></span></span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"></span></span></div>
<div lang="en-GB" style="margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div lang="en-GB" style="margin-bottom: 0cm; text-align: justify;">
<br /></div>
Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com1tag:blogger.com,1999:blog-6327773090261941623.post-66452307414459601872014-03-20T10:44:00.001-07:002014-03-20T10:46:26.215-07:00A single story <div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">Creative learning should include a certain level of awareness of barriers that prevent us from being creative learners. This awareness of barriers may help us look at things from different perspectives, overcome obstacles or simply learn more effectively. A “single story” activity should make learners realise that the world is complex and that “a single story” perspective can be ineffective, misleading or sometimes even dangerous (for our lives, for lives of the others, or for our studies and research, for example). </span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">In the context of a second language development, it can help students get a better idea of the fact that each language differs considerably from other languages. It can also help teachers handle difficult questions and comments such as “Why is this irregular?” or “The use of xy is illogical.”</span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">The activity is relatively simple at the beginning but can get slightly more complicated later on, when students need to use their critical thinking skills. </span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">Students are instructed to watch a part of Chimamanda Adichie´s TED talk: The danger of a single story. </span></div>
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dyw87fmI10QkoZtE620sujPAT0LQDeiZHUtArudiPExZ7peqccfQioC-bbm-yH6MPWHGmzIlQDNtqWa1VmRuw' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">The first five minutes are usually enough to get the point, but they can watch the whole <a href="http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story">talk</a> outside of class (it can also be a home activity from the previous session). </span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">Then, the idea of a single story is discussed with the aim to make sure everybody understands. Then, depending on the group, this discussion can be either a final activity or it can be followed by another step. </span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">Students can be asked to think about their own experience with a single story. It can be focused on language, their private lives or, and this is where it can get really difficult for some students, we can focus on their disciplines. The students should look critically at their own disciplines, professional fields or academic fields of interest and try and identify some areas that could pose a risk of “the danger of a single story”. </span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">Here are some examples:</span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<b><span style="font-family: Arial,Helvetica,sans-serif;">a) private lives:</span></b></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">- <span style="font-size: x-small;"><i>“I don't come from Brno. I moved there from Ostrava year and a half ago. My single story about Brno was, that there are many people who have an strange accent called "hantec". Next I thought there will be wine shops on every corner because around Brno are many vineyards. I thought that park around Spilberk Castle will be full of young dating couples because my grannie told me that. My grannie and my dad studied there in Brno and they love this city. … Since I moved to Brno I found out there are just very few people actually speaking "hantec". I counted more pubs than wine shops. I have never met more than two dating couples around Spilberk. ….It means I am pretty satisfied even if my single story was partly wrong.”</i></span></span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">- <i><span style="font-size: x-small;">“I'm a little bit embarrassed about my first thaughts about the Czech Republic. I'm from Luxembourg and we see the Czech Republic as an Eastern European country. So I was thinking that it is a poor and a little bit fogy.. but when I'm here now those thaughts were misguided. It is a developed country with everything! It is very clean, has nice buildings and everything looks so nice! I'm now very happy about Brno and the Czech Republic!”</span></i></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b><span style="font-family: Arial,Helvetica,sans-serif;">b) academic lives:</span></b></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">- <span style="font-size: x-small;"><i>“I have lived in a small town so I have never met a professor or a PhD before coming to the university. I watched them only in a TV or red about them in a book or newspapers. According to these information I considered them a very arrogant, big-headed, superscilious and proud superheros which don’t ever want to talk to me. Because of it I was really frightened and nervous about the first class at the university. I couldn’t sleep and my hands was shaking when I came to the Faculty of social studies. :-) Fortunately I found out very soon professors and PhDs are only human beings and also they are open-minded and friendly, quite most of them. :-)”</i></span></span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">- <i><span style="font-size: x-small;">“I think the most common single story within sociology (discipline that I studied on the bachelor degree) is that all our lives, behaviour and characteristic is influenced and made by the society. I think sociology rejects a psychological dimension of human being and especially a biological dimension (but this is the classic conflict between natural science and humanities :-)). Because of this I decided not to continue Sociology because I have a problem with the one-sided view.”