tag:blogger.com,1999:blog-54710218873531002792024-03-12T19:35:12.354-04:00Children Learning English AffectivelyESL, EFL, TEYL, ELT, affective teaching, affective learning, young learners, children, engagement, ensino afetivo de inglês para crianças, juan uribe ensino afetivo, Juan Alberto Lopez UribeUnknownnoreply@blogger.comBlogger101125tag:blogger.com,1999:blog-5471021887353100279.post-55298206255828640522017-06-25T16:26:00.002-04:002017-06-25T17:19:12.812-04:00Ten affective activities to play and learn with alphabet letters<br />
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Every English teacher has given classes in which he or she has taught students the sounds of letters and has given support for them to spell their first and last names. Even though letters appear in the first levels, it is not unusual even for intermediate students to have some trouble spelling. </div>
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In this post I share 10 affective activities for you to expand your activity repertoire beyond singing the ABC song and playing hangman. I call them affective because we always have to play using our affect, either by choosing words we like, creating strategies, or just playing. Make sure you have 3 or 4 alphabet sets for these activities for a small group of students. If you are with a larger group, you will need many more. </div>
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Here I share some creative alphabet activities that will engage your students. </div>
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<a href="https://2.bp.blogspot.com/-10GrDe7zbFM/WUce5VIw-NI/AAAAAAAACeo/Z-Ix0YzGUOYScP_cByc8BIsYM6X7mKg0QCLcBGAs/s1600/l5.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="150" src="https://2.bp.blogspot.com/-10GrDe7zbFM/WUce5VIw-NI/AAAAAAAACeo/Z-Ix0YzGUOYScP_cByc8BIsYM6X7mKg0QCLcBGAs/s200/l5.jpg" width="200" /></a><b>1. Choosing words you like:</b> here students choose words that they have read or listened in a story and then they write these, spell them and say why they like them. This activity can be done in the following two ways: students can choose the word and write them and other students check and spell or the student who chose the word can spell and other students have to guess and write it with the letters. Make sure that students always share why they have selected that word. If your students are really motivated, you can even invite them to make a song with the words the group has chosen!<br />
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<a href="https://4.bp.blogspot.com/-iRIS0HaFy2U/WUfqMfhY0fI/AAAAAAAACfQ/Hfe1qUjfj0YLXX7Vs0TVSKPJD-v079DEACLcBGAs/s1600/l6.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://4.bp.blogspot.com/-iRIS0HaFy2U/WUfqMfhY0fI/AAAAAAAACfQ/Hfe1qUjfj0YLXX7Vs0TVSKPJD-v079DEACLcBGAs/s320/l6.jpg" width="240" /></a><b>2. Letter theater: </b>here you can create a scenario with your students in which they add things that can be seen in a certain place. You can decide with them any place, ranging from a spaceship, the classroom, a kitchen or the beach. Each student adds one piece at a time. <br />
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You can have students use a structure such as "I see a/an ... ", "Have you seen there is a/an ... ?" or any other that you are working with. After you finish the setting, you can ask students in pairs to remember what each letter stands for and even to create a story with all these components.<br />
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Here you have a beach setting with the following elements starting from the bottom to the top: whale, fish, wave, surfer, sand, child and her mother, seagull, cloud and the sun!<br />
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And advanced variation would be to give all students a chosen combination of letters and they come up with a setting.<br />
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<b>3. Letter interaction: </b>here students pick a letter and say a thing that starts with that letter. If one student has chosen B and a banana, he or she can pretend to be eating it. Another student can have a B which is a butterfly that suddenly flies away, and a third one can have a U for an umbrella that he has in case it starts raining. Once learners have their things you can ask them to exchange the things they have for others, ask them which go together, make a story, or even line up according to some criteria (size, price, etc).<br />
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Variation: you can have the first person starting with a letter and a thing and the next has to do something related to that first thing. Let's say the first students has a Flower, then the second has a Bee, than the next one Honey, and another the Sun, etc. It is easier if you allow students to choose the letter instead of having them come up with something with the letter they have been given.<br />
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<b>4. Letter story with words that begin with the letter: </b>here students make sentences with each word starting with the letters that are in a certain order. <br />
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Students can make the following sentences for the letters in the sequences above: </div>
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In the easy variation students can insert other words to make their sentence: </div>
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An elephant watched a duck climbing on a white goose. </div>
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In the harder variation students can only use words that start with the letters:</div>
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Once upon a time many lions ate spinach. </div>
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<a href="https://1.bp.blogspot.com/-0tQpRsMSwTg/WUcc13hhV6I/AAAAAAAACeU/yfvh_ipPrVUYoOF7ndi5TtHAISV0ur2pgCLcBGAs/s1600/l2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://1.bp.blogspot.com/-0tQpRsMSwTg/WUcc13hhV6I/AAAAAAAACeU/yfvh_ipPrVUYoOF7ndi5TtHAISV0ur2pgCLcBGAs/s200/l2.jpg" width="150" /></a><b>5. Anagrams:</b> in this classic activity students write a word for every letter of their names. These words can be adjectives that are characteristics of the students, verbs that they like to do, or things they have. As you have probably thought this is a great activity for students to introduce themselves. The words can either cross any letter of a student's name of can start with the letters in a student's name. <br />
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Anagrams be done both at the beginning and at the end of courses. In the beginning students do their own names and at the end students do the name of one of their classmates.<br />
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<b>6. Scrabble:</b> in a similar way students make a crossword writing words about a certain topic using the letters they have available. You can play it individually or you can have them playing it in groups.<br />
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<b>7. Wordsearch:</b> here you can prepare a wordsearch like the one below for students to find words related to a certain topic. The catch here is for you to tell students only the topic, and not the actual hidden words.<br />
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See you can find five words in this wordsearch that I have prepared for you. The topic is teaching. Write the words in the comment session below!<br />
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<b>8. Guess before I finish spelling it: </b>a fun way to play with the letters is this game that I play with with my students. I start spelling a word and students go finding the letters and writing the words. The challenge is for them to discover the word before I spell it until the end. It's quite fun!<br />
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<b>9. Socratic Answers: </b>here students have to answer questions using words that start with the letter that they have chosen. Example for a students that got the letter B:<br />
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What's your name? Boris<br />
Where are you from? Bulgaria<br />
What's your favorite food? Bulgarian banitsa - contribution from Mineva Rositsa! Thank you!<br />
What do you do during your free time? Bake cakes<br />
What is your favorite sport? Basketball<br />
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<b>10. Domino: </b>in this easy and fun activity students make word chains always using the first and last letters of the words that have been played. As a challenge you can tell students that they have to close the chain finding a word that starts with the first and last letters of the words in the beginning and in the end of the chain. In the picture here that word could be "sum".<br />
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And here you get the traditional bonus activities! Gotta make the reader satisfied! </div>
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<b>Bonus 1 - Scrambled letters: </b>here you give the scrambled letters of a word and then students have to guess and write the word. You can give one hint at a time to make the students discover it. You can tell the context where the word is used, if it's a verb, and so on. Then students do the same to each other. </div>
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<a href="https://1.bp.blogspot.com/-uabB6izTw54/WVAV2M-kygI/AAAAAAAAFic/S89sivTGS4gtynMvvnrBQIL0eLTFxox6wCLcBGAs/s1600/bananagrams.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="225" data-original-width="225" height="200" src="https://1.bp.blogspot.com/-uabB6izTw54/WVAV2M-kygI/AAAAAAAAFic/S89sivTGS4gtynMvvnrBQIL0eLTFxox6wCLcBGAs/s200/bananagrams.jpeg" width="200" /></a><b>Bonus 2 - Bananagram: </b>in this game a group of students has to use all their letters they have to make a crossword like the one in the picture. In order for them to achieve this goal they will need to change their words several times. Getting the actual game is really nice, but you will need many sets to play with a large classroom. The plastic letters will do fine and you can just use the rules of the game. </div>
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<a href="https://3.bp.blogspot.com/-T6KSTJdxgsw/WUcc2QonW8I/AAAAAAAACec/pIZtjzKDLgoRXrvGad5HYYPA9cSwwcKYgCLcBGAs/s1600/l4.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1600" data-original-width="1302" height="200" src="https://3.bp.blogspot.com/-T6KSTJdxgsw/WUcc2QonW8I/AAAAAAAACec/pIZtjzKDLgoRXrvGad5HYYPA9cSwwcKYgCLcBGAs/s200/l4.jpg" width="162" /></a><b>Bonus 3: Make a letter doll: </b>I saved the most creative to the end! I always like to present different kinds of material without telling students what we are going to do with them. I remember being with this very creative girl that started making letters characters as soon as I put the letters on the floor. It really pays of wait and see what your students will come up with! You can them use the letters here to describe the personality of the character and the things it likes doing. Our character here has white hair, and it is very elegant, it's a violent and likes to fight, but it can be docile sometimes. It has a watch and a medal for playing soccer! </div>
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Wow! What a fun-tastic post!<br />
I hope you have enjoyed reading it as much as I have enjoyed writing it.<br />
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Do you have any different activities do you do with letters?<br />
Share them in the comment area below. I will love to hear from you!<br />
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Hugs,<br />
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Juan<br />
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<br />Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com1tag:blogger.com,1999:blog-5471021887353100279.post-8958906686273490782017-06-16T10:18:00.001-04:002017-06-16T10:24:08.483-04:00Ten affective and effective ways to prevent indiscipline with young learners<br />
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Some years ago I wrote a <a href="http://childrenlearningenglishaffectively.blogspot.com.br/2011/10/proactive-discipline-management.html" target="_blank">post sharing my experience</a> in taking a course at the University of Toronto in which I learned ways through which we can dismantle the issue of indiscipline by understanding and eliminating the causes that promote a series of problems. According to professor Joseph Ducharme, indiscipline can be understood as students communicating us of that they have unmet needs. The interesting thing is that after the course I was able to see misbehaviour much more as a game of chess, in which we have several strategic moves, than a tug of war in which there is resentment of having a winner pulling the other to a desired side. </div>
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But just before I go on, I will repeat a concept that was repeated over and over during the course: <b>the best moment to work on indiscipline is when things are going well</b>. Make sure you read this extremely important learning again and write it somewhere as this is something you will forget and then you will have to invest much more time and effort once you already have disruptive behaviour. </div>
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It is with great pleasure that I share here 10 strategic moves that will decrease the frequency of indiscipline in your class: </div>
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<a href="https://4.bp.blogspot.com/-UsLGoPblb0I/WUKUjAEEsYI/AAAAAAAACdU/FCLbo0lpRowxyUbQIR_kESwkgEuWk1ecwCLcBGAs/s1600/welcome.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="170" data-original-width="297" height="182" src="https://4.bp.blogspot.com/-UsLGoPblb0I/WUKUjAEEsYI/AAAAAAAACdU/FCLbo0lpRowxyUbQIR_kESwkgEuWk1ecwCLcBGAs/s320/welcome.png" width="320" /></a><b>1.Welcoming:</b> make sure you are totally available to receive your students at the beginning of classes as your reaction to their arrival can set the tone of your class. Arrive five minutes before class, look at them in the eyes, smile, and greet them using their names. Very simple, right? But it does not always happen as many teachers are figuring out photocopies, writing on the board or doing something else.<br />
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These five minutes are a great period time to invest in connecting with them on a personal basis. Wanna bring it to an advanced level? Write <a href="http://childrenlearningenglishaffectively.blogspot.com.br/2013/02/inspiring-blackboard-quotes.html" target="_blank">an affective quote on the board</a> and welcome them with their favourite songs that you collected on the first days of school.<br />
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<b>2. Have a routine:</b> letting students know about what you have planned is not only a sign of respect to our students but it is also a great management procedure. Informing your students about the planned activities reduces stress, eases transitions, and allows you to talk about the expected learning in every different moment. Wanna know more about how you can engage your students using routine cards? Then read this <a href="http://childrenlearningenglishaffectively.blogspot.com.br/2013/12/routine-cards-foster-confidence.html" target="_blank">post about routine cards.</a><br />
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<b>3. Circle time:</b> students always have a lot to share with you and with their peers when they arrive. As they will do it anyway in class, the best way is to have moments in which you allow them to release their excitement do all this sharing in a structured way. During circle time you can also review content, tell students what will happen, discover their likes, and notice how students are feeling; these is important information that will help you tailor and carefully adjust the class to your students' lives. Remember to tell students that what happens in circle time, stays in circle time. Well, if it was really nice, it can go to Instagram!<br />
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<b>4. Plan movement:</b> young learners simply need to move. Well, I would say that more than that, all students need movement in their classes. Movement makes learners get their attention span back, oxigenates brains, and allows students to learn kinesthetically. It also allows students to change learning peers, see things from a different perspective, and express themselves with their bodies. Including movement in your classes will certainly make your students more engaged and will make them learn in a more holistic way. Bonus: you will not be complaining that your students can't sit still!<br />
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<a href="https://3.bp.blogspot.com/-9gQhtX5FKXU/WUKVbdjvSeI/AAAAAAAACdg/7zLbFNCNmqQ-xIp2OmvLlm0mIzF7VHM7gCLcBGAs/s1600/what%2Bstory.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="196" data-original-width="258" height="241" src="https://3.bp.blogspot.com/-9gQhtX5FKXU/WUKVbdjvSeI/AAAAAAAACdg/7zLbFNCNmqQ-xIp2OmvLlm0mIzF7VHM7gCLcBGAs/s320/what%2Bstory.jpeg" width="320" /></a><b>5. Share personal stories:</b> here I share an attention magnet that can be used whenever you are losing control of the room or when you notice that you need to build rapport with the group. Personal stories are special and valuable because we only tell them to people we care, they are also real and carry authentic learning pieces. Regardless of being funny, amazing, or tragic personal anecdotes allow us to display our humanity and to use English as a means of communication.<br />
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Once you tell your story, make sure you have planned time to listen to their questions, comments and specially to know their stories. Remember that the more we listen to them, the more they will listen to us.<br />
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<b>6. Get the adequate difficulty:</b> in many cases students misbehave because an activity is simply way too easy or just too hard. Make sure you study activities well beforehand not to fall in this trap. ( I have been there so many times!). If you notice you have a hard activity, you can get students to work in pairs, give models, and have scaffolds. If you notice that your are losing the class because an activity is just too hard, just apologize and stop doing it. If you have a mixed-ability group, you might need to have two levels of activities in the same theme or you can pair strong-weak students to promote peer teaching.<br />
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<b>7. Give them choice: </b>sometimes students misbehave because they do not have the degree of control of the class that they would like. One way of addressing this need is by giving them choices, which can be done individually or as a group. Choices may include what, when, how, and in which order activities will happen. By giving learners more control over their learning, we promote engagement and motivation as they have made their choices regarding their learning. Studies have shown that giving options for homework have brought much more engagement and pleasure than assigning a fixed task. Personal anecdote: in my swimming classes I loved when the teacher would let me choose between two exercises and I would cheat the distance when given an exercise I did not like. The next strategy is also aligned with this idea of giving students more agency, but instead of giving them choices, we can listen and discuss about their learning through the good and old feedback.<br />
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<a href="https://2.bp.blogspot.com/-DxnQw2vA_fM/WUKV5EJJD6I/AAAAAAAACdk/RA4fvjGVdeofPnWDVdKtUG3_6JdOI6TkgCLcBGAs/s1600/feedback.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="136" data-original-width="370" height="116" src="https://2.bp.blogspot.com/-DxnQw2vA_fM/WUKV5EJJD6I/AAAAAAAACdk/RA4fvjGVdeofPnWDVdKtUG3_6JdOI6TkgCLcBGAs/s320/feedback.png" width="320" /></a><b>8. Give and ask for feedback: </b>it's not always that students are asked for feedback. Specially asked for feedback in the beginning or middle of a course with the intention of valuing learners' opinions and changing aspects of how the teaching and learning happen. <br />
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We should ask feedback when we care and because we are concerned with the experience students are having with us. We should also ask for feedback as it is an opportunity for us to learn as groups are different and have diverse needs. Feedback can happen in many different formats and the very essential follow up is to quickly act upon students' suggestions, so then that group can see that it is for real. You will see the beautiful energy in the room when they notice things have changed!<br />
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Another important thing is to give feedback about how you see their learning, how they have cooperated with each other and what it means for you to be with them. The next strategy has to do with feedback as well, but it is so important that I am giving it its own number!<br />
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<b>9. Pay attention to the ones that do well:</b> this is a very important one, so make sure you write it somewhere you can always see it. Remember that the best moment to work on discipline is when things are going well? Here I share how you can do it. You can prevent indiscipline from happening by giving students attention and praise when they are involved and working with well. This can be done right after you notice appropriate behaviour by either just looking at the student and doing a thumbs up or by stopping everything and enthusiastically telling how that behaviour has allowed learning to happen. I hug students and give them high fives. Try to avoid giving much attention to students that are misbehaving. Another way to show that you value and notice adequate behaviour is to bring the theme during the circle time and wrap up moments.<br />
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<b>10. Circulate and monitor:</b> some students might misbehave as a escape of the pain of needing individual attention, not understanding the instructions, or being stuck in the task. Moving around the classroom bring many benefits: it allows us to make ourselves available to students, we can check how students have understood our instructions, we can check how students are doing individually, and also praise the ones that are going well. When seeing interesting participation, we can ask specific students or groups to share something interesting with the whole group.<br />
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Hint 1:It is important to avoid making a pair with any student or joining any group during an activity as this would not allow you to circulate and get to know how and what students are doing.<br />
Hint 2: Try to get students to sit in a horse shoe or in small groups and reach the students standing behind them. In this way you will not intimidate them and you will also maintain eye contact with the whole class.<br />
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Congratulations, you have just gained three bonus strategies!<br />
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<b>Bonus 1: Intercalate easy and difficult tasks: </b>this is one that I like and have been doing intuitively for many years. The idea here is to give students some confidence boosters in the middle of the classes with activities that they can perform well. By including these activities we can attend the need that children have for success, which when not fulfilled can be one root of indiscipline. We can also mix creative and unstructured activities with more demanding tasks, and also some individual and group activities. Variety rocks!<br />
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<a href="https://4.bp.blogspot.com/-i4pPexEX3Ns/WUKUnccIw5I/AAAAAAAACdY/Y2FC2Ux1PXEZYQhsR8oycykEwWaski6zgCLcBGAs/s1600/humour.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="162" data-original-width="311" height="166" src="https://4.bp.blogspot.com/-i4pPexEX3Ns/WUKUnccIw5I/AAAAAAAACdY/Y2FC2Ux1PXEZYQhsR8oycykEwWaski6zgCLcBGAs/s320/humour.png" width="320" /></a><b>Bonus 2: Use humour: </b>have you ever heard that the shortest distance between two people is a smile? Humour has its secret powers that heal, release stress, and connect people. It works in a similar way as the personal stories in the sense that we tell jokes and riddles to people we care.<br />
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Jokes and riddles are not only good to prevent indiscipline, but they are great ways to use and teach language as they have narrative and the double meaning of words. Make it a tradition to have jokes in a certain moment of your class. I usually say "But before you leave, I have a question for you .... ". Humour works great as a class wrap up. Make sure here also to listen and have a great time with your students' jokes.<br />
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Here you have: <a href="http://childrenlearningenglishaffectively.blogspot.com.br/2014/09/alphabet-riddles-for-young-language.html" target="_blank">alphabet riddles</a>, <a href="http://childrenlearningenglishaffectively.blogspot.com.br/2014/09/fifty-country-riddles-for-young-at-heart.html" target="_blank">country riddles</a>, and <a href="http://childrenlearningenglishaffectively.blogspot.com.br/2013/05/50-easy-jokes-for-young-english-learners.html" target="_blank">easy jokes for young learners</a>.<br />