</span></i></span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">We can also connect this activity to some other skills:</span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><b>1)</b> The listening part could be used for effective <b>presentations</b>. This talk is a great example of three areas:</span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><b>1.1.</b> nervousness – Chimamanda seems to be nervous at the beginning of her talk but we do not care about it because what she is saying is simply more important and interesting than signs of her nervousness. </span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><b>1.2.</b> audio-visual aids – her speech itself can get full attention of the audience. This shows we should use audio-visual aids when they can help increase the impact of our words but they are not always necessary.</span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"><b>1.3. </b>structure / coherence – the talk has an excellent overall structure and coherence. </span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;"></span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">2) <b>Writing</b>: After students write their first versions of single stories, they can be asked to change the style and rewrite the ideas in a more formal or academic style (either their own or somebody else’s single story). </span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">Here is an example of a style transformation:</span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif;">- <span style="font-size: x-small;"><i>"According to auto-ethnographic research conducted by student XY (student XY, 2014) on stereotypes about Czech Republic in context of migration from Luxembourg, it is possible to summarize that the initially strongly stereotypical image usually changes during the visit of this country. More specifically, perception of this country as an underdeveloped polluted post-comunist country has changed (because of immediate personal experience) into the image of country with high standard of living and developed service sector. This change causes feelings of happiness felt by Luxembourg migrants."</i></span></span></div>
<div style="text-align: justify;">
<span style="font-size: x-small;"><i><span style="font-family: Arial,Helvetica,sans-serif;"> </span></i></span></div>
<br />Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com1tag:blogger.com,1999:blog-6327773090261941623.post-4087928777243856602014-03-15T10:48:00.001-07:002014-03-15T11:14:08.495-07:00A "Find a song" activity for scriptophobic students<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">Writing
is a specific skill that is absolutely essential for academic communication.
Some students enjoy writing and find it useful. Others dislike or directly hate
it, are afraid of it, or see no point in writing. Negative feelings surrounding
writing have various reasons and that is why it may be difficult for teachers
to eliminate initial reservations of students.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">Here is
an activity that can help students not necessarily love but ideally see and
accept writing as a natural part of their studies and work. This activity offers
a different perspective. It invites students to the world of writing,
especially if their writing culture is different to that of English. Students
can learn about different structures and organisations of academic English
texts, they can get to know some useful vocabulary or concepts and, if we are
lucky, they do not even notice how much they have learnt. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">The
activity is called “<b style="mso-bidi-font-weight: normal;">Find a Song</b>”.
Students are instructed to go to the Internet and look for songs that are
related to the topic of academic writing (or specific area we want them to
focus on). They should choose one or two songs and share them with the others
(students can post links to a discussion forum or to any other space the group
shares).</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">Here
are some examples of what songs they can find:</span><br />
<iframe allowfullscreen="" frameborder="0" height="344" src="//www.youtube.com/embed/mbxKUBsTWF8" width="459"></iframe>
</div>
<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="344" src="//www.youtube.com/embed/DE4SUTlCzGE" width="459"></iframe>
<br />
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<br />
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwp3MQpog4_KdkAthb1R-dJN3dsH0tdlyIowQZS5DxtW6l8BIymtTwYC8J9iMyBSS6rZVBEJ7a47boiPCGn8Q' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">
</span></div>
<br />
<div style="direction: ltr; language: cs; margin-bottom: 0pt; margin-top: 8.4pt; text-align: left; unicode-bidi: embed; vertical-align: baseline;">