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<b>Bonus 3: Celebrate: </b>this is the last strategy, but certainly not the least! I believe it is essential for us to acknowledge and celebrate the development that students have achieved. Celebrate both small and big achievements. You can celebrate a nice class by having a surprise, bringing cookies, or dancing with them. If you have a puppet, it can the messenger of the good news. Show students and their parents the students' journey with pictures or with a video in which you praise them by giving specific feedback on what they are now able to do. Mention how their dedication and their behaviour has contributed to make all this learning possible. Here again it is essential to let students talk and express what they enjoyed doing and how they feel at this moment! These closing ritual are moments that will always be remembered and cherished!!!<br />
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Well, this was our journey on proactive strategies to prevent indiscipline. <span style="font-family: "georgia" , "utopia" , "palatino linotype" , "palatino" , serif;"><span style="font-size: 15.4545450210571px; line-height: 19.5999984741211px;">If you have enjoyed it, please s</span></span><span style="background-color: white; font-family: inherit; font-size: 15.4545px;">hare this post with other teachers. </span><span style="background-color: white; font-family: inherit; font-size: 15.4545px;">Together we can change the overall experience of teaching and learning!</span><br />
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<span class="Apple-style-span" style="font-family: inherit; font-size: 15.4545450210571px; line-height: 19.5999984741211px;">Please leave a comment below sharing the strategy you will start using more. I get very little feedback from my readers and I would love to hear from you! Thank you!!!</span></div>
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Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com5tag:blogger.com,1999:blog-5471021887353100279.post-84856496226380806822017-03-20T17:30:00.000-04:002017-03-20T19:11:43.753-04:00Interviewing Affective Educators: Beatriz Siqueira<h2 style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">
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<span style="color: #222222; font-family: inherit; font-style: normal; font-weight: normal; letter-spacing: normal; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="color: black;">I met Beatriz when both of us were classmates studying Education at the Catholic University here in São Paulo. Since then, Beatriz has worked at several schools, including Juan Uribe Ensino Afetivo, and has recently ventured to live in an amazing island off the Brazilian coast. There in Ilha Bela, Beatriz shares her time between her own English school for children, which is called Beatriz Siqueira - English for life, yoga classes for children, and her personal projects. Needless to say, I admire Beatriz both personally and professionally. Here is our interview!</span></span></div>
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<span style="font-family: inherit;">Juan: I would like to thank you again for the lovely days I spent with you and your husband Jorge in the inspiring place you have on the beach. I have really enjoyed being with you and learning more about your work teaching young learners in the lovely area you have in your house. In our conversations I have notice your eyes shining when you talk about promoting the holistic growth of children. Could you please share what this is in your view and how you do it?</span></div>
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<span style="font-family: inherit;">Beatriz: What I call holistic growth, or development is looking at the student as a whole, looking at everything the student is and brings with him/her when they come to my class. I happen to teach mostly kids, but it's the same with kids or adults. So, for example if the student comes to your class very angry because he/she just had an argument with his/her mother, this has somehow to be included in the class, or I might need a moment to deal with this before I start the class. </span></div>
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<span style="font-family: "times" , "times new roman" , serif;">Beatriz: I have to know, as a teacher, that the student's head is going to be on the argument at least for a while. Notice I'm giving a very simple example, but many times teachers don't do it or don't know how to deal with student's emotional issues, because they don't know how to deal with their own emotional issues. So in a deeper level, I'm taking about emotional education, which is something we, as professionals and persons, don't know how to do because we didn't learn it in our education, at home, in school, or in university.</span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><br />Juan: What changes have you noticed in your students' thinking, talking, and doing as results of your educational approach? </span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><br />Beatriz: Some changes happen slowly and others very fast. Something that I always work on is expressing feelings. I encourage students to say how they feel when we have any kind of conflict in class, instead of saying this is right or that is wrong. In the long term, they start doing it not only in class, but also at home too and in other situations at school.</span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><br />Juan: I saw pictures of you telling stories, creating scenarios, and living adventures in English with the children. How do you see the relationship between fantasy and language learning?</span></div>
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<span style="color: #222222; font-style: normal; font-weight: normal; letter-spacing: normal; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: inherit;">Beatriz: </span><span style="font-family: inherit;">Fantasy is one of the ways we people express ourselves and for children fantasy lives very strongly. It's a pity that after kids grow a little and intellect grows stronger, regular schools abandon or decrease very considerably the work on stories and fantasy, and creative activities. I believe fantasy never actually die in us, even as adults. So it is certainly one very rich way of learning that is very much ignored by traditional education. </span></span></div>
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<span style="font-family: inherit;">The more involved the student is in the activities, the better he or she can learn because it becomes something very meaningful. So fantasy should be part of the teaching/learning process as well as intelectual activities. </span></div>
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<span style="font-family: "times" , "times new roman" , serif;">Beatriz: I have to know as a teacher that the student's head is going to be on the argument at least for a while. Notice I'm giving a very simple example, but many times teacher don't do it or don't know how to deal with student's emotional issues, because they don't know how to deal with their own emocional issues. So in a deep level, I'm taking about emotional education, which is something we, as professionals and persons don't know how to do because we didn't learn it in our education, at home, in school or in university. </span><span style="font-family: "times" , "times new roman" , serif;">Juan: What changes have you noticed in your students' thinking, talking, and doing as results of your educational approach? </span></div>
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<span style="font-family: "times" , "times new roman" , serif;">Beatriz: Some changes happen slowly and others very fast. Something that I always work on is expressing feelings. I encourage students to say how they feel when we have any kind of conflict in class, instead of saying this or that is right or wrong. In a long term, they start doing it not only in class, but also at home too and in other situations in school.</span></div>
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Juan: One area that I am really interested in is creating the conditions for learners and teachers to be fully present when they are together as I believe this presence can not only boost learning, but also make it very memorable. I remember that you are mentioned having a minute of silence in the beginning of classes and that students really enjoy it. How did you start fostering mindfulness in your classes?</div>
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<span style="font-family: inherit;">Beatriz: This is a very good start, to have a minute of silence in the beginning of classes. It makes them very present and children realise that. As a result, they start using silence in other moments of their lives, before they go to bed, before an exam. But the teacher must practice this as well, it has to make sense for the teacher, otherwise it will become an empty practice and the students will be the first to notice, it just won't make sense to them and it will definitely not work.</span><span style="font-family: inherit;"> </span></div>
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<span style="font-family: "times" , "times new roman" , serif;">Juan: I love when students talk about how they have progressed and are aware of how they learn best. How aware are your students about their own learning? </span></div>
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<span style="color: #222222; font-family: inherit;">Beatriz: Very much aware. This awareness gives the students a sense of responsibility in their on process ,which automatically makes them participate more actively. This is actually the "test" or "exam" I apply to them instead of giving them a grade.</span></div>
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<span style="color: #222222; font-family: inherit;">Juan: What inspires you personally and professionally? Where do you get your ideas and energy from?</span></div>
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<span style="font-family: inherit;">Beatriz: </span><span style="font-family: inherit;">What inspires me the most is the change I see in my students and families. Working with kids means working with the whole family, and we as teacher should know the responsibility it entails. When I see how much English my students are learning, it makes me want to work more and more. Ideas and energy come from the interaction with students, the every day life, research, meditation, the awareness of my place in the world, my hobbies, my free time, vacation. These are things that nourish me.</span></div>
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<span style="font-family: inherit;">Juan: Which message would you leave to teachers of young learners around the world?</span></div>
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<span style="font-family: inherit;">Beatriz: </span><span style="font-family: inherit;">I'm going to quote B. K. S. Iyengar, an amazing Yoga master that left a great legacy to the world : </span><span style="font-family: inherit;">"Teaching is a difficult art, but it is the best service you can do to humanity"</span></div>
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<span style="font-family: inherit;"><span style="color: black;">Juan: Thank you so much Beatriz for the lovely interview and congratulations on your amazing work! </span></span></div>
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<span style="font-family: inherit;"><span style="font-family: inherit;">And here we celebrate one more interview that casts a light on how English can be learned affectively around the world. Do you know anybody that you think should be here in the blog? Let me know and I will interview this teacher! </span></span></div>
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<span style="font-family: inherit;">Did you like it? Share it! </span></div>
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<span style="font-family: inherit;"><span style="font-family: inherit;">Thank you! </span></span></div>
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<br />Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com0tag:blogger.com,1999:blog-5471021887353100279.post-41371442965289424612016-06-07T16:19:00.004-04:002016-06-07T16:21:54.248-04:00Questions about Affective Language Learning<div class="MsoNormal">
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<span style="color: black; font-family: inherit; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;">During the course that I
recently gave, one of the last assignments I proposed the group was for teachers to write ten
questions that they still had about affective language learning. My idea there
was to spark teachers' curiosity about different aspects of affective language
learning and to help them choose future paths of research. I was also very
curious about which questions would come up as these would give me important
course feedback as well let me understand a little about what was happening
inside their minds. <o:p></o:p></span></div>
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<span style="font-family: inherit;"><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;">I was thrilled to read their questions and wanted already to start answering many of them. </span>I am happy to share these interesting questions here with you. I am going to group them
and my plan is to have them also as a list of areas that are important for me
to address here in the blog. In other words, I am going to learn a lot based on
my learners' curiosity. I feel great about it! </span></div>
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<span style="font-family: inherit;"><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #404040;">Understanding the concept of
affective language learning</span></b><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<a href="https://3.bp.blogspot.com/-C7BBG9m3JVM/V1cmDgf-LsI/AAAAAAAACMg/8i74_j5mYucmtdnAlFC0oHpl_Nh5r70RQCLcB/s1600/understand.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" height="211" src="https://3.bp.blogspot.com/-C7BBG9m3JVM/V1cmDgf-LsI/AAAAAAAACMg/8i74_j5mYucmtdnAlFC0oHpl_Nh5r70RQCLcB/s320/understand.jpeg" width="320" /></span></a><span style="background: white; color: #404040; font-family: inherit;"></span><br />
<span style="background: white; color: #404040; font-family: inherit;">Why
didn't I hear about affective learning before?</span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">What is
the history of affective learning? When and where did it come from? </span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Is there
any research regarding affective language learning?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Has
there been much research in to the effectiveness of affectiveness in the
classroom?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How
different / similar is it to building a good rapport with students? </span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="background-color: white; color: #404040;"><span style="font-family: inherit;">Is
affective learning an approach / method? </span></span><br />
<span style="background-color: white; color: #404040;"><span style="font-family: inherit;">When did it start? Where did it come from? How much is it related to psychology?</span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">What is
the relationship, if any, between affective learning and positive discipline?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Shouldn't
all teaching be affective by nature? </span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Aren't
many teachers affective but they just don't know about it?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Is
affective learning exactly the same as humanistic learning or are there any
differences?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">What's
the difference between an affective and a humanistic language teacher?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Are
there hard 'don'ts' in an affective learning approach? What are they?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Can I
say that in the school I work we promote affective learning thru affective
teaching skills?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Does
affective language learning have any possible relation with positive
reinforcement?</span><span style="color: #404040; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"> </span></span><br />
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<span style="font-family: inherit;"><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #404040;">Affective language learning
and the curriculum </span></b><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<a href="https://2.bp.blogspot.com/-1LjI0_8Ptuk/V1ckvnprCgI/AAAAAAAACMA/hVwramAIvjEpXZvLEm3-snrtuu-K808HQCLcB/s1600/curr.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><span style="font-family: inherit;"><img border="0" height="270" src="https://2.bp.blogspot.com/-1LjI0_8Ptuk/V1ckvnprCgI/AAAAAAAACMA/hVwramAIvjEpXZvLEm3-snrtuu-K808HQCLcB/s320/curr.jpeg" width="320" /></span></a><span style="font-family: inherit;"><span style="background: white; color: #404040;">Is there
an affective language learning framework for lesson planing?</span><span style="color: #404040; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"> </span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How do I
default to an affective style for planning a lesson for YL whenever possible?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Most
course books are still organised around a grammar type syllabus if you produced
an affective coursebook series for ESL how would you organise it?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="background: white; color: #404040; font-family: inherit;">How do I
balance the dual and mostly opposite demands of affective learning planning,
delivery vs. curriculum completion?</span></div>
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<span style="background-color: white; color: #404040;"><span style="font-family: inherit;">Is affective learning as we know it only applied to teaching a foreign language?</span></span></div>
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<span style="font-family: inherit;"><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #404040;">Affective language learning
in the classroom</span></b><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span><br />
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">What are
the 5 most important activities to implement in a classroom to show affective
language learning?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span><br />
<span style="background: white; color: #404040; font-family: inherit;">Can affective learning help teachers involve new students joining the course late (after having built an affective kind of atmosphere in class) ?</span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Can
affective learning be particularly helpful with certain skills (like speaking)
or it's just a classroom management tool that generally helps set tasks and get
the best of them ?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span><br />
<span style="background-color: white; color: #404040;">What are the best ways to carry out proper differentiation with slow and fast finishers according to affective learning?</span><br />
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<a href="https://3.bp.blogspot.com/-R2xIvntNWHs/V1ckvXRAXnI/AAAAAAAACL4/xwQLfXvUGrIMHyBlQiWzxragrXZ-7cGVwCLcB/s1600/cl.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><span style="font-family: inherit;"><img border="0" height="186" src="https://3.bp.blogspot.com/-R2xIvntNWHs/V1ckvXRAXnI/AAAAAAAACL4/xwQLfXvUGrIMHyBlQiWzxragrXZ-7cGVwCLcB/s320/cl.jpeg" width="320" /></span></a></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How can
affective language learning be applied to stop bullying?What to do to stop
name-calling?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How do I
make finding/identifying the moments in delivering a lesson when an affective
approach would be the best?</span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">What can
you do when students get frustrated because they can't perform in the language?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #404040; font-family: inherit;">Affective language learning
and assessment</span></b><br />
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<span style="background-color: white; color: #404040;"><span style="font-family: inherit;">Should
there always be evaluation in affective learning?</span></span></div>
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<a href="https://3.bp.blogspot.com/-OVoeJyKzd_4/V1ckvbyvhpI/AAAAAAAACL0/fMq69VKbK4oV30zEbD9_EIinapb4FIhTgCLcB/s1600/asse.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><span style="font-family: inherit;"><img border="0" src="https://3.bp.blogspot.com/-OVoeJyKzd_4/V1ckvbyvhpI/AAAAAAAACL0/fMq69VKbK4oV30zEbD9_EIinapb4FIhTgCLcB/s1600/asse.png" /></span></a><span style="font-family: inherit;"><span style="background: white; color: #404040;">How do I
assess learners when using an affective learning approach?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span><br />
<span style="background: white; color: #404040; font-family: inherit;">How can we use a Needs Analysis at the beginning of a course to decide what kind of affective learning we need to adopt?</span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How long
does it take to see the result of affective language learning in students?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">In
compulsory education, would an affective learner fail his/her students or
envisage doing without the pass/fail system?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How is
affective learning perceived by parents?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How can
we turn evaluation into an affective stage of the lesson too? I know that we
cannot skip testing, so how do we make it affective too?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How do
you counter the argument from the parent who says this is just lovey-dovey crap
you need to be teaching my child grammar and how to pass tests!</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span><br />
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<span style="color: #404040; font-family: inherit;"><span style="background-color: white;"><b>Affective language learning around the world</b></span></span></div>
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<a href="https://1.bp.blogspot.com/-nmrUS5TSsFs/V1ckv0zSKJI/AAAAAAAACMM/kmAuxK-ZBUcrbl2olJA8nEWFyEGEqqkhgCLcB/s1600/wor.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><span style="font-family: inherit;"><img border="0" height="185" src="https://1.bp.blogspot.com/-nmrUS5TSsFs/V1ckv0zSKJI/AAAAAAAACMM/kmAuxK-ZBUcrbl2olJA8nEWFyEGEqqkhgCLcB/s200/wor.png" width="200" /></span></a><span style="background: white; color: #404040; font-family: inherit;"></span><br />
<span style="background: white; color: #404040; font-family: inherit;">How to
go about showing affection without being able to speak their mother tongue?</span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How can
affective learning help us get learners of different nationalities engaged in a
course more?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Is
affective learning included in the curriculum in any country?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Why most
private language schools around the world are looking for native speakers
(ONLY) and don´t care about affective language learning?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span><br />
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<span style="background: white; color: #404040; font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How
popular is affective learning and where is practised, by who and in what kinds
of environments and institutions? </span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Is affective
teaching embraced in many countries at a national level and integrated into the
curriculum of all schools?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Education
systems around the world are shifting towards more tests is this at odds with
affective teaching?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="background: white; color: #404040;"><b style="background-color: transparent;"><span style="color: black; font-family: inherit; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;">Affective language learning and adults</span></b></span></div>
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<a href="https://1.bp.blogspot.com/-aqqdxbx8fpI/V1ckvVyGm2I/AAAAAAAACL8/iYo70FnvTREDQyXftvugUSGMBcTrSsChwCLcB/s1600/adults.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><span style="font-family: inherit;"><img border="0" src="https://1.bp.blogspot.com/-aqqdxbx8fpI/V1ckvVyGm2I/AAAAAAAACL8/iYo70FnvTREDQyXftvugUSGMBcTrSsChwCLcB/s1600/adults.jpeg" /></span></a><br />
<span style="background-color: white; color: #404040;"><span style="font-family: inherit;">How do I use affective learning with older YLs i.e 11+?</span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How would an affective teacher best deal with a teenager who rejects English altogether ---as I have found during my practicum?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How different can affective language learning be with adults ?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Is Dogme: Teaching Unplugged written by Thornbury and Meddins a adult version of teaching affectively?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #404040;"><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #404040; font-family: inherit;"><br /></span></b></span></b>
<span style="font-family: inherit;"><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #404040;">Affective language learning
and technology </span></b><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #404040; font-family: inherit;"><br /></span></b></div>
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<a href="https://2.bp.blogspot.com/-6IWx7fDV-nY/V1ckv-nn1QI/AAAAAAAACMQ/QGBVNnG2sGkP4CMSMer7fWmAbqjmXkOPACLcB/s1600/tech.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><span style="font-family: inherit;"><img border="0" height="178" src="https://2.bp.blogspot.com/-6IWx7fDV-nY/V1ckv-nn1QI/AAAAAAAACMQ/QGBVNnG2sGkP4CMSMer7fWmAbqjmXkOPACLcB/s200/tech.png" width="200" /></span></a><span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Is
technology an appropriate tool to use in the affective classroom?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Where do
reward systems such as Classdojo sit in an affective classroom?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #404040;">Teacher development on
affective language learning</span></b><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<a href="https://3.bp.blogspot.com/-_FQ2N5UJ1uI/V1ckv4YMK-I/AAAAAAAACME/tkUj8KqzSsI9a-8iybQ3iUzW_FuAnYC6ACLcB/s1600/professional-development-clipart-professional-development-300.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><span style="font-family: inherit;"><img border="0" height="320" src="https://3.bp.blogspot.com/-_FQ2N5UJ1uI/V1ckv4YMK-I/AAAAAAAACME/tkUj8KqzSsI9a-8iybQ3iUzW_FuAnYC6ACLcB/s320/professional-development-clipart-professional-development-300.jpg" width="313" /></span></a><span style="font-family: inherit;"><span style="background: white; color: #404040;">Were we
affective teachers before this course?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">Speaking
a language perfectly doesn't mean we are going to teach effectively, does it?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How can
we feel the difference between an affective teacher from a regular teacher?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">What
might make some teachers better than others in affective language learning?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How can
I motivate my co -workers to be affective teachers? by telling them? By acting
like one?</span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #404040;">How do
you help teachers feel comfortable teaching affectively, in particular using
puppets in the classroom? </span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="background: white; color: #404040; font-family: inherit;">How can
I create a training session on affective language learning? Which areas/ what
kind of content? </span><span style="color: black; font-family: "times new roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Wow, so many questions! </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">How was it reading a post with only questions? </span><br />
<span style="font-family: inherit;">Was there any that you wanted to start answering straight away? </span><br />
<span style="font-family: inherit;">Would you like to add any other questions? </span><br />
<span style="font-family: inherit;">Which ones would you like to answer first here in the blog? </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">I would love to hear you! </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;">Sending you all a huge hug,</span><br />
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<span style="background: white; color: #404040; font-family: "times new roman";">Did you
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<span style="background: white; color: #404040; font-family: "times new roman";">Thank
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Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com1tag:blogger.com,1999:blog-5471021887353100279.post-30142643684005190382016-06-06T14:27:00.001-04:002016-06-08T16:28:59.194-04:00Teaching Young Learners Affectively<div class="separator" style="clear: both; text-align: center;">
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<a href="https://3.bp.blogspot.com/-0408wDst180/V0YsvFVqo4I/AAAAAAAACI0/PiYTeGlMPVcRAGlAEDlQMVraZPmHlOUCwCLcB/s1600/Logo%2Bitdi.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://3.bp.blogspot.com/-0408wDst180/V0YsvFVqo4I/AAAAAAAACI0/PiYTeGlMPVcRAGlAEDlQMVraZPmHlOUCwCLcB/s1600/Logo%2Bitdi.jpg" /></a></div>
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<span style="text-align: center;">During the month of April I lived an amazing experience!</span><br />
I gave my very first online course on Teaching Young Learners Affectively!<br />
<br />
Everything started when Chuck Sandy kindly offered me to teach an <a href="http://childrenlearningenglishaffectively.blogspot.com.br/2015/09/my-first-webinar-on-affective-language.html" target="_blank">online session </a>on affective language learning at iTDi's Summer Intensive last August. I rapidly accepted it and got ready for my online debut. I was a little nervous at first, but slowly I got more and more comfortable with this means and I was overjoyed at the end. The marvellous feedback I got showed me that I had an opportunity to pursue!<br />
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Last December in talks with Barbara Sakamoto I told her I was interested in giving an advanced course on affective language learning. She agreed and we scheduled it for April of this year.<br />
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This was one of the banners used to promote my course:<br />
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<a href="https://1.bp.blogspot.com/-mAgM7WQPVAo/V0IBkQy3FyI/AAAAAAAACHQ/M1mJ6GDBECQmSdSKic3VWi210F_B1TVUACLcB/s1600/Juan%2527s%2BFB-Banner-3b%2B%25281%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="235" src="https://1.bp.blogspot.com/-mAgM7WQPVAo/V0IBkQy3FyI/AAAAAAAACHQ/M1mJ6GDBECQmSdSKic3VWi210F_B1TVUACLcB/s640/Juan%2527s%2BFB-Banner-3b%2B%25281%2529.jpg" width="640" /></a></div>
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<span style="font-family: inherit;">I had four weeks to share my 20-year journey learning and discovering affective language learning with young learners and I decided on the following program:</span><br />
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<span style="font-family: inherit;"><span style="color: #1e1e1e; line-height: 20px; margin: 0px; padding: 0px;">Week 1: Introducing </span><span style="color: #1e1e1e; line-height: 20px; margin: 0px; padding: 0px;">Affective Language Learning concepts to get you started. </span></span></div>
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<span style="font-family: inherit;"><span style="color: #1e1e1e; line-height: 20px; margin: 0px; padding: 0px;">Week 2: </span><span style="color: #1e1e1e; line-height: 20px; margin: 0px; padding: 0px;">Empowering resources for you and your learners to </span><span style="color: #1e1e1e; line-height: 20px;">learn affectively.</span></span></div>
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<span style="font-family: inherit;"><span style="color: #1e1e1e; line-height: 20px; margin: 0px; padding: 0px;">Week 3: U</span><span style="color: #1e1e1e; line-height: 20px; margin: 0px; padding: 0px;">nleashing creativity and fantasy through storytelling and puppeteering.</span></span><br />
<span style="color: #1e1e1e; font-family: inherit; line-height: 20px; margin: 0px; padding: 0px;"><span style="color: #1e1e1e; margin: 0px; padding: 0px;">Week 4: M</span><span style="color: #1e1e1e; margin: 0px; padding: 0px;">aking grammar and writing enjoyable and meaningful.</span></span></div>
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We started advertising the course and slowly participants from many different countries started enrolling. In the end there were 31 participants from 13 countries. The countries were Argentina, Brazil, Costa Rica, Egypt, Japan, Mexico, South Korea, Spain, Thailand, Turkey, United Kingdom, and the USA. Wow, what a privilege to be able to learn and share with such an audience!<br />
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Then the first day was getting closer and closer. In the previous week Steven Herder gave me a course on how to use the Adobe platform and also gave precious hints to make the course run smoothly. Here are some of these:<br />
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<a href="https://2.bp.blogspot.com/-dPTJtPUwA6Q/V0YsdjlcHgI/AAAAAAAACIs/rPvbzDPdOLEl5MdJ7qJa5cUmHSyiAk2eQCLcB/s1600/13293035_10153603840781088_999275833_n.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" height="150" src="https://2.bp.blogspot.com/-dPTJtPUwA6Q/V0YsdjlcHgI/AAAAAAAACIs/rPvbzDPdOLEl5MdJ7qJa5cUmHSyiAk2eQCLcB/s200/13293035_10153603840781088_999275833_n.jpg" width="200" /></a>My computer was on boxes for me to be better on screen.<br />
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I had a lamp with a sheet of paper to difuse the light.<br />
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I had earphones to avoid echo.<br />
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I had all my slides printed in a list I had by my side.<br />
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Each session lasted an hour and sessions happened on Sunday mornings in Brazil and that worked fine as most participants could watch the session live without having to be awake in the middle of the night. Participants also the opportunity to watch the recording of the sessions or even watch these again to get more details.<br />
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<a href="https://2.bp.blogspot.com/-O9a_Gs7aUoE/V0YsEvAg3nI/AAAAAAAACIo/RpbDMXQfWqM5y1X5aTPQ2T3fm2rkwaFNACLcB/s1600/iTDi%2Bscreenshot.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="210" src="https://2.bp.blogspot.com/-O9a_Gs7aUoE/V0YsEvAg3nI/AAAAAAAACIo/RpbDMXQfWqM5y1X5aTPQ2T3fm2rkwaFNACLcB/s400/iTDi%2Bscreenshot.png" width="400" /></a>This is the screen that I had in front of me while delivering the course. I had to manage time to cover all the planned content in one hour and also to keep an eye on the running chat box to comment on and answer the questions that were coming from the participants.<br />
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Affective learning has to do with responding to students' demands, so my challenge was set there!<br />
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I was very happy by the end of the first session that I even cheered on screen. Facebook feedback was also great. Then I was ready for the second component of every session: the google community forum. Every session I present three tasks from which students had to choose two to share their views on the forum. One of the first tasks was to take a picture that represented affective language learning for them. Their pictures and the motives were brilliant. Check some of these below:<br />
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<a href="https://2.bp.blogspot.com/-n2HYWQB3Q_4/V0Yq2V7u6sI/AAAAAAAACIY/E5eylAQ9QDo8AGxC5_YI8D3CAiuFol7RwCLcB/s1600/13090277_10153572658776027_1364364348_n.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="188" src="https://2.bp.blogspot.com/-n2HYWQB3Q_4/V0Yq2V7u6sI/AAAAAAAACIY/E5eylAQ9QDo8AGxC5_YI8D3CAiuFol7RwCLcB/s320/13090277_10153572658776027_1364364348_n.jpg" width="320" /></a><span style="text-align: center;">One area that we had in the Adobe platform that I like very much is the lobby. The lobby is a customizable area where I welcomed participants while they were waiting for each session to start. </span><br />
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<span style="text-align: center;">One affective strategy that I used was to display there some of the pictures that participants had shared in the forum the previous week as a way to validate their work and celebrate our learning. </span><br />
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<span style="text-align: center;">I could clearly notice how teachers were excited to see their pictures in the lobby. I will certainly do this again in my next courses! </span><br />
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<span style="text-align: center;">Another important moment was circle time when we shared about what we had thought since the last session. It was also a great way to acknowledge the great work that was done in the discussion forums. </span><br />
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<span style="text-align: center;">Throughout the course we explored how to foster affective language learning through everyday objects, storytelling, and puppeteering. In the last session we focused on how to engage young learners in writing and grammar in meaningful and creative ways.</span><br />
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Participants also recorded lovely videos of how they would present puppets to their students. Here I would like to share here a special video made by Damien Herlihy from Thailand in which he even used chroma key. Check it out! </div>
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<span style="text-align: center;">Every week I had the most adorable time engaging in dialogue through the participants' discussion forum posts. There I was able to bond individually with each teacher validating their dedication and commenting on their ideas. </span><span style="text-align: center;">A highlight were the puppets that teachers made and their sharing of how they introduced them to their students using the techniques learned in the course. </span><br />
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The ending was a very special moment that I will always remember. We turned on our cameras and we were able to see each other around the world. Many of us got emotional, including me, and we were all very excited to celebrate these four intensive weeks in which we share our experiences, lives, and dreams. I feel that lots of the affective learning seeds are already germinating!!!<br />
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I am certainly going to give many more online courses as I simply loved this experience. I met lovely teachers all around the world, discovered online tools, and learned a lot about affective language learning.<br />
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I would like to thank iTDi for this amazing possibility and in special to Barbara, Steven, Chuck and Gareth for all the all the support and attention!<br />
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There are always great courses, given by passionate teachers, happening at iTDi .<br />
Check here <a href="http://itdi.pro/itdihome/advanced_courses.php">iTDi's advanced skills courses</a> and choose the next one you will join!<br />
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Sending you all a big hug,<br />
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<br />Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com2tag:blogger.com,1999:blog-5471021887353100279.post-33034990722613759552016-05-25T18:18:00.000-04:002016-05-26T10:58:07.205-04:00Interviewing Affective Educators: Beatrix Price<div class="separator" style="clear: both; text-align: center;">
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<span style="text-align: left;">Have you ever thought about going to a country and staying there just to learn from one particular person? I thought about doing so as soon as I met Beatrix Price at IATEFL last year. I was already planning how long I was going to stay in Budapest, when I learned that Bea and I would be working together for two weeks. I could not believe it, I was so happy! I immediately wrote Bea and she was happy as well!!!</span></div>
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The two weeks were great and we were able to learn a lot from each other and enjoy each other's company having lots of tea. But I would not let her go without interviewing her first for our blog. </div>
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Here is our interview!</div>
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Juan: Let’s get started. When did you discover that you
wanted to become a language teacher?<br />
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<tr><td class="tr-caption" style="text-align: center;">Bea and I met at IATEFL in 2015.</td></tr>
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Bea: That is a good question. When I was a child I wanted to
be a kindergarten teacher because my mother was a kindergarten teacher. Then later when I went to school I still wanted to be a teacher and my desire had never changed. I was
14 or 15 when I first met English as a language and then I decided to become an
English teacher. But as I grew up in a communist country, where it was impossible
to learn English, it took me quite a long time to learn it, so only when I was twenty seven I finally started learning English. Before that I was a Russian teacher and a
Hungarian literature teacher.</div>
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Juan: It is very interesting that you have mentioned that
your mother was a kindergarten teacher. How did she influence you? Were there
days that you would go with her to school?<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></div>
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<a href="http://1.bp.blogspot.com/-y9bu3x1vQq0/Vf9aJ__fQVI/AAAAAAAABb0/exuOci4Y3Wo/s1600/Beatrix%2BPrice%2Band%2Bme.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a>Bea: Unfortunately at that time it wasn’t possible to do
this in Hungary. But somehow I picked up the abilities or skills to work
with children. <span style="mso-spacerun: yes;"> </span>And there was also another very important experience that I lived when I was a child. We lived very near the
Croatian border and my parents had friends from Croatia. In fact, these were their best
friends, so we visited them and they visited us very often and there was
this constant contact between us. Unfortunately they didn’t have any children ,
so I didn’t get to learn Croatian fluently, but I always heard this other language in
the background. My father was sort of the interpreter in the family as he told
us where we were going and what we were going to do.<span style="mso-spacerun: yes;"> </span>One fascinating thing that I discovered
just a couple of years ago is that my mother didn’t speak any Croatian and <span style="mso-spacerun: yes;"> </span>her friend didn’t speak any Hungarian
and even so they were friends for thirty or forty years.<span style="mso-spacerun: yes;"> </span>It was a wonderful experience to have so many holidays together. Now looking back, I recognize this
communicative competence that is so important in the lives of language teachers
and language learners. <span style="mso-spacerun: yes;"> </span></div>
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Juan: Wow, what a beautiful memory! It’s truly amazing how your mom and her friend were able to communicate.<br />
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Juan: I saw your presentation this year at IATEFL in Manchester and I was fascinated by the way you promote language learning while you play with children. How important is affect when learning a language and how do you incorporate in your teaching?<br />
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<a href="http://4.bp.blogspot.com/-1ff9DhQsJZM/Vf9YikTcnfI/AAAAAAAABbY/jQa4MMMVdiA/s1600/IMG_3492.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a>Bea: We all know about<span style="mso-spacerun: yes;"> </span>emotional intelligence nowadays because it has been a buzz word for years but if you just look at natural cultures and how mothers, grandmothers take care of their children, then we can learn a lot. You have to feel the children and children have to be at ease with you when you are teaching them, if they are afraid of the atmosphere or the situation, then learning doesn’t take place, but if they love what surrounds them, then learning will happen in a much more effective way.<br />
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Juan: How did you become an English teacher of young learners? </div>
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Bea: About fifteen years ago and before that I had never thought I would end
up becoming a teacher of young learners.<span style="mso-spacerun: yes;">
</span>Life brought me this experience as my children are bilingual <span style="mso-spacerun: yes;"> </span>(English/Hungarian) and I had to teach them
together with other children who were in the same classes. So I had to discover
a method, something that my children who already spoke English would be happy
in the class, just as well the other children who came to learn English. So then I started searching for games that are global and multicultural, so I collected a lot of different activities that are played all
over the world and that are enjoyed in different cultures, regardless
of language, and then I added the language element to it. <br />
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Everybody was happy in my class all the time and then I saw how much the other children
learned, those who came to learn English. They had a massive vocabulary through
the rhymes, songs, poems,<span style="mso-spacerun: yes;"> </span>and
everything that we enjoyed doing together. Everybody knew it wasn’t about language
learning, it was about having a great time together. I think it is so important
for children to enjoy what they are doing because many times we adults impose our own will
on them and then they end up not having much choice.</div>
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Juan: Could you tell us a little bit about your ten-house model?<br />
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Bea: When I did my masters’s degree I wrote my thesis on movement accompanied by language learning, and the ten houses were the skeleton for my thesis. I also included Vigotsky’s and Krashen’s theories in my thesis. The houses really go through the natural development of
the child, when we imagine that the baby is born and the child is in the cradle, the first thoughts that the baby has are his own hands and fingers, and the
baby looks up and starts playing with his own fingers. A little bit later when
the children are a little bit older, mothers take the children and gets them in their laps and start playing with their palms, their fingers with ticklish
games and all that those that belong to the children’s body. In previous
cultures<span style="mso-spacerun: yes;"> </span>there were no plastic
toys and Disney films and other things to entertain the children, so mothers and their children would build very beautiful rapport and that’s how children started
to learn language through this emotional bond.<br />
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So the first things are the
finger games, which are not only important because the mother plays with them
or children play on their own, but they are also very good for fine motor
skills. And this is what educators nowadays neglect totally, because children
grow up in front of screens, they only touch buttons or they are just watching something. Their fine and gross motor skills are not developed nowadays and children get
clumsy to the point they can’t even climb trees.<br />
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The other activities in the ten-house model are those that children enjoy in social
interaction such as bean bag games, circle games,<span style="mso-spacerun: yes;"> </span>skipping games, and string games. We can find these in every
culture,and they are enjoyed by the children because they share. Social interaction
is another very important element, because I think a lot of children lack
social competence in our world because they are just interacting with cell
phones. Playing together has another educational value in my system.</div>
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Finger games, bean bag games, string games, and circle games incorporate singing, which is very important. That's because singing is in a different sphere. And then when I take
children through these activities that are always a <span style="mso-spacerun: yes;"> </span>little bit more difficult for the children and they want to
learn that skill<span style="mso-spacerun: yes;"> </span>that is very
important for them<span style="mso-spacerun: yes;"> as well. These manual skills are</span> always a
little bit higher than their actual competence, just as Krashen says that
comprehensible input should just a slightly higher than the child’s language
competence. In my model I put the skills competence, so<span style="mso-spacerun: yes;"> </span>they want to learn the language together as well. </div>
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nursery rhymes, songs, and verses,<span style="mso-spacerun: yes;"> </span> so children can build a very big vocabulary doing these
activities and then<span style="mso-spacerun: yes;"> </span>after a<span style="mso-spacerun: yes;"> </span>while, they start being introduced to
real poetry. So after a couple of years of teaching children through these rhymes, I
introduce very simple authentic poems to and
after this stage we learn in the realm of literature and that’s the finest
stage in my learning curve, that’s the last house, <span style="mso-spacerun: yes;"> </span>when I can already introduce authentic novels to these
children obviously through graded readers or simplified versions or I myself
make them accessible to them.<br />
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I think that children deserve to be
introduced to Narnia in English when they are small<span style="mso-spacerun: yes;"> as well as </span>Robinson Crusoe, which is my other favourite book. These are all layers that are built one on top of the
other. <span style="mso-spacerun: yes;"> </span>I think that when we
introduce literature, they will become readers, that’s another stage and then
authentic learning takes place. And they are able to learn in English and look
after their own language development.</div>
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Juan: Which advice do you give to teachers of young learners?