<span style="font-size: xx-small;"><span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif";"> (Adapted from: </span><span style="color: black; font-family: "Arial Narrow";"><a href="http://www.youtube.com/watch?v=MNsH0RW7lvM">http://www.youtube.com/watch?v=MNsH0RW7lvM</a></span>) </span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;"></span></div>
<div class="MsoNormal" style="text-align: justify;">
</div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">The
Internet offers some great songs and an enormous number of terrible, weird and
embarrassing songs. Both types are equally useful for our purposes because
students can see the world of writing from a new perspective and may find a
more funny and enjoyable side of it.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">The “Find
a song” activity can also have a relatively minimal effect on our face-to-face teaching
time. The activity can finish in class with just a follow-up discussion or it
can continue and students can be asked to work with results of their search more
(in or outside of class). </span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">We can
ask them to vote for the best song, for the craziest song, for the best lyrics;
or for whatever else. The reason for this voting task can serve just to make sure
students watch most of the songs and spend more time being exposed to the topic
of writing in this way, which is why the subject of voting does not have to be
focused on writing at all. </span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">We can
also ask students to focus on writing and vote, for example, for the most
useful song; for a song that brings most relevant information; or for a song
that explains the topic most clearly; this usually depends on what collection
of songs we get.</span></div>
Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com4tag:blogger.com,1999:blog-6327773090261941623.post-39040792559846535492014-03-05T15:07:00.000-08:002014-03-05T15:07:29.316-08:00Fluency from a creativity point of view<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2ALyF42D22CsqNOlmSzMywfFBobQuwpCbVkdj6BOo0JJAj_yh5NR3yvNxqVH4fT82xPrDWZN2defA8dGW4Ixe_XW0Y30LEyMayuDE56f8oEwyC-E4GxF0NO9k9yRWcYfro7el3DytONo/s1600/fluency.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2ALyF42D22CsqNOlmSzMywfFBobQuwpCbVkdj6BOo0JJAj_yh5NR3yvNxqVH4fT82xPrDWZN2defA8dGW4Ixe_XW0Y30LEyMayuDE56f8oEwyC-E4GxF0NO9k9yRWcYfro7el3DytONo/s1600/fluency.jpg" height="200" width="142" /></a></div>
Fluency can be looked at from various points of view. Language teachers may see fluency as a quality of language, in other words, if we speak very well and are clearly understood, we are fluent. Psychologists (J.P. Guilford and E.P. Torrance, for example), on the other hand, see fluency as our ability to produce a great number of ideas or problem solutions in a given period of time.<br />When we combine these two approaches, we get interesting activities that can help both, a second language and creative skills development. Here are some ideas with comments:<br /><br /><b> </b><br />
<br />
<br />
<b>Word fluency </b><br />TASK TYPE: In two minutes, write as many words that start with L and end with D as possible.<br />L……………………D<br /><br /><b>Expressional fluency</b><br />TASK TYPE: Write as many different sentences where given words start with the letters “<i>I,S,A,W,R</i>” as possible. I…… S……… A……… W………… R……… .<br /><br /><b>Associational fluency</b><br />TASK TYPE: Write as many synonyms/antonyms to a word as possible.<br /><br /><b>Ideational fluency</b><br />TASK TYPE: Name all things that fly. <br /><br /><b>Steps:</b><br />1) First, students are asked to write as many words or sentences as possible.<br />2) Second, the teacher asks about the highest number and examples are read aloud.<br />3) Third, a follow-up discussion based on what students have produced (the topic depends on the aim of this activity, such as, vocabulary building; focus on specific register; classification background; creative barriers identification; …). <br />In this context, it is important to note that a choice of the letters (if the first letter or first/last letter systems are used) is essential and can influence a success of the activity to a great extent.<br /><br /><b>Advantages:</b><br />1) Students generate vocabulary or sentence structures they already know – this can help the teacher to see a realistic size/range of their vocabulary or range of sentence structures they can produce. <br />2) Students share vocabulary or sentence structures and enrich one another without teacher´s involvement. <br />3) Students usually enjoy this activity and find it a little bit competitive. (It can, of course, be done individually, in pairs or groups.)<br />4) The activity is repeatable and easily adaptable.<br />5) The activity is short and usable at any moment during sessions when we need to generate some words or sentences for later activities. <br /><b>Example 1: </b> Before we introduce an academic style or register topic, we can ask students to write down as many words they would never use in academic writing as possible (or as many words they would use in every single academic text they write as possible.). Then, we discuss their results, dividing particular expressions into groups or types. In this way, students can find some principles on their own without being told. <br /><b>Example 2:</b> Before we introduce the topic of classification, we can ask students to write as many things that fly as possible. Then, students are divided into groups, where they should create some criteria and classify the “flying things” according to those criteria. Then, the whole idea of classification can be easier to grasp.