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<tr><td class="tr-caption" style="text-align: center;">Bea and Anastasya sharing their storytelling board. </td></tr>
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Bea: Learn lots of songs and look at
mother goose nursery rhymes and choose the ones you will teach according to your
taste. It’s most important that you teach according to what you like, just believe
in something and teach through that. And children will love it because they can
see you are enjoying it and you will love it too. I think we can never stop learning and learning children’s
rhymes is not a childish thing. We can learn from each other and even nowadays meet other colleagues
around the world and then share our treasure with them. We should not hide what we know, we should make it
accessible to everybody.</div>
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When teaching children it is very important not to simplify the
language, as when you look at natural language acquisition, when a child learns in
her own environment, everybody speaks in full sentences with lots of language,
and I think that in second language acquisition we should do the same, providing a lot of authentic language to children. I try to do it in a rhythmic way<span style="mso-spacerun: yes;"> </span>because rhythm carries language, specially in songs, chants, verses, and nursery rhymes that have this natural rhythm
that lives in the child’s system or body. As a result children are introduced to a lot a language and they will deduct meaning
from this rich language for themselves and that’s how language is built up. Not
specifically taught to them saying that this is this and that is that, but allowing the child to recognize the words in the songs, in the verses, and in the poems.</div>
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Juan: You have given me this amazing rainbow string. Where did
this idea come from and which other tricks do you have in your teaching? <br />
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<tr><td class="tr-caption" style="text-align: center;">Bea teaching Kasya the witch's story in Paris</td></tr>
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Bea: First of all, I felt that as an adult I wasn’t able to learn
any of the tricks, but fortunately I had a very good friend who knew many of
these tricks. And he happened to drop in my English lessons and he didn’t speak
any English and he enchanted the learners in a second. I was a little bit
jealous and I wanted to learn those tricks too.<br />
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As I wanted
to enchant the children as well, so I looked for my son's book on
string games and I learned one trick which was
a huge success. It took me a long while to
learn other tricks and the most interesting thing is that when I introduce it to children
they just pick it up in seconds.<br />
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I only know three or four stories
altogether and I see that storytelling with strings is amazing not only for children but for adults too. These are well known in many cultures such as in Turkey, Malaysia,
Indonesia, in central Europe, Western Europe, well everywhere. So I encourage
everybody to learn a couple of string games.</div>
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Juan: Being a very affective teacher educator, what do you consider important for teachers of young learners to experience in
their preparation courses? </div>
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<a href="http://1.bp.blogspot.com/-y9bu3x1vQq0/Vf9aJ__fQVI/AAAAAAAABb0/exuOci4Y3Wo/s1600/Beatrix%2BPrice%2Band%2Bme.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://1.bp.blogspot.com/-y9bu3x1vQq0/Vf9aJ__fQVI/AAAAAAAABb0/exuOci4Y3Wo/s200/Beatrix%2BPrice%2Band%2Bme.jpg" width="150" /></a>Bea: Well, it comes naturally to me it’s and it is also a very conscious
process. I try to build very good rapport with my colleagues, I prefer to call
them my colleagues instead of participants. I like to draw their attention to the importance of being an educator as we we have a very big responsibility for the future generations. I see
that teaching young learners has become a very big business around the world
and we have the responsibility not to let children be harmed by all this
business. As appropriate learning is very
important, we have to see who our learners are, language teaching ought to be
almost like a therapy for children with lots of singing and lots of good
things. </div>
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Juan: Do you have a favourite quote to finish our interview? </div>
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Bea: We only remember 10% of what we hear, we remember 40% of
what we see, and we remember 90% of what we are involved with. </div>
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Juan: Anything else you would like to say? </div>
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Bea: I love you Juan and Buddy too! </div>
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Juan: Me too! <span style="mso-spacerun: yes;"> </span></div>
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Wow, what an amazing interview with Bea!<br />
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Would you like me to interview any teacher in special?<br />
Let me know and then I will get in touch with this person and give it a try!<br />
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Sending you all a big hug,<br />
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Did you like it? Share it!<br />
Thank you!Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com1tag:blogger.com,1999:blog-5471021887353100279.post-17713370176534170292016-03-13T06:25:00.003-04:002016-03-13T06:25:45.254-04:00My BrELT interview with Priscila Mateini! <br />
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It is with great pleasure that I share my interview with Priscila Mateini on behalf of BrELT. BrELT is a thriving Brazilian ELT community with over eight thousand members that is dedicated to the continuous professional development of ELT in Brazil. BrELT hosts an exciting chat with themes selected by members every other week. Check out <a href="https://breltchat.wordpress.com/">BrELT's page</a> and become a member at no cost. </div>
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Priscila has been my friend for many years and I had the pleasure to finally meet her last year at IATEFL in Manchester. We have exchanged a lot over the years and I really enjoyed our talk. </div>
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Here it is! </div>
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This Buddy is so much fun! But sometimes he gets on my nerves...</div>
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Sending you all big hugs from são Paulo, Brazil! </div>
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Juan</div>
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Thank you! </div>
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<br />Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com1tag:blogger.com,1999:blog-5471021887353100279.post-58224869214921580612015-10-30T23:19:00.001-04:002015-11-02T08:28:06.319-05:00Interviewing Affective Educators: Jason R Levine<div class="separator" style="clear: both; text-align: center;">
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"Love yourself and your expression, you can't go wrong"</div>
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KRS-One</div>
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This last August I had the great pleasure of meeting Jason R. Levine, also known as Fluency MC, and working with him during one week in the Gallery Day Camp in Italy. During this week I was able to see Jason promoting learning through rap and I discovered that Jason and I are artisteachers in our own ways. I couldn't have let him go without interviewing him first. Here is our chat: </div>
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Juan: I am really happy that we are working together here in Italy as I had heard a lot about you, but only being here makes me able to better understand your work. Have to tell you that I am your fan.<br />
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Jason: Likewise, I follow what you are doing as a teacher and as a teacher trainer around the world. It is interesting to see how my work and your work complement each other. It's really exciting. It's a great feeling to be here.<br />
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Juan: I will start our interview by asking the classic question: Who is Jason R Levine? But don't go thinking that this interview will be an easy one!<br />
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Jason: It's funny, there are a lot of Jason Levines out there and I put my middle initial R to differentiate myself. I do both content creation and also training. I have this persona Fluency MC that I use for the music and the videos. For me Jason Levine is more the trainer, what is left of the academic side of me. Fluency MC is the guy that is out there on the ground as well as into content creation and materials design. <br />
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Juan: I believe that I identify with you as I believe that I am also a mixture of an artist and a teacher. I can clearly see your very developed artistic side in your teaching. Please tell me how this integration has happened in your life.<br />
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Jason: Glad you see it that way because it hasn't been that long that I have been doing what I do with music. I was a pretty traditional English teacher during the first part of my career. It wasn't really until nine, ten years ago that I really started bringing music and video into it. From the start I was into creating material, in this sense I might be an artist, but what you see me doing is pretty recent. During the first years I was pretty shy.<br />
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Juan: I can't imagine you being shy!<br />
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Jason: I have a video to prove it, but I am not at the point that I am ready to show that video to people yet! My students used to tease me and they have certainly helped me discover my talent. This is a beautiful thing about teaching, when both students and teacher support and encourage each other in the process. <br />
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Juan: What do you take into account when you write your raps?<br />
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<a href="http://1.bp.blogspot.com/-Ko_JRh8bfSQ/Vi9dh2BzI5I/AAAAAAAABdY/gTGWYLwGRxg/s1600/Screen-Shot-2012-10-22-at-5.16.30-PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" height="236" src="http://1.bp.blogspot.com/-Ko_JRh8bfSQ/Vi9dh2BzI5I/AAAAAAAABdY/gTGWYLwGRxg/s320/Screen-Shot-2012-10-22-at-5.16.30-PM.png" width="320" /></a>Jason: I am a big corpus linguistics guy, a collocation guy, and definitely for me what sparks me and gets me going is the lexical side of what I am working with. So if I receive a unit with certain vocabulary, certain structures, I love what I can do with these. I am also very motivated when I see what frustrates teachers and students, such as boring or difficult grammar structures, things that even with a lot of studying and learning students usually do not make much progress with.<br />
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Jason: I enjoy thinking about the acquisition, the repetition, and the humour in the songs. It's definitely the linguistic side that moves me in the beginning, but then as I write the songs I often get into storytelling.<br />
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Juan: I can see you put a lot of humour in the pictures you choose as well as in the lyrics.<br />
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Jason: Humour absolutely! I think that every good artist in some level does something with humour.<br />
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Juan: I really like the secret messages that you put in your raps. How do you go about these?<br />
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Jason: Thank you. I'm always moved by social messages in art, whether about inequality or about the environment or other important issues. I believe that the subtle messages are the ones that strike you, if it's a comedian who sneaks it in a joke or a singer that inserts it in a song. I don't like it when the message is explicit and hits you in the head as it is hard to reach people that way. I want people to discover it themselves. To tell you the truth, I don't always notice myself doing it. The other day a teacher pointed it out to me. I can say that I am really influenced by many singers and authors and I like to do it that way.<br />
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Jason: Stick, Stuck, Stuck is the first song that I wrote and it is still the most popular song. People point out that there is a message within it and when you listen to other songs the messages are definitely more out there.<br />
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Here you have the famous Stick, Stuck, Stuck by Fluency MC :<br />
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Juan: I follow your career and I see that you have been travelling a lot and you have been in contact with lots of students around the world. How do you make sense of all this? How has this experience touched you?<br />
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Jason: I've been thinking a lot about this lately. The other day I saw some pictures of when I was with students in Palestine and it seems it was such a long time ago. I'm sure you also have this experience of feeling time in a different way when you travel and you have lots of intense encounters. On the other hand, I feel it is strange sometimes as I have had these intense encounters but I haven't seen these people again and I'm not sure what they are doing. As fun and as interesting it is to travel, it can also be hard.<br />
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Jason: What grounds me is the fact that we are all connected through social media, like one student from Palestine can write me tomorrow and say "Hey I watched your video and I remember when you were in Ramallah". I feel really lucky about it. In the past, without this new media, it would have been tougher. I feel lucky to be teaching at this time in history.<br />
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Juan: I heard you are coming to Brazil next year, tell us about it.<br />
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Jason: I have wanted to come to Brazil for a really long time. Mainly because many Brazilian encouraged me when I taught in New York and also because I have many loyal followers from Brazil. There is certainly a musical connection between American and Brazilian hip hop and I believe the idea of practicing with music appeals a lot to Brazilian teachers. People tell me all the time to come to Brazil so I've got to do it. And it is great to be connected to you and also to other teacher trainers who supported me.<br />
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<span style="font-family: inherit;">Juan: You are going to have such an amazing time in Brazil, Jason. By the way, I know that you have created an innovative language learning program. Please tell us how the Weekly English Workout Program works and how you have come up with this idea.</span><br />
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<span style="font-family: inherit;">Jason: Thank you for asking about the <a href="http://fluencymc.com/starter-course/" target="_blank">Weekly English Workout</a>. I'm very excited about it as it's a new project. <span style="background-color: white; font-size: 11.5pt;">It's a speaking practice program based on Video Workouts,
live classes, and a private Facebook group. It provides intensive practice to
enable you to use English in your everyday life. This practice, I believe, is
the missing piece for most people. It's been a lot of fun and I'm excited about
getting the program into schools around the world so that students can use it
out of class to improve their English fluency.</span></span><br />
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<span style="font-family: inherit;">Juan: What message would you leave people that have a talent and would like to fuse it with language teaching?</span><br />
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<span style="font-family: inherit;">Jason: That is a wonderful question. Just get out there and do it.</span><br />
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Juan: Any message for the students?<br />
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Jason: Wherever I go, I meet one or two students that are really fluent, really excited about English. Some people would assume that they have lived in the country where the language is spoken, that they must have had these great lessons, or that they have the gift for learning another language. But nine times out of ten it is because they really got excited about English from media, they watch a lot of movies, they listen to a lot of music, they read a lot of comic books... The best use of time for teachers is to get their students excited to get out there and go for things that they really enjoy.<br />
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Juan: Thank you so much for this interview! It's been great working with you here at the Gallery Day Camp.<br />
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Jason: That was fun!<br />
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Do you have a special talent you have incorporated in your classes?<br />
Let me know and you can be the next teacher interviewed here in the blog!<br />
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Sending you a big hug from Hokkaido in Japan,<br />
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Did you like it? Share it!<br />
Thank you!Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com1tag:blogger.com,1999:blog-5471021887353100279.post-62563186326954979142015-10-09T18:32:00.001-04:002015-10-09T18:32:29.942-04:00Follow my Playing to Learn column! <div class="separator" style="clear: both; text-align: center;">
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It's with great pleasure that I share some good news. I have a column of my own!</div>
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It is entitled "Playing to Learn" and it is published twice a month with Gallery Teachers and iTDi. My very first column will have 12 posts and there I invite you to explore practical ideas and playful activities that can make your classes memorable, engaging, and fun. More than that, my intention is to awaken and strengthen your playfulness and empower you to create and live play with your group. </div>
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On <a href="http://www.galleryteachers.com/" target="_blank">galleryteachers.com </a> you will be able to learn with amazing ELT bloggers and writers such as Barbara Sakamoto, Shelly Terrell, Luke Meddings, Christina Rebuffet, Jason Levine, and Chuck Sandy among others. Topics range from culture to critical pedagogy to cooking and there's something for everyone. Each column post comes with a downloadable PDF full of ideas, activities, or a lesson plan that you can take into your classroom or use for your own development. </div>
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Do pay me a visit and leave your comment giving me feedback on how you liked it and what you would like to talk about next. I write it for you. </div>
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Hope you have enjoyed these news as much as I do. It's really exciting!</div>
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Send you all a big hug from Seoul, South Korea!</div>
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Juan</div>
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Thank you!!!</div>
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Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com0tag:blogger.com,1999:blog-5471021887353100279.post-67852060802301789982015-09-03T04:10:00.002-04:002015-09-03T04:10:38.528-04:00My first webinar on Affective Language Learning!<div class="separator" style="clear: both; text-align: center;">
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"One of the most important areas we can develop </div>
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as professionals is competence in accessing and sharing knowledge." </div>
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Connie Malamed</div>
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Hello!</div>
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I am here to share about something I am really proud of being part: iTDi. </div>
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I love iTDi because it has made the cutting edge of ELT knowledge available to teachers around the world in a very democratic way through free and affordable online courses and webinars. </div>
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One of iTDi's initiatives, together with Gallery Teachers, was the Summer Intensive for Teachers, an online free series of speakers sharing their views on issues that they are passionate about. And I was invited to be one of them!</div>
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Due to my travelling and course schedule the only day I could present was July, 31st which was even before the official opening on the next day. I hosted my very first webinar and guess what? I loved and it was great fun! </div>
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Buddy and I were super kindly hosted by Chuck Sandy and Jason Levine with the great theme song that made all of us full of energy. I was a little bit lost at first, but with time I got more and more comfortable with this new webinar format. I would like to thank everybody who made the effort to attend it live. You guys rock! </div>
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You are probably saying "Come on, Juan, where is the link?". Right here, without further delay.<br />
It is very easy to watch my first webinar. Just <a href="http://itdi.pro/itdihome/summer2015.php" target="_blank">click here</a> and sign up for a free account with iTDi. Then just log in and find the Summer Intensive for Teachers. My webinar is the very first one.<br />
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Get yourself some coffee, tea, or lemonade and enjoy the course with Buddy the Frog and me.<br />
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It was a great experience and I look forward to hosting another webinar. I am then officially open to invitations!<br />
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Which part did you like the most?<br />
Do you have any hints for my next webinars?<br />
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Sending you a big hug, </div>
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Thank you! </div>
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Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com1tag:blogger.com,1999:blog-5471021887353100279.post-33893861705620527992015-07-15T18:22:00.000-04:002015-07-15T18:22:27.920-04:00Learning English with Flying Hankerchieves <br />
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I simply love having hankerchieves in my classes because these flying and maleable colourful pieces of light fabric bring much more than joy, movement, and fantasy. Flying hankerchieves bring a sense of aesthetic and beauty to the process of language learning.<br />
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These small pieces of magic allow students to create language while playing, to move their bodies while learning, and to see them beautifully floating in the air.<br />
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That's probably why I have have given over 50 sets of these flying hankerchieves made by my mom Stella to fellow English teachers at congresses and school visits around the world.You can make your very own hankerchieves by cutting 15-cm squares of colourful and very light fabric. </div>
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Here I share 12 creative ways through which flying hankerchiefs can promote affective language learning in your class:<br />
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Ready or not, here I come!<br />
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<b>1. Counting numbers:</b> children can count with hankerchieves in several different ways. One way is to have only one hankerchief being passed around, one variation is to give a hankerchief to a small number of children to be passed around, and finally a pair can share a hankerchief. Another possibility to prctising counting is to throw the hankerchief really high in the air and children count until it touches the floor.<br />
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<b>2. Drawing numbers, letters, and words:</b> you can model drawing numbers, letters and even words in the air which students should guess. One student can then be invited to do it to the classroom and finally students do it in pairs of small groups. It can also be done with ribbons that will maintain even longer the shape of the numbers and letters. Great fun!<br />
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<b>3. Noticing colours:</b> here I share some ways that you probably already know. The first one is hiding one in your hand and students have to guess which colour you have. Another is hiding them in the room to be found. Next you can play the subtracting game by getting one colour from the pile and getting them to notice which one you got. Last you can display the hankerchieves on the floor in a certain order, ask kids to close their eyes, and change the order, students have to tell you what has changed. All these can be played as a big group, small group, and then in pairs. <br />
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<b>4. Touching body parts:</b> here one throws a hankerchief in the air and students have to get them with the part of the body that is chosen. A variation is to say a student's name and a body part as a challenge. If the students completes the challenge, he or she says the name of the next student and a different body part. Great fun!<br />
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<b>5. Exchanging things they like: </b>you get a hankerchief and you tell students you have something of that colour in your hand. One can say for instance that the white hankerchief is a cloud, the red one a strawberry, and the blue one is the ocean. Have students say what things each colour is. Then each student can get a hankerchief and say what they have in their hands. In the last movement, students ask each other what they have and if they would like to exchange them.More advanced students can give reasons why they accept or not the exchange.<br />
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<b>6. Checking students' emotions:</b> tell students you feel happy when you pick the yellow hankerchief. They can them tell you which colour means happy for them. After that learners can choose a flying hankerchief according to how they feel on a certain day or about a certain topic. They can choose for example the white one if they are really calm or the yellow one because the like the sunny day.<br />
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<b>7. Creating things ( or even a scenario!) :</b> call out some things that have one color like the sun or water and let students make them on the floor, after this call out things like trees or a watermelon that have two or more colours. When you notice your students are really good at it invite them to make a scenario with all the hankerchieves. If they choose making a beach for instance, they can use the blue ones as the ocean, the yellow ones as the beach, and the green as palm trees. Their creations are usually incredible!<br />
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<b>8. Discovering things with the chosen colors:</b> this is the opposite of the previous activity. Each learner chooses a hankerchief and the teacher calls two students. These students have then to say which thing has the colors of their hankerchieves. For example, black and blue could be a policeman's uniform or even a sunken ship. You can leave their creations on the floor. Call out all the students until they run out of hankerchieves.<br />
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<b>9. Telling a story: </b>here you can start a story by giving a specific meaning to one hankerchief. For the story to continue one student comes and ties his/her hankerchief to the first one. Example: Once there a flea (black one) that fell in the water (blue one) and then the day started to get really hot (yellow) and so on. Once all the hankerchieves are used students can retell or even rewrite the whole story.<br />
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<b><br /></b><b>10. Reading through them: </b>a fun way to use the hankerchieves is to read through them. You can decide together with the class if colors have any special moods or ways to read. Hankerchieves can be changed after some time. Some possibilities are fast, slowly, prolifically, sleepy, angrily, in love, etc.<br />
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<b>11. Listening to words: </b>students can be given flashcards with words that will appear in a story or in a song. Whenever they listen to the word they have been assigned they throw their hankerchief to the air. It is a beautiful scene to see all of them flying in the air. Make sure you say every word many times to make children pay close attention. I usually say all the words in my last sentence.<br />
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<b>12. Listening to similarities: </b>students are given a hankerchief each. Then in pairs they face each other, one starts saying one sentence at a time about personal facts or opinion. Then if the other person has the same fact or the same opinion, this person throws the hnkerchief to the other and repeats the sentence that was said, and then continues the game by saying sentences until the other person repeats it and throws the hankerchief. Students go switching who is doing the talking until they have swapped hankerchiefs a certain number of times.<br />
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Here you can see me with two wood crosses and eight hankerchieves. Tie one to each edge and you can have a bunch of birds flying or ghosts dancing.<br />
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<b><br /></b>Thanks to Pravita Indriati from Indonesia for the pictures of her students learning with the flying hankerchieves!<br />
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Which was your favourite activity?<br />
Do you have any other idea on how to these beautiful flying hankerchieves?<br />
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Hope to meet you at a congress and to be able to give you personally a set of flying hankerchieves!<br />
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Sending you a big hug,<br />
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<br />Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com2tag:blogger.com,1999:blog-5471021887353100279.post-87333892205402089092015-07-10T17:36:00.004-04:002015-07-10T17:36:56.749-04:00Interviewing Affective Educators: Sosô Uribe Conti Ranzi<div class="MsoNormal">
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I am very happy to present you an interview with an educator, and an entrepreneur I deeply admire: Sosô Uribe Conti Ranzi, who happens to be my sister, my partner, and the General Director at <a href="https://www.facebook.com/juanuribeensinoafetivo?_rdr=p&ref=hl" target="_blank">Juan Uribe Ensino Afetivo</a>, the school we both founded here in São Paulo, Brazil.<br />
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<span style="font-family: inherit;">But how could I interview her if I know pretty much what she will answer? In order to make the interview more natural and revealing I decided to invite my dear friend Naoko Amano to interview Sosô. </span><br />
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<span style="font-family: inherit;">Naoko is the founder of </span><a href="https://www.facebook.com/ybkidsfun?fref=ts" style="font-family: inherit;" target="_blank">Yellow Banana Kids English</a> <span style="font-family: inherit;">in Kishiwada, Japan. She was a fantastic host when I visited her school in 2013</span><span style="font-family: inherit;">. Naoko is also part of the </span><a href="http://itdi.pro/itdihome/index.php" style="font-family: inherit;" target="_blank">iTDi</a><span style="font-family: inherit;"> family and I am grateful to Barbara Sakamoto for having introduced us to each other. </span><br />
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<span style="font-family: inherit;"><br /></span><span style="font-family: inherit;">It is with great honor that I have connected these two lovely educators and here I present this interview: </span><br />
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<span style="color: black;"><span style="font-family: inherit;">Naoko: Congratulations on
the 20th anniversary of your school! I saw the great pictures of your special
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<span style="color: black;"><span style="font-family: inherit;">Sosô: Oh Naoko! It’s a
feeling that is really hard to put into words! It was a great pleasure to see
kids speaking English spontaneously and confidently. Families were together and
everybody was communicating and having fun in English!<o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Naoko:Yes! I was able to
see that all the families are so happy to be there! That's wonderful, Sosô.
What are some of your unforgettable memories of these twenty years?<o:p></o:p></span></span></div>
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<span style="font-family: inherit;">Sosô: There are so many! It's rewarding to see that people that
worked here left their mark and have made this school a better place. It's beautiful to know that students that studied here with us are starting their professional careers and that deep inside I know that our English classes have contributed to their
success! </span><span style="font-family: inherit;">Another lovely memory was when we
rented this house we are in right now! Moving to this new house was a big step for us, because we grew 4 times in size!</span></div>
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<span style="color: black;"><o:p><span style="font-family: inherit;"> </span></o:p></span><span style="font-family: inherit;">Naoko: That's really
inspiring, Sosô. I've heard about you a little bit from your brother Juan, whom
I always meet in congresses here in Japan. But I'd like to know more about you.
How did you start teaching English to children?</span></div>
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<span style="font-family: inherit;">Sosô: Wow….that was a
looong time ago…. I started my first class on May 10<sup>th</sup></span><span style="font-family: inherit;"> </span><span style="font-family: inherit;">1996… 19
years ago. I was only 17 years old then! I started teaching a 2-year-old boy
called Christian and I fell in love with teaching as I saw that I was much more
able and creative that I thought I was. As a result, Christian learned much
faster that I could imagine.</span></div>
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<br /></div>
<div class="MsoNormal">
<a href="https://3.bp.blogspot.com/-Zt_Lu3M2DOg/VZsgFJPuXlI/AAAAAAAABPU/CMp8TwiKwDo/s1600/2015-07-06_2138.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="http://3.bp.blogspot.com/-Zt_Lu3M2DOg/VZsgFJPuXlI/AAAAAAAABPU/CMp8TwiKwDo/s320/2015-07-06_2138.png" width="267" /></a><span style="color: black;"><span style="font-family: inherit;">Naoko: Oh! That is a very
interesting story. Can you recall any of the classes you had with him? <o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Sosô: I used to spend the
whole afternoon with him and we did everything together - we cooked, played
outside, we made projects, played with his power rangers, watched movies, and
sang songs. He liked hunting treasures and playing with his wild animals
figures. I remember that once we made a huge cardboard boat and played there
for hours!<o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Naoko: That must have been
fun. But how did you go from teaching this very first student to opening the
school with Juan? <o:p></o:p></span></span></div>
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<br /></div>
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<span style="color: black;"><span style="font-family: inherit;">Sosô: As I started
teaching more and more students, Juan and I had a turning-point conversation in
which we decided to open our own school. At the age of 17, I was reading
Brazilian laws concerning hiring people.<o:p></o:p></span></span></div>
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<span style="font-family: inherit;">Naoko: You were so young then. How many students
are learning English at Juan Uribe Ensino Afetivo now?</span></div>
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<span style="color: black;"><span style="font-family: inherit;">Sosô: Currently there are
252 students from two to twelve learning English with us. We have 102 students
having classes at their homes while 150 come to our school. <o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Naoko: That is a lot! I am
sure you have 252 students, parents, and teachers smiling. That’s wonderful!<o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Sosô: Thank you, Naoko. I
love teaching and I also love managing the school!<o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Naoko:What do you currently
do at Juan Uribe Ensino Afetivo?<o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Sosô: Today I am the General Director, which includes thinking about our growth, envisioning new challenges, checking the quality of our classes, and learning about families' satisfaction. <o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Naoko: I saw in many pictures that you always have a puppet with you. How did you start
using them to teach English? <o:p></o:p></span></span></div>
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<a href="http://1.bp.blogspot.com/-2MkHGXvVJ8Q/VZsgFULJdZI/AAAAAAAABPY/82cOIkYVDvY/s1600/2015-07-06_2139.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: inherit;"><img border="0" height="244" src="http://1.bp.blogspot.com/-2MkHGXvVJ8Q/VZsgFULJdZI/AAAAAAAABPY/82cOIkYVDvY/s320/2015-07-06_2139.png" width="320" /></span></a><span style="color: black;"><span style="font-family: inherit;"></span></span></div>
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<span style="font-family: inherit;"><span style="font-family: inherit;">Sosô: In 1996 Juan and I bought six hand puppets which
later became our logo. We always had them with us and they called
everybody’s attention. Today we have more than 80 puppets here at school. The
educators who work with us learn how to use puppets in our initial course, but
they are not supposed to use them every class. We are always watching many
puppeteers, taking courses, and getting better and better at it. </span></span></div>
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<span style="font-family: inherit;"><o:p></o:p></span><br />
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<span style="font-family: inherit;">Naoko: Eighty puppets!?
That's a lot! I saw your fantastic and heartwarming DVD in which you also use
puppets. What made you film it? How did you film it?</span></div>
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<span style="color: black;"><span style="font-family: inherit;">Sosô: That was a
dream-come-true project! In 2008 Juan filmed me telling "The
Gingerbread Man" and we put it on YouTube. Many families watched it and told
me that I had talent telling stories and that I should record a DVD. I let this
dream rest for almost 4 years until I met the Cama family in October 2012.
Together we decided to pursue this dream and we came up with different
storytelling techniques to teach English to children through fairy tales. After 18
months, the DVD was finally released and now kids from all over Brazil can
learn English with us!<o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">The DVD was filmed in a
cinema studio with professional microphones and movie cameras. I had my “actress”
day starting the first story at 7 am and finishing with the tenth one at 9 pm.
By then I was exhausted, but really happy!<o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Naoko: It sounds that must
have been both exciting and hard work! What were some of the most difficult
aspects while shooting the videos?<o:p></o:p></span></span></div>
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<span style="font-family: inherit;">Sosô: I guess it was during the shooting of “The Three Little Pigs” when I had to make the second pig look down to
the camera (I was behind a wall - and I couldn’t see where the camera was).
Editing Hansel and Gretel was also a challenge as we had to make the narration
match the scenes. :)</span></div>
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<span style="color: black;"><o:p><span style="font-family: inherit;"> </span></o:p></span><span style="font-family: inherit;">Naoko: I love your warm
voice and your friendly way of telling stories. I immediately felt drawn to
your story. Is there anything in special you pay attention to when telling
stories with puppets? </span></div>
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<span style="font-family: inherit;"><span style="font-family: inherit;">Sosô: Oh Yes! Besides the
story itself, I pay attention to the voices, movement of the puppet’s mouth and
body, and possible jokes or charades I will tell. While storytelling in
the classroom, I make sure to take into account the comments of the students
too! It’s really fun! You should definitely try it too!</span></span></div>
<span style="font-family: inherit;"><o:p></o:p></span><br />
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<br /></div>
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<span style="color: black;"><span style="font-family: inherit;"><br /></span></span></div>
<div class="MsoNormal">
<a href="https://4.bp.blogspot.com/-7U4lpEQMO7o/VZsd27gceEI/AAAAAAAABPA/KK024m5ssDA/s1600/2015-07-06_2130.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="238" src="http://4.bp.blogspot.com/-7U4lpEQMO7o/VZsd27gceEI/AAAAAAAABPA/KK024m5ssDA/s320/2015-07-06_2130.png" width="320" /></a><span style="font-family: inherit;">Naoko: Wow, it seems to be
very difficult and I certainly need some training myself, but I’m interested in
it. On the DVD, your puppets are really alive and we felt as if we were in the
story!!</span></div>
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<span style="color: black;"><span style="font-family: inherit;"></span></span></div>
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<span style="font-family: inherit;"><span style="font-family: inherit;"><br /></span></span></div>
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<span style="font-family: inherit;"><span style="font-family: inherit;">Naoko: What are you doing
in the picture you look like a ninja?</span></span></div>
<span style="font-family: inherit;"><o:p></o:p></span><br />
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<span style="color: black;"><o:p><span style="font-family: inherit;"> </span></o:p></span><span style="font-family: inherit;">Sosô: Just posing for the
picture! We had to use this outfit, so our hands and heads wouldn’t appear in
the video. </span></div>
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<span style="color: black;"><span style="font-family: inherit;">Naoko: I
was also very excited to see you using kamishibai in your storytelling. It is a beautiful Japanese technique we rarely see here in Japan. How
do you like telling kamishibai stories?<o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Sosô: Kamishibai stories are really different and everybody loves them, as they
do not exist here in Brazil. I always have a great time telling them!<o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Naoko: I am glad to hear
that people love our tradition. Here in Japan, we usually tend to look for new techniques from
overseas, but we definitely should reconsider our work in the light of our own Japanese
tradition.<o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Naoko: Thank you very much
for taking the time to talk to me. You have inspired me a lot. I was able to feel your passion for teaching as well as your gentle and beautiful heart. I’d
also like to thank Juan Uribe for giving me this wonderful chance. <o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Sosô: Same here. It was
really nice “talking” to you and telling you a little bit about the school,
myself and the DVD! :) Come visit me here in São Paulo!<o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;"><br />
Naoko: You too here in Kishiwada! <o:p></o:p></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;"><br />
<br />Wow! What a great interview! </span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Thank you so much Naoko and Sosô.</span></span><br />
<span style="color: black;"><span style="font-family: inherit;">I sincerely hope that your families can meet each other some time in the future. </span></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Would you like me to interview any educator you admire? </span><br />
<span style="color: black;"><span style="font-family: inherit;">Tell me and I will give my best as always! </span></span><br />
<span style="color: black;"><span style="font-family: inherit;"><br /><br />Sending everybody a kamishibai hug from São Paulo, </span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Juan</span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">Did you like it? Share it!<o:p></o:p></span></span></div>
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Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com0tag:blogger.com,1999:blog-5471021887353100279.post-83138264568771003422015-06-28T12:14:00.000-04:002015-06-28T12:14:01.971-04:00Puppeteering on IATEFL's Young Learners webmagazine<div class="separator" style="clear: both; text-align: center;">
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I am very happy to share that my article on puppeteering as a way of creating affective language learning experiences with primary learners was featured together with other very interesting ones in the digital issue of IATEFL's Young Learners and Teens magazine. This issue was edited by the competent David Valente and also features my dear friend Kylie Malinowska, who was previously <a href="http://childrenlearningenglishaffectively.blogspot.com.br/2014/12/interviewing-affective-educators-kylie.html" target="_blank">interviewed in the blog</a>. </div>
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Click <a href="http://edition.pagesuite-professional.co.uk/Launch.aspx?EID=4066ba72-fb0d-437b-a862-4fc5c5a4e5d3" target="_blank">here</a> to read the whole magazine! Enjoy it!</div>
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Do you have interesting experiences to share with the world? </div>
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Get in touch with IATEFL's Young Learners and Teens Special Interest Group and publish your voice!</div>
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Hugs from Brazil, </div>
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Juan</div>
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<br />Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com0tag:blogger.com,1999:blog-5471021887353100279.post-6003997941761739422015-02-15T12:53:00.000-05:002015-02-15T12:55:13.336-05:00Let's all be travelers! <div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: inherit;"><br class="Apple-interchange-newline" />It is with great pleasure that I am part of the February issue on Teachers as Travelers of the iTDi blog! Check <a href="http://itdi.pro/blog/2015/02/14/lets-all-be-travelers/" target="_blank">my contribution</a> in which I reflect on the similarities and differences of being a tourist or a traveler in education and in life. Make sure you also read the articles written by my dear colleagues Anna Loseva and Chuck Sandy on how they have evolved personally and professionally being on the road. </span></div>
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<span style="font-family: inherit; font-size: 15.4000005722046px;">Never heard of iTDi? </span></div>
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<span style="font-family: inherit;">iTDi is a global online teacher development institute that is owned and staffed by dedicated teachers. </span><span style="font-family: inherit; line-height: 19.7999992370605px;">iTDi provides </span><span style="font-family: inherit;">Online courses to improve your classroom teaching or English language skills, written by some of the most respected authors in English language teaching. </span></div>
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<span style="font-family: inherit;">iTDi's mission is to provide quality professional development that is meaningful, accessible and affordable for all teachers. </span><span style="font-family: inherit;">The iTDi community brings together teaching professionals working at every level -- newcomers and veterans, native and non-native teachers from a wide range of contexts, all sharing a common belief that being a teacher means a never-ending commitment to growing and learning.</span></div>
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<span style="font-family: inherit;">Check <a href="http://itdi.pro/itdihome/index.php" style="color: #888888; text-decoration: none;" target="_blank">iTDi's site</a> and check out the offered courses and webinars! </span></div>
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<span style="font-family: inherit;">Send you a big traveling hug, </span></div>
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<span style="font-family: inherit;">Juan</span></div>
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Thank you!Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com0tag:blogger.com,1999:blog-5471021887353100279.post-6487802913312593842015-02-05T09:57:00.000-05:002015-02-10T06:02:12.425-05:00Interviewing Affective Educators: Eric Kane<br />
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I met Eric Kane in 2013 when I attended my first JALT conference in Kobe, Japan. Eric is that kind of guy that you will remember him after you have met him. He is a kind, creative, and energetic teacher who is always singing, thinking, and sketching how his ideas can become either songs, books, or videos. After the conference in 2013, I had the great pleasure of being at Eric's house for a week in the city of Omihachiman and going many times to ELF Learning, the school for young learners he founded many years ago. In our talks he shared that ELF stands for Everybody Loves Fun, which defines well the mood children experience at his lovely school.<br />
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It's my great pleasure to interview Eric, who is both a friend and a professional that I admire and respect immensely.<br />
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Juan: When I see you interacting with children, I notice that your interactions come very naturally and full of caring and purpose. It even seems that you were already born a teacher. Please share with us how you have become an English teacher.<br />
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<span style="font-family: inherit;">Eric: When I was about 16 I had a meeting with my guidance counsellor in high school. This is someone who helps students identify which career they might find rewarding or interesting. Her first question to me was, "What do you see yourself doing in the future?" I told her that I wanted to be a motivational speaker! I'm still not sure where that came from, but I think I might have known even then that I wanted my life's work to help others in some way. </span></div>
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<span style="font-family: inherit;">Juan: </span><span style="background-color: transparent;">I have been to your talks and you surely have inspired other teachers to publish their materials. I had the great pleasure of being with the children and your great team in the cozy classrooms you have at your school. How did you start ELF? How has it evolved since its early days? </span></div>
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<span style="font-family: inherit;">Eric: Great question and a very amusing answer. I started the school after teaching for 6 years at a private language school and a private junior/senior high school. I told my wife that I would be happy to stay in Japan, but I wanted to quit my job and open my own English school. She agreed and we put all of our savings into a building, got it ready and opened the doors. </span></div>
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<span style="font-family: inherit;">We furnished it with wooden furniture in an old Japanese house. I played music and had coffee or tea ready as the students came in. It was a very pleasant place to be. Physical environment was and is very important to me and I wanted to create a space that quietly whispered, "You're welcome and you're safe."<br /><br /><br />The funny part is that when I opened I told my wife that this would be strictly an ADULT English school. </span><span style="font-family: inherit;">I had been teaching mostly kids for 6 years and must have needed a break. After a year or so some of the seniors in the neighborhood asked me to teach their grandchildren, so I went down to the used furniture place and picked up a nice cedar table for the kids. I found myself really enjoying the classes. We laughed a lot and I found myself building a strong connection with the students...much closer than I had ever </span><span style="font-family: inherit;">become with my adult students. </span><br />
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<span style="font-family: inherit;">I think it was there purity. They had no reservations if they trusted you. Build the trust with a laugh and they would follow. I found myself having a good amount of success with these students despite the fact that, looking back, I really knew little of what I was doing! </span><br />
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<span style="font-family: inherit;">When my daughter was born I immersed myself in books on childhood and language development. The words were profound and I found myself self-reflecting as I flipped through the pages. How can I use this information in my classroom? How do we really learn or acquire language. More and more it became clear to me that, at least with the youngest learners, it was much more than just language. It was about learning how to communicate with one another at all costs. This realization has guided much of my teaching since then. </span><br />
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<span style="font-family: inherit;">After a while my daughter's friends started to join the school and I found myself enjoying the classes more and more. Ever since I've slowly moved away from teaching adults and 2 years ago we closed our doors to all students over the age of 12! I laugh every time I think about where we started!</span></div>
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<span style="font-family: inherit;">Juan: I would have never imagined it if you hadn't told it, Eric! As you know I strongly believe in affective language learning. </span>How do you see affect being lived in the everyday life at ELF?</div>
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<span style="font-family: inherit;">Eric: One of my favorite teaching quotes is, "If a child can't learn the way we teach, perhaps we should teach the way they learn."</span></div>
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<span style="font-family: inherit;">I believe that children learn naturally if we give them the right environment, opportunity and a little patience. Unfortunately we find that parents are often the most impatient with the learning process. The kids are just fine!</span></div>
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<span style="font-family: inherit;">That's why we've made an effort to discuss how children learn with moms and dads. If they understand that (in our case) language learning is largely a natural process at this age, they generally are quite happy to back off and not insist on meaningless tests and assessments. And more often than not, they are surprised at the results. </span></div>
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<span style="font-family: inherit;">Most of our students only come once a week, so we try and spend as much time as possible in an interactive environment. We use many picture books to discuss characters and illustrations, to develop predictive and memory skills and spend whatever time necessary helping them to understand the meaning of the story. We also use a great deal of songs in creative ways, often with students creating their own versions of the songs! And one of my favorite activities is to put down an assortment of flash cards on the floor and build a story with them. They LOVE that. </span></div>
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<span style="font-family: inherit;">Juan: </span><span style="background-color: transparent; font-family: inherit;">In my travels around the world, I have visited many successful schools and yours is certainly one of these. </span><span style="font-family: inherit;">In your opinion, what is important for a language school to thrive? </span></div>
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<span style="font-family: inherit;">Eric: Big question! For me, personally, it's about creating a great space, hiring the right teachers, training them well, communicating goals and teaching methods to parents and students and then following through. Pretty much the same as any other business I think. </span></div>
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<tr><td class="tr-caption" style="text-align: center;">Eric published this amazing book! </td></tr>
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<span style="font-family: inherit;">Juan:</span>You have launched books in the area of phonics, which have been very well received. What are the new features you have included in the books? </div>
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<span style="font-family: inherit;">Eric: With phonics and other materials I think it's less, "What's new" and more, "What's the Combination." We tried to combine a number of goals in a clear, classic layout that kids will love and teachers will find both effective and easy-to-teach. The main spreads are designed to be very clear while the activity sections are designed to provide opportunities to dig a little deeper into the English language. So far it seems that we have hit a sweet spot with students, parents and teachers giving us a very big thumbs up! </span></div>
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<span style="font-family: inherit;">Juan: </span>Could you share with us how you create and produce your lovely videos? </div>
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<span style="font-family: inherit;">Eric: I could, but then I'd have to kill you....<br /><br />Seriously, there's no rhyme or reason to it. Many of the videos are based around our curriculum, those are the videos that I have to make for the kids to have exposure to English outside of the classroom. For the song videos, it's often just a lot of fun! Sometimes I make the music first. Sometimes the video section. It really is all over the place. I just try my best to use great visuals, great audio and make them fun whenever possible!</span></div>
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<span style="font-family: inherit;">Juan: </span>How was the partnership with Mari Nakamura and Patricia Daly Oe in Lily and the Moon? </div>
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<span style="font-family: inherit;">Eric: Mari and Patricia and I have a fantastic working relationship. We each bring different skill sets to the table and each of these sets compliments the other. For me, the decision to work with and publish Lily and the Moon was made a no-brainer because it meant working with two lovely human beings! </span><br />
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<span style="font-family: inherit;">Juan: </span>Which message would you leave to English teachers of young learners around the world? </div>
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<span style="font-family: inherit;">Eric: I suppose I would remind other teachers to focus on being an example of a great communicator. I've found that the more I focus on sincerely trying to connect and identify with students, the more successful they become. </span></div>
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<span style="font-family: inherit;">Juan: Thank you so much for this great interview, Eric!!!</span><br />
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<span style="font-family: inherit;">Would you like me to interview anybody you know? </span><br />
<span style="font-family: inherit;">Do you have any suggestions for this section of the blog? </span><br />
<span style="font-family: inherit;">Write me and let me know your thoughts! </span><br />
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<span style="font-family: inherit;">Send you all a big hug from Brazil!</span><br />
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<span style="font-family: inherit;">Juan</span><br />
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<span style="font-family: inherit;">Did you like it? </span></div>
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<span style="font-family: inherit;">Share it! Thank you!</span></div>
Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com3tag:blogger.com,1999:blog-5471021887353100279.post-69267698401204993542015-01-21T05:09:00.001-05:002015-01-21T05:09:23.464-05:00Affective Language Learning on video! <br class="Apple-interchange-newline" />
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<a href="http://4.bp.blogspot.com/-24iZ_fVHOXA/VL91yjUdMSI/AAAAAAAABDc/smVKg9qYDJE/s1600/Video-Reel-and-Film-Canister.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-24iZ_fVHOXA/VL91yjUdMSI/AAAAAAAABDc/smVKg9qYDJE/s1600/Video-Reel-and-Film-Canister.jpg" height="199" width="200" /></a></div>
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During my world tour I have had the great pleasure of being and learning with over 2500 children and 460 teachers in many different and very diverse countries. When I close my eyes I can recall the joy of children during my Buddy shows and the engagement of teachers during the affective language learning sessions I have given. Watching yourselves through the eyes of others is a very intense experience as it allows us to see how we stand, talk, and interact with others. More than that, it allows us to really rediscover who we are. </div>
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I would like to thank Jim George from Luna International in Matsumoto, Japan and Ansemf Bae from FIN English in Daegu, South Korea for having gracefully created videos of me during my sessions and shows. These sounds and images have allowed me to know myself better and are valuable gifts that I will keep forever. </div>
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Thank you so much Jim and Ansemf for taking the time to create these lovely videos. </div>
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It's my great pleasure to share them now with you. </div>