<br />6) The activity can relatively clearly show what barriers to creativity students have. <br /><b>Example: </b>When we use the “Write as many different sentences where given words start with the letters “<i>I,S,A,W,R</i>” as possible .I…….. S……… A……… W………… R……… .” task, most students produce three to five sentences. There are some who do not come up with any and others who come up with as many as twenty-two. (The winner usually uses the strategy of changing only one word in the sentence, e.g. <i>I saw a wild rat, rabbit, Ralph, Richard…</i> .) In the follow-up discussion, we often hear reasons for not producing more sentences like this: “<i> …it is not academic“; “ ….it is just a game“ ; “ …it is not creative, I wanted to have every sentence completely different“ ; “ …I was not sure about spelling of some words“ ; “ …it is not good to use informal words in academic English“ ; “ …my grammar is very bad“</i> ; … . We, as teachers, can also ask additional questions, such as “<i>Why is it all in English, it was not in the instruction, was it?</i>, to make the point that it was not the instruction that made the task complicated but their own inner barriers they built for themselves in their heads which prevented them from getting better results. It is good, to make this activity with this point at the beginning of a course, because later, when we deal with more complex tasks, we can always remind students of this – asking them whether they believe a particular task is difficult to solve objectively or if it is difficult because they make it difficult in their own head. <br /><br /><b>Disadvantages:</b><br />1) Teachers have to be flexible and ready to be surprised and challenged.<br />2) Some students, especially in postdoctoral programmes tend to find this activity too “non-academic” and sometimes refuse to do it as they see no point. So, it is important to carefully choose times and types (e.g. when we deal with reporting words in academic texts, a task “<i>Write as many synonyms to the word say you use in your texts</i>” is generally accepted as it fits perfectly into the context of the topic.) <br /><br /><br /><br />Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com0tag:blogger.com,1999:blog-6327773090261941623.post-27625562962984122142014-03-03T15:56:00.002-08:002014-03-20T10:49:24.080-07:00Judgement of our peers<!--[if gte mso 9]><xml>
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<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;"></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">Some
students may feel nervous, stressed or uneasy when they are asked to join
discussions, present their opinions or simply speak in front of other students.
Their unwillingness to speak may be related to no particular language
competence. It can be caused by a simple fact that some people fear
judgement of their peers. In other words, they think too much about what
reactions of the others to their ideas or way of speaking might be, they can be afraid to be laughed at or to be
misunderstood.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">In
order to create a safe environment that could eliminate or at least decrease
stress, we can use a two-step activity that takes about 5-10 minutes. It can be
applied either at the beginning of a course or anytime when we feel it could
help some students or the whole class in their learning.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">Step 1:</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">The
teacher draws three simple objects, such as a triangle, circle and flower, on
the board and gives students one minute to draw those three objects on a sheet
of paper. </span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8a4zXZKf3BivyeVK95zPfczuc4Z9JsD5oQ0DrNs3VzHSSR9NANjJiGbaSQtW0bIs5IMlTAkXp99fc8dHvjJbJJYzuFPVupckYd1w_hz1LIzSYmOrg8zDLyGYqyGKOjMAe5KcJ6acFs-I/s1600/obr3.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8a4zXZKf3BivyeVK95zPfczuc4Z9JsD5oQ0DrNs3VzHSSR9NANjJiGbaSQtW0bIs5IMlTAkXp99fc8dHvjJbJJYzuFPVupckYd1w_hz1LIzSYmOrg8zDLyGYqyGKOjMAe5KcJ6acFs-I/s1600/obr3.png" height="142" width="200" /></a></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;"> After one minute, the activity is stopped. (<i style="mso-bidi-font-style: normal;">Students usually need less time to copy those objects</i>.) Then, the
teacher invites the class to discuss how difficult or easy the task was. It is
necessary to ask “why” they feel it was easy or difficult. (<i style="mso-bidi-font-style: normal;">Students usually find this task easy and
give reasons such as “we can see it”; “clear shapes”; “we are capable of doing
it”; “two-dimensional objects”… .<span style="mso-spacerun: yes;"> </span>Some
suggest it was difficult but the reasons they give show they often mean it
either as a joke, or they try and challenge the teacher since it is clear what
answer is expected. It is good to remember the reasons for either opinion</i>.)<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">Step 2:</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">The
teacher gives students another minute and asks them to draw a person sitting
next to them. (<i style="mso-bidi-font-style: normal;">Some may ask “person on
which side?” – this is irrelevant, they can draw anybody, including the teacher</i>).