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The first one shows scenes from the Affective Language Learning session given at JALT Shinshu in Matsumoto: </div>
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The second one is about a frog that visited Matsumoto:<br />
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And the third one shows highlights of two shows that I did with Buddy in two different schools:<br />
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Hope you have enjoyed them as much as I do.<br />
Which was your favourite moment? Leave me a comment!<br />
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Hugs and hugs,<br />
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Juan<br />
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Did you like it? Share it!<br />
Thank you!Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com1tag:blogger.com,1999:blog-5471021887353100279.post-52975763144237399042014-12-22T09:03:00.000-05:002015-07-01T22:47:20.069-04:00Learning English Affectively with Taboo Cards<br />
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"Whenever a taboo is broken, something good happens."</div>
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I simply love playing with cards and flashcards because the number of ways in which they can be used is countless. When we, as teachers, explore and create novel ways of playing with language we allow learners to live language playfully as well. This fascination with play and language led me to write a post you might have read called <a href="http://childrenlearningenglishaffectively.blogspot.jp/2014/09/50-affective-ways-to-use-flashcards.html" target="_blank">"Fifty affective ways to use flashcards"</a>, in which I explored how students can live language affectively and make it their own. </div>
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Today I explore the very famous taboo cards that probably many of you have already seen around, played with your friends, or maybe even have already used in class. Taboo is a card game in which players have to describe a thing without using the most common words associated with it. These words are considered them taboo and shouldn't be said. </div>
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Taboo was originally designed for native English-speaking adults and one can notice that it requires a good command of language in order to play it properly. I have in this post adapted, created, and organized a list of 30 different ways in which taboo cards can be used. Enjoy it!</div>
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1. Avoiding forbidden words: in this traditional version, the player has to describe the word in red but he/she can not say the words that are in green. As you can imagine this requires a lot of language command, which is not something most students can do. In this original version, it is important to model and brainstorm with students some strategies that can be used to convey meaning when one does not know a certain word.<br />
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2 Using all the words: in a simpler variation one player has to say all the words that are in green without saying the one in red. The other player has to guess the word on top. Guessing is very easy and the real challenge is in being able to use all the words. This scaffolding builds confidence and promotes fluency.<br />
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3. Brainstorming words: in this variation one player says the word on top and the other player has to brainstorm words until he is able to complete all the words that are in the list. If words are hard, the challenging player can give the first letter of the words that are missing. The last word is usually the hardest!<br />
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4. Delivering a speech: in a harder variation from the previous one, the challenging player says "tell me everything you know about watches" and then the other player has to build sentences talking about the topic until he/she uses all the words in the card, which are hidden from him/her. The challenging player signals and counts as the words in the card are said by the other player. A time limit can be added to add some tension.<br />
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<a href="http://1.bp.blogspot.com/-9oVwD-np1Xg/VIbsCkpVcXI/AAAAAAAAA78/E3iF5oHu_0o/s1600/2014-12-09_2126.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" height="320" src="http://1.bp.blogspot.com/-9oVwD-np1Xg/VIbsCkpVcXI/AAAAAAAAA78/E3iF5oHu_0o/s1600/2014-12-09_2126.png" width="284" /></a><br />
5. Leading words to be said: here the topic is given and both players form a partnership to say the words. One player gives hints in order for the other to say the word. Let's say one player wants the other to say wrist, he/she can then say "it's where you wear it" or leave a gap for the other person to complete such as "you wear your watch around your ... ". You can have a pile of cards and count the number of cards a pair or group is able to do during a pre-established amount of time.<br />
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6. Spelling words: one player reveals the topic and he starts spelling the words that are listed. The other player has to try to discover the words before they are totally spelled.<br />
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7. Drawing words: one player reveals the topic and draws the words that described in the card for the other player to guess and write these next to the drawing that was just made. In a harder variation the topic is not revealed in the beginning.<br />
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8. Acting the words: a pair creates a small sketch and another pair has to discover the words that were represented. The acting group should really emphasize the written words and gets points if the words are correctly guessed. Here again the topic can be revealed in the beginning or not.<br />
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9. Writing a poem/ rapping the words: students can write a poem or create a rap containing all the words. The topic can be the title, part of the chorus, or even not be mentioned at all!<br />
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10. Brainstorming extra words: another way to play with taboo cards is to have students in small groups collectively saying and writing all the other words that they think go together with the topic word.<br />
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11. Checking the dictionary: students use their phones to check an online dictionary and see if the words that are listed are part of the description of the word used in the dictionary.<br />
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<a href="http://3.bp.blogspot.com/-wAf8dmAaDNI/VJgZVoNRoEI/AAAAAAAABBs/7-e__1_N3C4/s1600/r-GOOGLING-SYMPTOMS-large570.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="83" src="http://3.bp.blogspot.com/-wAf8dmAaDNI/VJgZVoNRoEI/AAAAAAAABBs/7-e__1_N3C4/s1600/r-GOOGLING-SYMPTOMS-large570.jpg" width="200" /></a>12. Googling words: students can google the topic word and then check if all the words in the card are found in the first three search results. Another google possibility is to type the five words and see if the topic will appear in the result.<br />
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13. Creating a crossword: students can create a crossword for the their card connecting the words in a grid and creating definitions for each one of them. A booklet with all their crosswords can be photocopied and given for all students to solve.<br />
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14. Playing the multiple hangman: the objective is for the challenged player/group to guess the topic word. In order to do this they play multiple hangman with all the describing words at the same time. Once they go figuring the words then they can guess the topic. The topic is not part of hangman and can be inside an envelope. If they guess it it wrongly the game is over.<br />
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<a href="http://2.bp.blogspot.com/-UPNSkmmbDPY/VJgamiE4rZI/AAAAAAAABB8/8QExRAkElnE/s1600/2014-12-22_2220.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="87" src="http://2.bp.blogspot.com/-UPNSkmmbDPY/VJgamiE4rZI/AAAAAAAABB8/8QExRAkElnE/s1600/2014-12-22_2220.png" width="200" /></a>15. Guessing with one hint at a time: one player has to guess the topic being only given one hint at a time. If they risk and it's wrong they lose their card or their turn. The player that guesses the topic keeps the card. This one was inspired by an old Brazilian TV show called "Which is the song?".<br />
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16. Making a conversation: a pair creates a conversation in which words appear in the same order in the conversation exchanges. Each exchange should have only the word that is listed without any of the other ones.<br />
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17. Unscrambling words: one player gives the topic and scrambles the letters of the listed words. The other player has to unscramble and discover the words. A harder variation is to give the scrambled words without saying what the topic is.<br />
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-xKcNZp1WRk4/VJgZVmU-iCI/AAAAAAAABBo/GhEZB1YmQNg/s1600/Statistics-free-clip-art.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="160" src="http://4.bp.blogspot.com/-xKcNZp1WRk4/VJgZVmU-iCI/AAAAAAAABBo/GhEZB1YmQNg/s1600/Statistics-free-clip-art.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Bar histogram showing interviews.</td></tr>
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18. Getting statistics: each student gets one card student talks to three other students one at a time and asks them to talk about the topic. While listening, this student marks down the number of times that the listed words are said. He/she does not interfere or reveal what the words are. Once the three conversations were held, this students reveals the statistics to the rest of the class. Here students can even be taught how to build an histogram like the one you see in the picture on the left.<br />
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19. Column Dictation: One player gets three cards and reveals the three topics. Then he/she dictates randomly the words that are in the three cards. The challenged player has to write them under the correct topic. Then players check the answers and discuss about the words that were hard and could fit more than one topic.<br />
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20. Interviewing the topic: one player or a group makes one question with every word that is listed. One person responds as being the topic. This is great fun as we have improbable situations where concepts, fruits, and professions speak!<br />
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21. Crossing cards: can you build sentences about a topic using the words from another card. This variation gets students to be playful and invent situations in which words can be combined.<br />
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-ot_PWL2y8wc/VJghlwS94RI/AAAAAAAABCM/SZMMNZ9M56o/s1600/FreeVector-Pyramid-Composition.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="149" src="http://2.bp.blogspot.com/-ot_PWL2y8wc/VJghlwS94RI/AAAAAAAABCM/SZMMNZ9M56o/s1600/FreeVector-Pyramid-Composition.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The pyramid composition looks like this!</td></tr>
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22. Writing a pyramid composition: the top sentence has the first word, the one below the first and second words, until the last one has all the five words. The composition can be done graphically centralized in a page.<br />
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23. Choosing the best words: students are asked to rate the words given in the list and put them in a list according to how relevant they think they are to describe the topic. Other words can be suggested to be included in the list. <br />
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24. Listening the words: one player makes a short composition or deliver a speech about the topic using all the words. The other player has to read it or listen to it and try to find the words that were listed. Tell students to pay attention to how words are said.<br />
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25. Making their own taboo cards: you can have students write their own cards inside a topic you are studying. Model how they can be written to make sure they are good for playing. Once you have them made you can play with them in any of the other ways described here in this post!<br />
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Most of these activities can be done both in speaking as well as in writing. I have in all activities preferred to have students in pairs as a way of maximizing student speaking time.<br />
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To get started you can:<br />
Making the cards with the students,<br />
Find lots of ready made cards on the internet,<br />
Or buy the following games which have easier language for young learners.<br />
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<a href="http://2.bp.blogspot.com/-x5Je1jF2cHI/VIbsCuZgTeI/AAAAAAAAA8A/rG290QF2CLo/s1600/51rIB1IVdiL._SL500_AA300_.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="200" src="http://2.bp.blogspot.com/-x5Je1jF2cHI/VIbsCuZgTeI/AAAAAAAAA8A/rG290QF2CLo/s1600/51rIB1IVdiL._SL500_AA300_.jpg" width="200" /></a><a href="http://2.bp.blogspot.com/-QjVHvFSQwrQ/VJQiZ4Q0bhI/AAAAAAAAA_s/uTIDCgerqpg/s1600/toytaboojr.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="200" src="http://2.bp.blogspot.com/-QjVHvFSQwrQ/VJQiZ4Q0bhI/AAAAAAAAA_s/uTIDCgerqpg/s1600/toytaboojr.jpg" width="143" /></a><br />
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Which is your favourite activity?<br />
Do you have any idea that is not here?<br />
Have you ever played taboo with your students?<br />
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Send you all a big hug from Tokyo,<br />
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Did you like it? Share it!<br />
Thank you!Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com3tag:blogger.com,1999:blog-5471021887353100279.post-79752615657643328092014-12-09T05:25:00.003-05:002014-12-23T02:09:22.888-05:00Interviewing Affective Educators: Kylie Malinowska<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-7Ce6SuvGYxk/VH_-z2jMumI/AAAAAAAAA6A/LWibLSErCQA/s1600/IMG_9783.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: center;"><img border="0" src="http://3.bp.blogspot.com/-7Ce6SuvGYxk/VH_-z2jMumI/AAAAAAAAA6A/LWibLSErCQA/s1600/IMG_9783.JPG" height="179" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This is a picture Kylie and I took together when<br />
we were saying goodbye to our trainees in Konya. </td></tr>
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<span style="font-family: inherit;"><span style="font-family: inherit;">I had
the privilege of meeting Kylie Malinowska last August when we both taught novice English teachers at the CTS course with SeltAcademy for two weeks in Konya, Turkey. </span></span></div>
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<span lang="EN-GB" style="font-family: inherit;">During this
time we talked a lot about teaching young learners and became good friends. <o:p></o:p></span><span style="font-family: inherit;">Today I have the pleasure to interview Kylie here in this blog!</span></div>
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<a href="http://3.bp.blogspot.com/-5RwvEw1v_zI/VH75gld9KPI/AAAAAAAAA5I/YlIFpWlOuSI/s1600/Kylie.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://3.bp.blogspot.com/-5RwvEw1v_zI/VH75gld9KPI/AAAAAAAAA5I/YlIFpWlOuSI/s1600/Kylie.png" height="200" width="148" /></a><span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;">But first, who is Kylie? </span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">Kylie
Malinowska is the Young Learner Advisor and Coordinator of the Certificate in
Teaching Young Learners and Teenagers for IHWO (</span><span lang="EN-GB"><a href="http://ihworld.com/">International
House World Organisation</a></span><span lang="EN-GB">). She is based in Prague where she also teaches and trains for IH
Prague and Akcent College. She was one of the course writers for both of IHWO's
YL training courses (the </span><span lang="EN-GB"><a href="http://ihworld.com/teachers/course-details/ih_certificate_young_learners_and_teenagers">IH CYLT</a></span><span lang="EN-GB"> and the </span><span lang="EN-GB"><a href="http://ihworld.com/online-training/course/ih_certificate_in_teaching_very_young_learners">IH VYL</a></span><span lang="EN-GB">) and has a regular YL column in
the </span><span lang="EN-GB"><a href="http://ihjournal.com/">IH Journal</a></span><span lang="EN-GB">. </span></span></div>
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<span style="font-family: inherit;">Juan: Let's
start with the classic question to warm up. How have you become an
English teacher of young learners? What keeps you connecting with
them and their learning? </span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Kylie: Prior to getting into
teaching I worked in the Health Care Industry. I loved my job but I was quite
sick of sick people to put it bluntly. While I was living in Newcastle upon
Tyne (UK) in a house with flatmates from all around the world (All TESOL
students at either Newcaslte College or IH Newcastle), I used to give
(memorable ahem) English lessons over coffee on a Saturday morning. One day,
after mentioning it numerous Saturdays in a row, they all decided that I
absolutely had to do the CELTA at IH Newcastle and become and English teacher
and went and got the application form for me. </span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Those flatmates changed my life. For the better. It would never
have crossed my mind to become an English Teacher and certainly not for YL
given I considered myself a dementia care specialist and my first degree was a
double degree in Health Science and Gerontology (study of the aged). But….I
loved it. I still do! My flatmates knew me better than I knew myself. I’ve done
my time teaching ESP and BE etc etc and have taught all ages and levels, but I
always come back to YL. I just love the energy they give me.<o:p></o:p></span></span></div>
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<a href="http://4.bp.blogspot.com/-fSZ7sZg-UHk/VH767UTwiGI/AAAAAAAAA5U/W_9knMvPAU8/s1600/Psychic-Neon-Sign.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-fSZ7sZg-UHk/VH767UTwiGI/AAAAAAAAA5U/W_9knMvPAU8/s1600/Psychic-Neon-Sign.jpg" height="133" width="200" /></a><span lang="EN-GB"><span style="font-family: inherit;">A psychic once told me
it was time to work with younger people as they would give my soul energy
instead of sucking it out of me. At the time I thought it was all a bit of a
joke, but I really do feel like they feed me. Don’t get me wrong, teaching kids
is exhausting, but they really give me a lot too. That little shining light in
their eyes when they realize they have learnt something new and they are proud
of themselves…that…that little sparkle. That gets me every time.<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Juan: I love that spark Kylie. Who sparked your love for music ? <o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">Kylie: I’ve loved music and
singing for as long as I can remember. My dad played guitar to us as children
and we had sing-a-longs around his knee. My father’s father (whom I never met) was
reportedly a wonderful singer. My Father’s Brother is in a band, as is his
daughter, my cousin and I have an Aunt in a choir. As a child I was obsessed
with </span><span lang="EN-GB"><a href="http://en.wikipedia.org/wiki/Patsy_Biscoe">Patsy
Biscoe</a></span><span lang="EN-GB"> and
actually had dreams of growing up to be a children’s entertainer. The ultimate
goal was to be on ‘</span><span lang="EN-GB"><a href="http://en.wikipedia.org/wiki/Play_School_%28Australian_TV_series%29">Play School’</a></span><span lang="EN-GB">. </span></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">While I was at High School my grades
allowed me to also study at College one afternoon a wee so I gained a
certificate in Early Childhood Development and planned to study Drama after I
graduated, but that year the Centre for Dramatic Arts in Adelaide (my hometown)
wasn’t accepting any applications so I enrolled in a Fine and Visual Arts
course instead and joined a Youth Theatre group. A year later though I was a
year older and my sensible parents had infiltrated my crazy brain and I found
myself studying healthcare and working towards a steady income.<o:p></o:p></span></span></div>
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<span lang="EN-GB"><o:p><span style="font-family: inherit;">Juan: Kylie, you have grown up to be an entertainer. </span></o:p></span>Do you play any musical instrument? Were you part of a choir? </div>
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<tr><td class="tr-caption" style="text-align: center;">Kylie forgot to mention she<br />
likes the drums too!</td></tr>
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<span style="font-family: inherit;">I used to play piano,
flute and the recorder. But I’m really not very good. Mostly because I don’t
practice. I feel music in my bones though and absolutely love listening to my
musician husband jamming with his musician mates and singing and dancing with
my own kids (2 yr old twins).</span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">I’ve never been part of
a choir (except for at school). I prefer to do my singing in the shower if not
in class. I auditioned for and got into an a capella group here in Prague a
number of years ago, but when crunch came to crunch I was too shy to perform in
public and they were a professional group so I didn’t really last more than 5
minutes. I thoroughly enjoyed the rehearsals though.<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Juan: I
think you were the one who asked me some time ago if I thought that language
learning and music were similar. In which ways would you say that learning
a language and playing an instrument have similarities? <o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Kylie: Jeremy Harmer has talked
a lot about this over the years. How we practice certain movements until they
are natural so that when we play our fingers automatically know where to go. My
husband is a Jazz man. He particularly loves free jazz. He says to play free
jazz you need to be able to play the basics perfectly first and then you need
to be able to really feel the music and play from your heart. Practicing and producing
language is similar. We help our students practice the basics so their lips
know where to go and give them lots of exposure to get a ‘feel’ for English.
Only I encourage my students to go freestyle whenever they feel ready.<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Juan: I simply love these analogies related to language learning. Could you please tell us why you think young learners should learn languages through songs? <o:p></o:p></span></span></div>
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<tr><td class="tr-caption" style="text-align: center;">Kylie really feels the multidimensionality of<br />
songs is just perfect for learning languages. </td></tr>
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<span lang="EN-GB"><span style="font-family: inherit;">Kylie: Ha! Do you have space
for 25,000 words or more? A better questions would be why not. I could list a
multitude of reasons for using songs to teach English to YL and quote all sorts
of supporting research and theories about memory and prosody and links between
language and song and pre-literacy etc, but for me, I really feel the
multidimensionality of songs is just perfect learning languages. Combined with the
fact that (most) YL love songs. The only thing that really surprises me is why
YL teachers don’t use songs more. Songs are so natural. All over the world
mothers naturally sing lullabies to their children. </span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">And songs have been used
since the dawn of time (as cliché as that sounds), amoung other things, to
express complicated ideas, remember important events and pass down genealogies.
I guarantee you every child starting English knows at least one English song.
Even if it’s ‘ Happy Birthday’.<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Juan: When
do you use songs? How long do you have the same song? <o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Kylie: It depends on the age
group and the class. For a VYL class I might start the lesson with a Hello
song. Sing a song revising something during circle time. Sing a song which
includes the target vocab for the lesson (numerous times). Sing a song while
playing a game e.g. sing a food song while they are running to find food
flashcards to keep those who aren’t having a turn engaged. Sing a song while
coloring. Sing a song while tidying up. Sing a good bye song. </span></span><span style="font-family: inherit;">Some songs are used for
a particular theme and only occasionally revisited, whilst others, ‘favourites’
get used all year long.</span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Juan: Staging
can make a big difference when presenting and practicing a song, especially with
young learners. What are the important steps in your opinion when
staging a song with young learners? <o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Kylie: I suspect that one of
the reasons teachers don’t utilise songs more in the YL classroom is that they
aren’t quite sure how. Choosing the song and when to use the song is equally as
important as the staging and set up. The song should be relevant with
meaningful language which doesn’t stretch the YL too much. I like to use
visuals and movement, so using flashcards and actions when setting up a song
and to set it up slowly and intentionally. </span></span></div>
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/--QS7kNZxchk/VH7775gE6SI/AAAAAAAAA5g/_s1dgA01gfc/s1600/49eec549225e47d180efd363266c9df7.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/--QS7kNZxchk/VH7775gE6SI/AAAAAAAAA5g/_s1dgA01gfc/s1600/49eec549225e47d180efd363266c9df7.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This song is such a classic!</td></tr>
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<span lang="EN-GB"><span style="font-family: inherit;">For example if you wanted to teach
’5 little monkeys jumping on the bed’ I would introduce this song after the
learners are already familiar with numbers 1-5, monkey, head, bed, doctor,
mummy’ and if they weren’t I might use some flashcards and mime the story
sequence first in a kind of listen and do type activity. Once I’m sure they
understand the key vocab and they have some actions then we can see. Actions
are important for VYL in particular as it not only helps them to meet the
language, it also provides opportunities for involvement for all (which I feel is
even more important than the language at this early stage).<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Some teachers give up
teaching a song because the learners ‘aren’t into it’ or ‘aren’t doing it
properly’. I personally don’t mind if kids are singing ‘5 leeedle mmmmm jumping
na na bed. Na na off na na na bed.’ As my goal is to get them to move their
tongues around and experiment with the sounds of English rather than join the
national choir.<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Teachers also need to
remember that if they stand at the front of the class with the CD blaring and lip
syncing, they can’t expect the kids to be excited by the song. The teacher
should know it well and be enthusiastic. They certainly shouldn’t worry about
being out of tune (the kids won’t care) but they should now the words and loo
happy about singing.<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Juan: I find
that many songs in coursebooks have been adapted so much to fit a
curriculum that in the end they lose their grace. Would you agree with this
view? When do you ever create songs with your students? <o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">Kylie: I don’t want to knock
the coursebook writers, as they do a great job, but yeah. All too often kids
just don’t dig the coursebook songs. Either it’s too obvious, too boring, or
too dry or too easy or too difficult to remember the tune. For VYL I like to
create my own songs to very familiar tunes e.g. to Frere Jacques. That way the
cognitive demands are lower and they can concentrate on other things. For my
8-12 year olds I encourage them to be silly and play with the song. Make it
‘better’. </span></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">E.g. One of my favourite songs is Boom Chicka Boom</span><span lang="EN-GB">. It’s got very simple meaningless lyrics which are sung over and over in
different ‘styles’ e.g. happy style, crying style, zombie style, Gaga style,
robot style. Sometimes I get my learners to make the songs in the coursebook ‘better’ by creating their own ‘style’ for the song. </span></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">One memorable lesson, I
witnessed a 9 year-old turn the world’s most boring song into something spectacular
when she performed it to the class ‘Michael Jackson style’ while the class
joined in with the chorus ‘zombie style’. For me a song helps consolidate
language and is a great opportunity to play around with the sounds and prosody
and intonation and just have fun with it.<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">For teenagers, the cover
versions of songs in coursebooks can be laughable. I rarely ask teens to sing
in class unless it is at summer camp and they’ve chosen to sing. Instead I like
to get them to do a discourse analysis and discuss the language in the song or
even rhyming patterns etc. Songs don’t have to be about singing. They are great
for language work, listening activities, routines. I could go on….<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Juan: I have
noticed that some children and teens do not like to sing and to expose themselves
in front of their peers. How do you involve these learners? <o:p></o:p></span></span></div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-vkPueFkt44E/VIbMd2opa8I/AAAAAAAAA68/NMgBb1rXHWA/s1600/sock%2Bpuppets.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-vkPueFkt44E/VIbMd2opa8I/AAAAAAAAA68/NMgBb1rXHWA/s1600/sock%2Bpuppets.jpg" height="158" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Hey guys, we have just found one more puppeteacher!</td></tr>
</tbody></table>
<span lang="EN-GB"><span style="font-family: inherit;">Kylie: I think you’ll love my
answer to this, Juan. I use puppets! And if I have no puppets we draw them on
our finger tips. I also encourage them to imitate English speakers they know
e.g. the teacher, a celebrity or maybe their mum. It can be just as
embarrassing to ‘sound’ English as it is to make mistakes. Distancing with the
aid of a puppet can be really helpful.<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Juan: I have
watched classes in which children sang and danced, but had no clue about
what they were saying. What are some other traps that teachers of young
language learners should be careful with? <o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Kylie: It depends on the age
and the aims of the activity. Sometimes I will spend time working on
enunciating sounds and words and other times I just want the kids to have fun
or play around with the intonation. Sometimes you just want to build their
confidence via a ‘performance’. However, I am a realist, so I would choose a
song that parents will be able to understand if it’s for an end of year
performance in front of parents who are paying their fees. </span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">I think a trap a
teacher can fall into is to do a song just for the sake of it. Sometimes teachers
think of a song as an added extra for something ‘fun’ without really
considering the potential learning outcomes. I try to keep learning or
developmental goals in my mind when doing songs as well as fun so I don’t lose
sight of the ‘learning’. I don’t mean to say I expect perfect production, I
just mean I have a clear aim. Even if that aim is simple or non-linguistic in
nature.<o:p></o:p></span></span></div>
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-70XgwEigy_g/VH_-03D0rPI/AAAAAAAAA6c/WqQmfguhUMc/s1600/IMG_9787.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: center;"><img border="0" src="http://4.bp.blogspot.com/-70XgwEigy_g/VH_-03D0rPI/AAAAAAAAA6c/WqQmfguhUMc/s1600/IMG_9787.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kylie with her students at the end of a Summer Camp. </td></tr>
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<span lang="EN-GB"><span style="font-family: inherit;">Juan: You
work hard with your students and you notice they have mastered a
specific song. What happens then? <o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Kylie: Any number of things. My
VYL seem to master the colours songs from OUP’s Cookie and Friends quite
quickly so I use this song for routines e.g. if we are lining up to go outside
and waiting for a child who is taking a long time we might sing this song to
avoid losing the line. I also use this song as a timer when they are colouring
in a colour dictation. When the song stops. Pens down! </span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Often the kids will let
me know what song they want to know and when. I love singing the Cookie and
Friends ‘Weather Song’ when putting on coats etc getting ready to go out or
home, but sometimes the kids want to sing another English song and I’m fine
with that. They normally choose the ones they master and it’s confidence
building for them to sing it over and over and I like to encourage that.<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Juan: What
are your plans for the future? Thinking of recording something? <o:p></o:p></span></span></div>
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<a href="http://3.bp.blogspot.com/-xMBtBRxb77U/VIbNmMn2RlI/AAAAAAAAA7I/7Wdn_h089TA/s1600/Iconforthewigglespage.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://3.bp.blogspot.com/-xMBtBRxb77U/VIbNmMn2RlI/AAAAAAAAA7I/7Wdn_h089TA/s1600/Iconforthewigglespage.jpg" height="200" width="193" /></a><span style="font-family: inherit;"><span lang="EN-GB">Kylie: Well I’m quite busy now
with my MA research, but I am actually working on a little book project, but
that’s a bit hush for now. You’ll have to wait until it comes out.</span><span lang="EN-GB"> I’d love to create some youtube videos to
add to the vast amount already out there but don’t own a video camera or sound
equipment. One day. Maybe.<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">When I first met my
husband I used to call him my Wiggle, because he looked like one of the </span><span lang="EN-GB">Wiggles</span><span lang="EN-GB">, and we have a little fantasy idea about
creating a kids band (with his musician mates) and touring preschools. It would
certainly be lots of fun!</span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Juan: Please
leave us with a final musical message. <o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Kylie: Other teachers might be
reading this and think “she must have the voice of Mariah Carey to be doing so
much singing”. Ha! I most certainly don’t. I’m just a regular girl who likes to
have fun with English and Learning. For anyone wanting to introduce more songs
and singing into their classroom, the most important thing is to be
enthusiastic and have fun with it. Then you can consider other things like
getting the language right, having an aim, staging etc. Use actions and simple,
repetitive and meaningful language. Don’t give up. Have fun!<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Thanks for interviewing
me, Juan. Love and cuddles to Buddy.<a href="https://www.blogger.com/null" name="_GoBack"></a><o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Juan: My great pleasure, Kylie! Buddy says he misses you too! </span></span></div>
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<br />
<span style="font-family: inherit;">I invite everybody to know more about Kylie's work by paying her </span><a href="http://klokanomil.wordpress.com/" style="font-family: inherit;" target="_blank">blog</a><span style="font-family: inherit;"> a visit. </span></div>
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What is your take away after this interview? </div>
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What ideas resonate with what you do with your students? </div>
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<span lang="EN-GB"><span style="font-family: inherit;">Send you all a big hug from Tokyo!</span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Did you like it? Share it!</span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Thank you!</span></span></div>
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Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com4tag:blogger.com,1999:blog-5471021887353100279.post-49289576798177654832014-11-18T21:44:00.001-05:002014-11-18T21:55:53.845-05:00Puppeteering again at Hanazono Kindergarten! <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-vE5fI-HGO6I/VGvgap7hOmI/AAAAAAAAA4I/DHg4W3zok00/s1600/IMG_0758.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://2.bp.blogspot.com/-vE5fI-HGO6I/VGvgap7hOmI/AAAAAAAAA4I/DHg4W3zok00/s1600/IMG_0758.JPG" height="200" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Hanazono Kindergarten in Gifu, Japan</td></tr>
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Some moments in life have really touched me with sheer joy. One of these precious memories certainly was <a href="http://childrenlearningenglishaffectively.blogspot.jp/2013/12/storytelling-and-puppeteering-at.html" target="_blank">telling stories and puppeteering at the two Hanazono Kindergartens</a> in Gifu last year. These performances were truly a challenge for me as my audience was composed of more than three hundred Japanese young language learners aged from three to five. All at the same time! </div>
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Butterflies in my stomach. </div>
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Guess what? I loved it! </div>
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Buddy and I felt super loved before, during, and after both of our presentations. We were welcomed with lots of warmth and excitement by every single person we met at school. Children shouted hellos, teachers served us tea, and our pictures were in the hall. Buddy and I were kindly introduced to the kids, children enjoyed the kamishibai stories, and everybody laughed a lot with our puppeteering. After the show children sang and danced a marvellous thank you song, I got the most amazing medal, and had some delicious cake. We truly felt as kindergarten pop stars! </div>
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As I planned to come back to Japan, I hoped to be able to return to Hanazono to have a similar experience again. As you have probably guessed, fame is highly addictive. </div>
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But would I have the same feelings? </div>
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Could I run the risk of losing that great memory that I had experienced there? </div>
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It was even better! </div>
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-hrnJzzyB3SI/VGs-HpAUZDI/AAAAAAAAA3M/Kx9dL6UG6Ec/s1600/IMG_9483.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-hrnJzzyB3SI/VGs-HpAUZDI/AAAAAAAAA3M/Kx9dL6UG6Ec/s1600/IMG_9483.JPG" height="640" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Taking the classic photo before my second show at Hanazono Kindergarten in Gifu, Japan in 2014.</td></tr>
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I felt much more confident as I knew the children, the school, and had been successful in the past. Many children remembered Buddy and I guess me too. The difference was that this year I had the whole fifty minutes with Buddy instead of alternating telling kamishibai stories with some puppeteering sketches as I did last year. This represented a real challenge as I could run out of time or maybe lose the momentum with the kids. </div>
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This year children were to teach Buddy how to sing the songs they know in English. I also chose three sketches that I knew children would love. These were Buddy farting and pooping in his potty, teasing him with a huge inflatable hammer, and having Buddy flying over the kids with a balloon. With these three powerful acts I was ready! </div>
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<a href="http://3.bp.blogspot.com/--1oPESuIMAg/VGs-fhMsTyI/AAAAAAAAA3U/w1OQybStzrs/s1600/IMG_0787.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/--1oPESuIMAg/VGs-fhMsTyI/AAAAAAAAA3U/w1OQybStzrs/s1600/IMG_0787.JPG" height="200" width="200" /></a>Children greeted us joyfully, laughed loudly at our jokes, and participated giving lots of commands. Everything went well and Buddy and I have now double Hanazono memories! I gained lots of practice and confidence in my puppeteering skills with large groups and I feel now very empowered to get even better at it. ( Puppeteering can also be highly addictive, beware!) </div>
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I plan to invest in my professional development as a puppeteer to be able to come up with a much more elaborate experience for children all over the world. Buddy is also very excited about all this! </div>
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Last year we got a medal from the children and this year it was the same. </div>
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Can you notice any difference? </div>
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<a href="http://4.bp.blogspot.com/-Tj1pq6_ezfA/VGtAsAO2A_I/AAAAAAAAA3o/hgwf-jHK2No/s1600/Medals%2BHanazono.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-Tj1pq6_ezfA/VGtAsAO2A_I/AAAAAAAAA3o/hgwf-jHK2No/s1600/Medals%2BHanazono.png" height="201" width="400" /></a></div>
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Here you can watch a clip that I have prepared for you with some of the best moments of these two performances. Enjoy it!</div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/7kE5p16SbR0?feature=player_embedded' frameborder='0'></iframe></div>
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I would like to thank Mark Kulek who has made these magic moments possible not once, but twice. Mark is the founder and director of <a href="http://www.gifukids.com/" target="_blank">Gifu Kids</a> which is a lovely school for kids in Gifu as the name says it all. Mark has also had the privilege of teaching these lovely children at both Hanazono Kindergartens for the last eight years. </div>
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<tr><td class="tr-caption" style="text-align: center;">Mark is now a friend who I admire both personally and professionally. </td></tr>
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What are your best memories with young language learners? </div>
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Have you ever had similar challenges to mine that you simply loved? </div>
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Send you a big puppet hug,<br />
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<a href="http://2.bp.blogspot.com/-r1pMAhDXixo/VGtD4OiS5II/AAAAAAAAA34/CtIz9YoCe7Y/s1600/IMG_9352.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-r1pMAhDXixo/VGtD4OiS5II/AAAAAAAAA34/CtIz9YoCe7Y/s1600/IMG_9352.JPG" height="191" width="200" /></a></div>
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Uribe Sensei</div>
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Did you like it? Share it! </div>
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Thank you! </div>
<br />Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com1tag:blogger.com,1999:blog-5471021887353100279.post-50809914502494083532014-11-17T03:15:00.001-05:002014-11-17T03:15:30.039-05:00Puppeteering interviews with Queenie Tan! <br />
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During last Young Learners' Day at TESOL France I had the great pleasure to meet Queenie Tan and her assistant Jennifer. Queenie is a well-known author, podcaster, and early childhood educator who lives in Hong Kong and has dedicated herself to educating parents and teachers on how they can become more affective and effective parents and teachers. She has a <a href="http://foongkwin.com/" target="_blank">website </a>and there you can learn more about her books, listen to her podcasts and interviews and much more.<br />
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<tr><td class="tr-caption" style="text-align: center;">Queenie, Buddy the Frog, and Jennifer<span style="font-size: 12.7272720336914px;"> in Paris. </span></td></tr>
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Buddy and I were not interviewed once, but twice in Queenie's show! But how did that happen?<br />
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Well, Queenie first interviewed us on how teachers can teach using puppets and then many of the parents that follow her parenting channel liked our interview so much, that they asked us to come to Queenie's parenting channel to talk about how parents can have quality time with their children living imagination and creativity with puppets.<br />
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In the first interview Buddy and I shared how teachers can get started in puppeteering and how language development, emotional intelligence, and proactive discipline can be fostered through puppeteering.<br />
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<span style="line-height: 24px;">Here you can listen to </span><a href="http://foongkwin.com/eot040-using-puppets-in-language-education-an-interview-with-juan-uribe-and-buddy/" target="_blank">our first interview with Queenie Tan!</a> (audio only)<br />
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In the second interview the three of us talked about how parents can use puppets to play with therir children and therefore create memorable moments.<br />
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Check here our second interview with Queenie Tan!<br />
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Wish you great puppet moments with your children and students!<br />
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Which part did you like the most?<br />
Do you have any question that you would like to ask me or Buddy the Frog?<br />
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Send you a big puppet-hug directly from Japan!<br />
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<a href="http://3.bp.blogspot.com/-Q_s-_0_Gkog/VA7PseXwCuI/AAAAAAAAAiw/gIP4Bnp7knA/s1600/IMG_1044.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-Q_s-_0_Gkog/VA7PseXwCuI/AAAAAAAAAiw/gIP4Bnp7knA/s1600/IMG_1044.JPG" height="200" width="200" /></a></div>
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Check also <a href="http://childrenlearningenglishaffectively.blogspot.jp/2012/07/puppeteering-tips.html" target="_blank">this video with more puppeteering hints! </a>Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com2tag:blogger.com,1999:blog-5471021887353100279.post-90902407637518290622014-09-21T02:00:00.002-04:002014-09-21T02:07:05.961-04:00A rewarding and touching experience in Konya, Turkey<br />
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<a href="http://4.bp.blogspot.com/-gBPtxk9QjlY/VB5kwOrRBzI/AAAAAAAAAoM/oik_YA1aAH4/s1600/Konya.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-gBPtxk9QjlY/VB5kwOrRBzI/AAAAAAAAAoM/oik_YA1aAH4/s1600/Konya.jpg" height="177" width="320" /></a></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; line-height: 20.7900009155273px;">I</span><span style="background-color: white; color: #333333; line-height: 20.7900009155273px;"> had the unique privilege of living and learning with a lively group of Algerian teachers when I gave the CTS (Certificate in Teaching Skills) course with <a href="http://www.seltacademy.com/website/content/2" target="_blank">SeltAcademy</a> </span><span style="background-color: white; color: #333333; line-height: 20.7900009155273px;">during the last two weeks of August</span><span style="background-color: white; color: #333333; line-height: 20.7900009155273px;"> 2014 </span><span style="background-color: white; color: #333333; line-height: 20.7900009155273px;">in Konya, Turkey. </span></span><br />
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<span style="font-family: inherit;">Check my <a href="http://seltacademycts.blogspot.ca/2014/09/the-students-only-learn-when-teacher.html" target="_blank">guest post</a> on SeltAcademy's blog sharing this amazing experience. </span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit; font-size: small;">Posing for a group picture one afternoon after we had a session in the garden. </span></td></tr>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit; font-size: small;">Celebrating the sense of accomplishment after having completed the course. </span></td></tr>
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<span style="font-family: inherit;">Did you like it? Share it!</span></div>
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<span style="font-family: inherit;">Thank you! </span></div>
Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com0tag:blogger.com,1999:blog-5471021887353100279.post-67413654186599773552014-09-18T06:59:00.000-04:002014-12-23T02:15:15.509-05:00Fifty country riddles for the young at heart <span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
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<a href="http://3.bp.blogspot.com/-tuyX2nNgAT8/VBmu7LGML-I/AAAAAAAAAmY/8tu4pkw5Aps/s1600/countries.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="http://3.bp.blogspot.com/-tuyX2nNgAT8/VBmu7LGML-I/AAAAAAAAAmY/8tu4pkw5Aps/s1600/countries.jpeg" height="172" width="320" /></span></a></div>
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<span style="font-family: inherit;"><span style="background-color: white; line-height: 25.5999984741211px;">I was recently in Konya, Turkey with a great team of teacher educators from SELT Academy giving an initial teacher training program to Algerian teachers who are going to teach in Turkish schools.</span><span style="background-color: white; line-height: 19.2pt;"> I have already shared the <a href="http://childrenlearningenglishaffectively.blogspot.ca/2014/09/alphabet-riddles-for-young-language.html" target="_blank">alphabet riddles</a> we enjoyed </span></span><span style="background-color: white; line-height: 25.5999984741211px;">during our a </span><span style="background-color: white; line-height: 25.5999984741211px;">30-minute van ride</span><span style="background-color: white; line-height: 19.2pt;"> to school.</span><span style="background-color: white; font-family: inherit; line-height: 19.2pt;"> Today I share another topic we really had a great time creating and challenging each other: country riddles!</span><br />
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<span style="font-family: inherit;"><span style="background-color: white; color: #222222;">1. What country might break? </span><span style="background-color: white; color: #222222;">China.</span></span><br />
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<span style="background-color: white; color: #222222; font-family: inherit;">2. What country is in a rush? RUSH-ia </span><br />
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<span style="background-color: white; color: #222222; font-family: inherit;">3. Which country wants more food? HUNGRY. </span><br />
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<span style="background-color: white; color: #222222; font-family: inherit;">4. Which country hurts? S-PAIN.</span><br />
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<span style="background-color: white; color: #222222; font-family: inherit;">5. Which country is oily? GREASE. </span><br />
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<span style="background-color: white; color: #222222; font-family: inherit;">6. Which country is spicy? CHILI.</span><br />
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<span style="background-color: white; color: #222222; font-family: inherit;">7. Which country is not hot? CHILLY.</span><br />
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<span style="background-color: white; color: #222222; font-family: inherit;">8. Which country can melt? ICE-land. </span><br />
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<span style="background-color: white; color: #222222; font-family: inherit;">9. Which country likes to sing? SING- apore</span><br />
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<span style="background-color: white; color: #222222; font-family: inherit;">10. Which country goes well with toast? JAM - aica.</span><br />
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<span style="background-color: white; color: #222222; font-family: inherit;">11. Which country can you eat? Turkey. </span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">12. Which country is the name of a woman? Georgia. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">13. Which country is bossy? BOSS-nia. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">14. Which country helps you to cook? Ja-PAN.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">15. Which country has a color in its name? GREEN-land.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">16. Which country went to the past? I- RAN.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">17. Which country is going to the future? GONNA (Ghana).</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">18. Which country has gone crazy? MAD-agascar.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">19. Which country is what teachers do at night after tests? THEN MARK. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">20. Which country is real? Israel. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">21. Which country is heavy to carry? E-STONE-ia. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">22. Which country has a bird in its name? CROW-atia. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">23. Which country always wins in chess? TCHECK. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">24. Which country likes zombies? Zambia. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">25. Which country likes basketball? Jordan. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">26. Which country is made of metal? CAN-ada.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">27. Which country is white? PALE-stine.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">28. Which country gives you a good tan? TAN-zania.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">29. Which country goes well with cheese? Ba-HAM-as.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">30. Which country has a friend in its name? Ne-PAL. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">31. Which country wanted to be an Italian city? ROME-nia. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">32. Which country is really loud? BANG-ladesh. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">33. Which country used to be oh, boy? Oh,MAN. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">34. Which country needs some fresh air? MOLD-ovia.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">35. Which country likes to go to cassinos? Ti-BET.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">36. Which country likes to play ball? BALL-ivia. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">37. Which country is scary? BOO-lgaria. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">38. Which country has more than one man? Ye-MEN. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">39. Which country has lots of poles? POLE-and.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">40. Which country is calling Tee? HEY-tee.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">41. Which country has a man's name in its name? TIM-or.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">42. Which country is used to lift heavy objects? U-CRANE. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">43. Which country has to do with Tom Cruise's daughter? SURi-name. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">44. Which country has paradise in its name? Sw-EDEN. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">45. Which country has women's underwear in its name? BRA-zil. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">46. Which country has lots of fish? FIN-land. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">47.Which country is square on all sides? CUBE-a. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">48. Which country makes a lot of noise? BELL-gium. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">49. Which two countries have a part of our body in their names? ARM-enia and CHIN-a. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span>