</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">After
one minute, the activity is stopped. Students are asked to show their results
to their “objects” and a discussion on whether the task was easy or difficult
and why follows. (<i style="mso-bidi-font-style: normal;">This time, students
usually find the task difficult. The reasons are diverse, it is often good to
challenge them with the fact that the situation is very similar to the task
before …”they could see the object”; “they know the shapes”; …which can
sometimes provoke a better discussion. They hardly ever mention that one of the
biggest differences between those two situations is the fact that they are
asked to show the result to the others, or to one peer at least</i>). It is
good to let them discuss all possible differences and then show the following
video segment: </span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzLJmu1EWrbUDnCpNPbShDoelGbPHG0v42_0BeK25jVb4AVR8IZES8Ev19GAp306FuQj5v58eIXg6S0PBFpHg' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;"> </span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">(In my
experience, the situation has almost always been identical to that in the
video, which was the source of inspiration for this activity, of course.<span style="mso-spacerun: yes;"> </span>To see the full TED Talk by Tim Brawn from
the IDEO Company, go to: </span><span style="font-family: "Arial Narrow","sans-serif";"><a href="http://www.ted.com/talks/tim_brown_on_creativity_and_play.html">On creativity and play</a> </span><span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">).</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">Showing
the video before teacher’s final comments helps students see their reactions
were “normal”. Students can also get the idea, since the explanation by Tim Brown is clear,
entertaining and based on research (which can add credibility to the whole
point the teacher is going to make). </span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">After
the video, the teacher can explain that the same reactions occur in the use of
language. It may be suggested that it is important to eliminate or decrease
this “fear of judgement of our peers” and that whenever students feel stressed
because of this fear, they could think of this “drawing activity”<span style="mso-spacerun: yes;"> </span>and remember they had some fun.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">Advantages:</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">Later, during the course, when a situation related to
the “fear of judgement of our peers” occurs, the teacher can remind students of
their own experience of this activity, which usually makes them more relaxed.</span></div>
Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com0tag:blogger.com,1999:blog-6327773090261941623.post-8662438901133343392014-02-21T13:18:00.002-08:002014-02-21T13:18:20.582-08:00A flexible syllabus <div style="text-align: justify;">
In order to understand how CALT courses are structured, it may be useful to present principles of a <i><b>flexible syllabus</b></i>. <br />EAP courses are mostly based on some syllabi; the syllabi are usually based on needs analyses; and those needs analyses are often based on some research. Apart from organising interviews with or distributing questionnaires to academics, experts, graduate students, experienced EAP teachers, non-academic EAP users and others, syllabus developers can also communicate with students who are going to take a given course. The students can sit placement tests, fill in questionnaires or come for interviews, but that is usually all. Then, they wait for what is going to be prepared for them and come to class to see what kind of course has been developed. Sometimes, questions such as “What do you expect of this course?” or “What do you expect to learn?” are asked and discussed in the first session of the course but then happily ignored and forgotten in the second and other sessions because the syllabus already exists and does not change because of those expectations.<br /> </div>
<div style="text-align: justify;">
The <i><b>flexible syllabus</b></i> changes this process and allows students to influence the content of their course actively. <br /><br />The following procedure can be used:<br />Topics, tasks and activities are developed within the framework of a syllabus in a traditional way before the course. Then, in the first session, students are engaged in an activity called “PRIORITIES”. This activity usually takes about 30-40 minutes. This example is described for a group of about 16 students, so the numbers of students in groups can change according to the number of the whole class.<br /><br /><b>The “PRIORITIES” activity</b><br /><br /><b>First,</b> students are presented a list of all possible topics that have been prepared and can be covered in the course. <br /><br /><b>Second,</b> listed topics are discussed so that everybody understands what each means.<br /><br /><b>Third,</b> students have 1 minute to choose two priorities for the course. They should choose two topics they would like to focus on most and get ready to give reason for such choice. Apart from the listed topics, there is also one empty line, where students can write their own topic if they have one.<br /><br /><b>Fourth,</b> students are asked to form pairs and they are given 3 minutes to do the same task. Each pair should come up with two priorities for the course they agree on. The discussion in pairs can bring different results: (a) one original topic from each member of the pair; (b) two original topics from one member and no original topic from the other one; (c) one original topic from one member, one new topic from the list and no original topic from the other member; or (d) no original topics from either member of the pair and two new topics from the list.<br /><br /><b>Fifth, </b>the pairs are asked to join together and make groups of four. These groups are given 5 minutes to do the same task (choose two priorities for the group).<br /><br /><b>Sixth,</b> groups of four are asked join together and make groups of eight. These two groups are given 7 minutes to do the same task (choose two priorities for each group).<br /><br /><b>Finally,</b> the whole class together is given 10 minutes to choose two priorities for the course. The students are told that if they choose two priorities, the choice will be respected, if they do not come to any agreement, the teacher will choose for them. <br /><br /><b>After-session activity:</b> Students are asked to discuss their choice in an online discussion forum of the course. They should explain why they have chosen those particular topics and discuss what they could include.<br />For students, this activity brings the opportunity to think more deeply about the choice and/or express their opinions they did not have chance to express in class.<br />For teachers, it gives them an idea of the level of writing of the group; they can also see if there are students who are really unhappy about the choice of the group. <br /><br /><b>Purpose of the activity:</b><br />- to inform students about the content of the course and methods of teaching;<br />- to choose focus of the course. <br /><br /><b>Advantages </b>(for teachers)<b>:</b><br />1) In the process of this activity, students can get a clear idea that learning is their own responsibility. They should understand:<br />a) they can and should be active;<br />b) they can influence the content of the course; <br />c) their ideas, suggestions, and individual learning styles are going to be respected;<br />d) topics and tasks in the course can be negotiated.<br />2) Teachers do not have to waste their time or bore students with something students already know or that is of little interest to the particular class, for example, and can focus on areas that are most useful to the class. <br /><i>(The evidence of different interests of different groups can be the fact that two priorities have never been the same in any of the courses where I have applied this strategy so far.) </i><br />3) Teachers, while monitoring the activity, can get some idea of the group dynamics and of negotiating, language and other skills of individual students.<br />4) Teachers, when students´ activity declines later during the course, can remind students of the fact it has been their choice and, therefore, they should work accordingly. <br /><br /><b>Disadvantages</b> (for teachers)<b>:</b><br />Teachers must be ready to:<br />1) respect the group’s choice; <br /><i>(This is sometimes difficult – my worst combination was “small talk” and “grammar”…)</i><br />2) adjust their syllabus according to the wishes of the group;<br />3) finalise their syllabus after the first session of the course. <br /><i>(It is not that time consuming as it is mostly adjusting, adapting and modifying the already existing syllabus, but can be stressful, especially when applied in a great number of courses at the same time.) </i><br /><br />Example of such a list of priorities:</div>
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<br />Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com2tag:blogger.com,1999:blog-6327773090261941623.post-1419157590534487422014-02-20T12:44:00.000-08:002014-02-20T12:52:01.710-08:00A good luck term<!--[if gte mso 9]><xml>
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<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">It may be a coincidence, good luck or whatever else. The most important
thing is that it is reality. Students in my EAP course chose two priorities for
this term last Monday. Their priorities are: “Academic English” and “Creative
Thinking”! There seems to be no better time to start this blog than now…</span></div>
<div class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB;">Here is a sample of the first discussion students had in our course
discussion forum after the class:</span><span style="font-family: "Arial Narrow","sans-serif";"></span></div>
<div class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph;">
<i style="mso-bidi-font-style: normal;"><span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB; mso-bidi-font-family: "Courier New";">- I was thinking
about it and I am not sure that it is what we really wanted. My friend was
right that we need to practice everything including presenting, soft
skills, grammar, communication etc. but I suppose that creative thinking is
about creating something, not about practicing and improving our skills. Are
you really sure we chose right area? </span></i><span style="font-family: "Arial Narrow","sans-serif"; mso-bidi-font-family: "Courier New";"></span></div>
<div class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph;">
<i style="mso-bidi-font-style: normal;"><span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB; mso-bidi-font-family: "Courier New";">- I think, that
creative thinking is much more, than creating something. It is literally
way of thinking. It's connected with solving problems differently, with
asking right questions... Creative thinking makes us more inventive. ...There
are various techniques how to be more creative or how to solve problems creatively
and integral part of it is communication. So we can easily practise English
skills during it. :)</span></i><span style="font-family: "Arial Narrow","sans-serif"; mso-bidi-font-family: "Courier New";"></span></div>
<div class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; mso-ansi-language: EN-GB; mso-bidi-font-family: "Courier New";">This course is going to be fun!</span><span lang="EN-GB" style="font-family: "Arial Narrow","sans-serif"; font-size: 10.0pt; mso-ansi-language: EN-GB; mso-bidi-font-family: "Courier New";"> </span></div>
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</span></i><span lang="EN-GB" style="mso-ansi-language: EN-GB;"></span><br />Libor Stepanekhttp://www.blogger.com/profile/14413296100839082622noreply@blogger.com2tag:blogger.com,1999:blog-6327773090261941623.post-22519796987101663182014-02-13T15:48:00.001-08:002014-02-20T13:32:56.688-08:00Experimenting<!--[if gte mso 9]><xml>
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<br />
<div style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-GB;">I have been involved in education for most of my life.
And most of that “most of my life”, I have combined English and Drama. When I
got to the university environment and began to teach English for General Academic
Purposes (EGAP) and English for Specific Academic Purposes (ESAP) I thought my
happy days of the Drama – English combination were forever gone. </span></div>
<div style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-GB;">Then, some years later, I met Eric Duval and Ken
Robinson. Thanks to these two, my professional world has changed completely. I
realised Drama, creativity, experiential pedagogy and other methods, activities
and tasks I used to love so much had almost no place in my teaching not because
of some objective obstacles but because it was my choice not to use them. </span></div>
<div style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-GB;">So, I changed my mind and started to read, research
and risk - simply experiment. My aim was to find a way of teaching thanks to
which students could enjoy learning without (necessarily) noticing that it is
actually a lot of work. </span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-GB;">So, what did Eric and Ken say?</span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-GB;">Erik had a very simple idea. He claimed we can
experiment with our teaching methods as much as we like. Why? Because let´s
face it, learning outside of school has always been better so far. He gave an
example of children who are learning how to ride a bike. They keep trying, they
can fall down, they can scratch their hands and knees and....still, they want
to continue. Continue to learn! </span></div>
<div style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-GB;">Let´s be honest - how many of our students are sorry
when our classes are over? How many come and beg us to continue? How many want
to stay and go on learning? ...</span></div>
<div style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-GB;">Those ideas gave me the courage to experiment. </span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span lang="EN-GB" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-GB;">And what about Ken? Obviously, he has a great amount
of clever and inspiring ideas, but this thought was the one that made me experiment
responsibly:</span></div>
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