<span style="background-color: white; color: #222222;">50. Which two countries have the same name in Portuguese and in English? Peru and Turkey. </span></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Can you think of any other country riddle? </span><br />
<span style="font-family: inherit;">Which was the best? And the worst? </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Send you funny hugs,</span><br />
<span style="font-family: inherit;"><br /></span>
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<a href="http://1.bp.blogspot.com/-CuN9E5LpHIU/VBDJpb46uBI/AAAAAAAAAkI/E4eGzRowdJI/s1600/picture%2Bjuan%2Bprofile.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="http://1.bp.blogspot.com/-CuN9E5LpHIU/VBDJpb46uBI/AAAAAAAAAkI/E4eGzRowdJI/s1600/picture%2Bjuan%2Bprofile.png" /></span></a></div>
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<span style="font-family: inherit;">Juan</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Do you know why I am very polite in my blog ? Because I was born in Ar-GENT-ina.</span><br />
<span style="font-family: inherit;">Ok, I know this was a bad one! </span><br />
<span style="font-family: inherit;"><br /></span>
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<span style="font-family: inherit;">Did you like it? Share it! </span><br />
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<span style="font-family: inherit;">Thank you</span></div>
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<span style="font-family: inherit;">Check also <a href="http://childrenlearningenglishaffectively.blogspot.com/2014/09/alphabet-riddles-for-young-language.html" target="_blank">alphabet riddles for young language learners! </a></span></div>
Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com6tag:blogger.com,1999:blog-5471021887353100279.post-12326466688872996682014-09-13T02:02:00.000-04:002014-12-23T02:09:48.851-05:0050 affective ways to use flashcards with young learners!<br />
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<a href="http://1.bp.blogspot.com/-EoI_dRgO-AE/U9VCwsTimgI/AAAAAAAAAWw/sB6pwMnTM20/s1600/Boite-Flashcards-L.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-EoI_dRgO-AE/U9VCwsTimgI/AAAAAAAAAWw/sB6pwMnTM20/s1600/Boite-Flashcards-L.jpg" height="224" width="320" /></a></div>
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"A picture is worth a thousand words."</div>
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Napoleon<br />
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Flashcards, Flashcards. How can we live without them? What can we say about them?<br />
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I bet every single language teacher around the world has at least a set of flashcards. Some like me, certainly have a collection. I would say that teachers love flashcards because they are visual, clear, objective, and holdable. They can also be used in many different and creative ways.<br />
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I have compiled here 50 affective and effective ways in which flashcards can be used to foster engaging and significant language learning in your classes. Enjoy! <br />
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<a href="http://1.bp.blogspot.com/-rRVQOiy8LH0/U9VCy6mKyYI/AAAAAAAAAXY/5He8CbKx_Zc/s1600/screen480x480.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-rRVQOiy8LH0/U9VCy6mKyYI/AAAAAAAAAXY/5He8CbKx_Zc/s1600/screen480x480.jpeg" height="200" width="133" /></a><br />
1. Say how you like it: here students get a card, say the flashcard as they like them, and pass it to the next student. You can model by saying words such as ice cream with a yummy intonation and snake with a scary one. The very nice thing is that students may have multiple and different opinions about the things in the flashcards and they can show their likes and dislikes just by how they say it. This might be a great opportunity to present them the language they need to express themselves. This is definitely one of my favourite ways of working with flashcards and because of this I have chosen it to be the first of this list!<br />
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2. Slowly uncover the picture: this is a classic. Slowly uncover the picture for students to guess what you have. You can uncover the picture from different sides or even have an envelope with a hole in which students see just a part of it. You can do it as during language presentation or when you are activating language students have already seen. If they have seen the pictures already, they will give you the answer in miliseconds!<br />
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3. Slowly uncover the word: similar to uncover the picture, but here you use cards that only have words. What I like to do here is to have students brainstorm all the words they can say that use the letter or letters that I am showing. The more letters I show, the more obvious the word gets. Some variations include showing just a little bit of the top or bottom of the word. Put the word upside down to get them crazy and excited!<br />
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4. Whisper and guess: here I get a card and either whisper it or just move my mouth and students have to guess it. Once they get the game, they can mingle doing it to their peers as a way of activating language previously presented. When they guess the word, they can exchange cards<br />
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5. Say it only if it's right: the teacher shows the flashcards and calls out a word. If the word is what the teacher is holding, students say the word. Once they get it, you can demonstrate it with one student and have students playing the game with each other.<br />
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6. Say it if you like it: similar to the last activity, but here the teacher calls out the words and students repeat it only it they like them. It's really interesting to listen to the number of people each card gets. Some of them get nobody!<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-YVow4EXHqw0/VBDK0wouUII/AAAAAAAAAkQ/ZjHaMuVQubg/s1600/2014-09-11_0103.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-YVow4EXHqw0/VBDK0wouUII/AAAAAAAAAkQ/ZjHaMuVQubg/s1600/2014-09-11_0103.png" height="200" width="137" /></a></td></tr>
<tr><td class="tr-caption" style="font-size: 12.7272720336914px; text-align: center;">Two possible answers allow<br />
children to choose their favourite.</td></tr>
</tbody></table>
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7. Apple or pear?: this is a very easy activity for students who are beginners. Each student is given two flashcards and they make simple questions just by saying the names of the cards such as "apple or pear?". Once a student answers one of the options, she/he gets that card. Students take turns to make sure that everybody stays with two cards. Then students change pairs and continue practising the vocabulary items.<br />
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8. Mime: teacher shows a card, says it, and everybody mimes it. Then teacher gets a card, mimes it, and everybody has to guess it. Students do it to each other and exchange cards before changing pairs.<br />
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9. Circle of process: this is another classic. The teacher puts a sentence such as "I went to the market and bought ______ ". Students sit in a circle and are given a card each which they are not to show others. The first student in the circle says the sentence, shows his/her card and completes the sentence saying the word represented in his/her card. The second student then says the sentence completing with the word the first person has said, and then show his/her card before saying his/her part. If a student does not remember a word, the student can show the card. A variation can be done with the whole class saying it instead of the next student in the circle.<br />
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10. Spell and guess it: here you spell a word and students guess what you have. Here it helps if you have flashcards with word and picture or only with the word to make sure that they are spelling words correctly. <br />
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11. Draw it and write it: give students a sheet of paper with a word written on top and invite students to draw the word. Then tell students to fold the top part of the sheet and bluetac these on the board. Get other students to come and write the words below the pictures students have drawn. Other students can come to the board and tick/ make corrections on how words have been written. The very nice thing about this activity is that you can use the flashcards they have created for all the other activities we have here!<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-L7lkYsDGqys/VBCuXaSAh_I/AAAAAAAAAjk/YLNGYsQAYDA/s1600/2014-09-10_2301.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-L7lkYsDGqys/VBCuXaSAh_I/AAAAAAAAAjk/YLNGYsQAYDA/s1600/2014-09-10_2301.png" height="200" width="135" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Drawing bingo works on <br />
their listening skills. </td></tr>
</tbody></table>
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12. Listen and clap: distribute one card per child and tell them that you will tell a story and then every time they listen to their word they have to clap. Make sure you have a list of the words or that you write the story before hand in order to make sure that each word is said several times. <br />
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13. Drawing bingo: give students a 4x4 or 5x5 matrix and spread flashcards on the floor. Demonstrate how they can draw the flashcards they like in any way on their bingo cards. Once they have done it, you can tell a story showing the cards you say and students cross their drawings when you say them. A variation is to have students also write the words instead of just drawing them.<br />
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14. Make a sentence with the word: you pick a flashcard and say some sentences using this word to model different possibilities. You can then give each student one card for them to say a sentence to a peer. After saying their sentence students exchange cards. Circulate in the classroom and get some of their sentences to be worked on the board.<br />
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15. Ranking: you can show how much you like the things you have in the flashcards by making a list. Then ask students to make their lists either drawing or writing and then to share these with their peers. You can here again pre-teach some language they might need when commenting on their colleague's list. A very nice variation is for students to say how much they think other students in class rank things and then check their predictions.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-luqGwcYoJzs/U9VCxbnlovI/AAAAAAAAAXA/bu007MOzEqg/s1600/hqdefault.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: center;"><img border="0" src="http://4.bp.blogspot.com/-luqGwcYoJzs/U9VCxbnlovI/AAAAAAAAAXA/bu007MOzEqg/s1600/hqdefault.jpg" height="150" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Would it be hard for you to<br />
discover you are a lemon? </td></tr>
</tbody></table>
16. Discover what I am: here you hold a card and students have to discover what it is. You can have yes/no questions on the board to help students with the questions. Once they get how the game works, you can have them doing it in pairs. A great variation is to get peg a card to the back of each student and they have to discover what they have on their back by asking others while mingling.<br />
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17. Complete the words in the story: here the teacher tells a story and leaves gaps for students to complete using the flashcards. Example: Once there was a (students pick a card) that was happy going home when suddenly one (students pick a card) appeared. They started talking about life and then the first card said it had lost its (students pick a card). A variation for more advanced students is for them to make a story in pairs to be completed by their peers. Great fun!<br />
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18. Make a story: there are many ways in which students can make a story with flashcards. One way is having students tell only one story with a sentence at a time when the card is turned up, another is giving students 4 cards each and they can choose how they continue the story, and a third is you give pairs 6 cards and together they create their story which is then presented to the whole group.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-4B0BnWa6N_Q/VBDN1Vy6afI/AAAAAAAAAkc/USmv4GZr15s/s1600/flash-cards-for-children.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://2.bp.blogspot.com/-4B0BnWa6N_Q/VBDN1Vy6afI/AAAAAAAAAkc/USmv4GZr15s/s1600/flash-cards-for-children.jpg" height="200" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Would you exchange a butterfly for an apple?</td></tr>
</tbody></table>
19. Exchange: each student receives a card and then you ask one of them if he would like to exchange his card for yours. Give one or two reasons and then listen to his/hers. If both agree, exchange cards. Students mingle and consider the exchanges. Here again having language they might need on the board is essential.<br />
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20. Insert it in the conversation: students are supposed to carry a normal conversation and when they see the flashcard they insert the word linking it to the last topic they were talking. Let's say students are talking about dogs, you show the egg card, and then they comment that dogs do not like eating eggs, etc. I got this one from a television show.<br />
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21. Shop: this is a another classic one that children simply love. Students set up a shop and they have to sell what they have. You can have shops with fruits, animals, objects, or even with parts of the house and actions How do you sell swimming or watching tv? Make sure you model first and have language they will need on the board.<br />
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22. Talk to it: what would you tell a butterfly if it could listen to you? what about to your bed, your tap, or to a spoon? This is the chance students always have wanted to express themselves in creative ways. It can be done orally or with cards spread around the room and students write their creative sentences on sheets of paper. Students can then vote on the best sentence.<br />
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23. Interview the flashcard: how does a car feel to be a car? What are the things it likes doing? What are its worries? Here one student is the thing in the flashcard and the other or others ask him questions. You can have students come up with the questions before raffling the cards. Great fun!<br />
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24. Watermelon: every sentence that you say has to contain that thing you have in the flashcard. If you have a watermelon, you say: "How watermelon are you?", the other person says "I'm watermelon fine" and the conversation goes on. The winner is the one that always remembers to insert the word in the sentence. Go changing the words. Just a silly and funny one for those moments in which you have still time left.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-STKDIq-2aSA/VBDPVk6tU_I/AAAAAAAAAko/J1L-_T7Yx44/s1600/flashcards-for-kids.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-STKDIq-2aSA/VBDPVk6tU_I/AAAAAAAAAko/J1L-_T7Yx44/s1600/flashcards-for-kids.jpg" height="200" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">What did the flower tell the gate?</td></tr>
</tbody></table>
25. One flashcard talks to the other: students become their flashcards and have to start a conversation. We have then for example a flower talking to a house. What does it say? Maybe it says "I would like to know what is inside of you, but I will die if you talk me out of the ground. " and the house can answer " but I can put you in a vase and you will be in the living room where we get a lot of sun."<br />
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Cards can even talk about a third card saying what the like about it and what they think should be different. Gossiping flashcards in other words!<br />
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26. For and against: what are all the advantages of the flashcards? What are all the disadvantages? You can have half the class supporting one position and the other half the contrary. Each pair can have a card they are talking about.<br />
Example: + Eggs are delicious. They can be cooked in many different ways. They are not expensive. - Eggs break easily. They get rotten. They are messy.<br />
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27. Putting things inside a house: where would you put the things you have in a house? Make a big house using the board or different parts of the classroom. Students can put the elephant in the kitchen to help with the cooking and cow in the garden to receive people that are arriving, etc. Millions of possibilities. You can have students using a specific structure such as "What if we had", "I suggest having", or any other you are covering.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-ec_cApzGfWM/U9VCzXf2BUI/AAAAAAAAAXg/EzHkOktUAt8/s1600/unnamed.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-ec_cApzGfWM/U9VCzXf2BUI/AAAAAAAAAXg/EzHkOktUAt8/s1600/unnamed.jpg" height="150" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">When was the last time you saw an elephant? </td></tr>
</tbody></table>
28. Last time I saw: the name says it all. Students talk about the last time they interacted or used that thing. You can ask students to use WH questions. You could have the following: When was the last time you saw an elephant? Who were you with when you saw it? What did you feel when you saw it? <br />
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You can again here the questions already written and students only have to ask them. Answers are hilarious!<br />
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29. Domino: students play domino and to place the card they have to say something that both cards have in common. Students can talk about size, color, price, what they are used for, etc. How would you find a similarity between a brush and a ball? Both start with B, maybe?<br />
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<a href="http://1.bp.blogspot.com/-BtqSzpwit0w/U9pIRfJ3SxI/AAAAAAAAAYI/ISVhHIka9js/s1600/2014-07-31_1643.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-BtqSzpwit0w/U9pIRfJ3SxI/AAAAAAAAAYI/ISVhHIka9js/s1600/2014-07-31_1643.png" height="132" width="200" /></a>30. Venn Diagram: using two hollahoops you can create a venn diagram just like the one on the picture on the left. You can give the categories and they sort out the cards or they create different categories and others have to guess "the secret" of their diagram.<br />
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It can be done both with cards with pictures or words.<br />
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31. Alliteration: students try to match adjectives that start with the first letter of the word. You can have a funny friendly flower, a gourgeous gigantic gate, a docile dog, etc.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-viHu7bh_Gsc/U9VCxZlea2I/AAAAAAAAAW8/6ljoX6X4zlo/s1600/flashcard-sports.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: center;"><img border="0" src="http://2.bp.blogspot.com/-viHu7bh_Gsc/U9VCxZlea2I/AAAAAAAAAW8/6ljoX6X4zlo/s1600/flashcard-sports.png" height="200" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">What are other uses for a soccer ball? </td></tr>
</tbody></table>
32. Other uses: what can a soccer ball we used for besides playing soccer? We can use it a dog toy, as a door stopper, as decoration, etc.<br />
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33. Present: what would you do if somebody gave you an apple on your birthday? What about a butterfly? Play with students the reactions they would have and how they have sometimes only to accept and thank. I usually play with family members saying for example: your mother gave you an apple, your sister a butterfly, your cousin a dog. You can also reverse it and ask what they would like to give each other in the classroom and why.<br />
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34. Make me say it: Students get 3 cards each which can not show these to their peers. Their objective is to make the other person say that word. Let's say a student has ball, he/she can ask the other "what do you need to play soccer?".<br />
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35. Hangman: students can use the cards that have written words to play hangman when they are still learning how to write the words. Words can be spread on the floor to make it easier.<br />
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36. Mini auto-biography: here the student shares his/her lifestory with the thing in the flashcard. I have learned this activity many years ago from Mario Rinvolucri at Pilgrims.<br />
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37. Family tree: build a family tree with the flashcards that you have. Who would be the father? Why? What about the mother? If they have children, who are these children? Why?<br />
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38. Describe and draw: here you can model by describing a flashcard with details while students draw it. Help students make questions about it while drawing. After they finished drawing they can compare their creation with the flashcard. Then you can have students in pairs with one student describing the flashcard and the other drawing. Then they check when they are finished and the one who described draws another flashcard.<br />
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<a href="http://1.bp.blogspot.com/-mV1kVZYHZ7c/VBL8N19_3FI/AAAAAAAAAlI/Ql53T3b3Fe4/s1600/89792695_XS.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-mV1kVZYHZ7c/VBL8N19_3FI/AAAAAAAAAlI/Ql53T3b3Fe4/s1600/89792695_XS.jpg" height="148" width="200" /></a><br />
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39. Imagine and check: Ask students to close their eyes and imagine the flashcards you are going to say. Then show them and they tell you or each other how they saw each one of the words and how different they are from the flashcard you have. It works best if you use flashcards with real pictures instead of cartoons. Great for comparatives!<br />
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40. Have a sketch with them: you act out that you enter you house, pat the dog, have an apple, and watch some television while taking off your socks. You have just used five flashcards in a very funny way. You can even say the words in a monologue like: It's good to be back home. Hey Rex, what a lovely dog you are! Good there is still one apple left. Time for the game to start on tv, let me take off these socks! But make sure you do the actions entering the house flashcard, patting the dog flashcard, biting the apple flashcard and so on. Students can do sketches even having a dialogue with two or three people in which they have a situation in which the cards appear.<br />
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41. Brainstorm collocations: here students brainstorm all the collocations we can have with a certain flashcard. Let's think of some that go together with book: big, small, hardcover, heavy, light, old, new, etc. The focus here is not on working with the words on the flashcards, but really on how they can be used.<br />
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<a href="http://2.bp.blogspot.com/-CztiedqAc08/VBPagujyRoI/AAAAAAAAAlg/SErBM6Yko1I/s1600/Forbidden_Words.jpg%2B(320%C3%97480)%2B-%2BGoogle%2BChrome%2B5222011%2B74627%2BAM.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-CztiedqAc08/VBPagujyRoI/AAAAAAAAAlg/SErBM6Yko1I/s1600/Forbidden_Words.jpg%2B(320%C3%97480)%2B-%2BGoogle%2BChrome%2B5222011%2B74627%2BAM.jpg" height="113" width="200" /></a></div>
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42. Forbidden words: have six cards in front of students and they are to have a conversation, but they can not say the words in the flashcards that have been displayed. You can go increasing the number of words of having different stations with different words.<br />
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43. Write it as it is: here students write the words according to what they mean. If they are writing cat, they will put whiskers in the C and create a tail. If it is the sea, they can create many waves repeating the word sea many times. If it is sun, they have rays around it. A variation is writing the words according to their size. Ant would be really tiny and elephant would be huge!<br />
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44. Odd one out: students choose four cards and create a code in which one of them does not belong. Other students have to guess it.<br />
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45. Year without it: how would your life be if you had to live one year without eating eggs? What about being with a dog? Not eating cake? You got the idea. This was inspired by those people that love making promises to suffer not eating something they really enjoy.<br />
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46. An entire day: similar to the last one, but the opposites. How would it be it you had to do what is in the flashcard for a whole day? Could you eat cake for a whole day? What about being with a dog? Smelling flowers is something you could handle? Here you can pre-teach language that they might need to express their emotional reactions.<br />
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<a href="http://3.bp.blogspot.com/-EnRW25KEwt0/VBL8seNBv8I/AAAAAAAAAlQ/M7UCKxaLEQY/s1600/2742127077_desert20island20esl20efl20game_xlarge.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" src="http://3.bp.blogspot.com/-EnRW25KEwt0/VBL8seNBv8I/AAAAAAAAAlQ/M7UCKxaLEQY/s1600/2742127077_desert20island20esl20efl20game_xlarge.jpeg" height="165" width="200" /></a><br />
47. Going to a desert island: which of these flashcards would you take to a desert island? You probably have heard or even played this classic game in which players have to justify their choices. Here students choose five cards and have to discuss with other students why their cards are important. pre-teach language that they might need in the discussion and demonstrate it with a student.<br />
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48. Biggest problem: what is the biggest problem a dog can have? Maybe it is not liking bones and everybody brings it a bone. Or maybe a dog can meow instead of barking. Students can use their creativity thinking about surreal problems for the flashcards.<br />
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49. Emotional thermometer: students choose a flashcard according to how they are feeling or how they have liked the class. A student can choose a dog because because he/she liked the class and because it was lively. A cake can be chosen because an activity was sweet. Students have to be a little bit older to understand the concept of making analogies. You certainly have to model it and explain it to your learners.<br />
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50. Matching couples: If the flashcards were couples which matches would we have? Maybe a tap goes with a bucket, a dog with a cat, fork with a spoon. Ok, you are probably thinking these are easy ones, but the real challenge happens when the matches are not that straight forward. Would a book match a house? What about a dog? Not really. A variation is to have to pile and a bachelor, then four cards are open and the best contestant marries the bachelor. Too crazy? Give it a try and tell me!<br />
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Wow! What a marathon of flashcard activities. It surely took me more than a month to get this post ready for you!<br />
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Do you use flashcards in any different way?<br />
Write it in the comment and I will include your idea here!<br />
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Send you a big flashcard hug,<br />
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Juan<br />
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Did you like it?<br />
Share it! Thank you!<br />
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Check also <a href="http://childrenlearningenglishaffectively.blogspot.com/2014/02/young-learners-living-language-with.html" target="_blank">50 affective ways to use cuisenaire rods with young learners! </a><br />
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<br />Unknownnoreply@blogger.com4tag:blogger.com,1999:blog-5471021887353100279.post-5902988349801270902014-09-12T01:56:00.001-04:002014-12-23T02:15:51.866-05:00Alphabet riddles for young language learners! <div class="MsoNormal" style="background: white; mso-line-height-alt: 16.8pt; mso-outline-level: 3;">
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<a href="http://4.bp.blogspot.com/-7bvPwed_9Wo/VBKG-h7L1DI/AAAAAAAAAk4/SjK-jOTWwEg/s1600/LaughingChirp.jpg" imageanchor="1" style="line-height: 20px; margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="http://4.bp.blogspot.com/-7bvPwed_9Wo/VBKG-h7L1DI/AAAAAAAAAk4/SjK-jOTWwEg/s1600/LaughingChirp.jpg" height="190" width="200" /></a></div>
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<span style="font-family: inherit;">I was recently in
Konya, Turkey with a great team of teacher educators from SELT Academy giving an initial teacher training program to Algerian teachers who are going to teach in Turkish schools. Everyday we had lots of fun sharing jokes during our a <span style="line-height: 25.5999984741211px;">30-minute van ride</span><span style="line-height: 19.2pt;"> to school. Here I share one topic we really enjoyed: alphabet riddles. </span></span></div>
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<span style="font-family: inherit;">What letter is
liquid but you can not drink it? <o:p></o:p></span></div>
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<span style="font-family: inherit;">C (sea), or even
P (pee)!<o:p></o:p></span></div>
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<span style="font-family: inherit;">What letter is
Canadian? <o:p></o:p></span></div>
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<span style="font-family: inherit;">A (eh?)<o:p></o:p></span></div>
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<span style="font-family: inherit;">What letter can
come after U?<o:p></o:p></span></div>
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<span style="font-family: inherit;">B (bee)<o:p></o:p></span></div>
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<span style="font-family: inherit;">What letter is a
part of our body? <o:p></o:p></span></div>
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<span style="font-family: inherit;">I (eye)<o:p></o:p></span></div>
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<span style="font-family: inherit;">What letter is
always surprised? <o:p></o:p></span></div>
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<span style="font-family: inherit;">O (oh!) or G
(gee!)<o:p></o:p></span></div>
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<span style="font-family: inherit;">What letter is a
vegetable? <o:p></o:p></span></div>
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<span style="font-family: inherit;">P (pea)<o:p></o:p></span></div>
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<span style="font-family: inherit;">What letter is a
girl’s name?<o:p></o:p></span></div>
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<span style="font-family: inherit;">N (Ann)<o:p></o:p></span></div>
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<span style="font-family: inherit;">What letter makes
you wait? <o:p></o:p></span></div>
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<span style="font-family: inherit;">Q (queue)<o:p></o:p></span></div>
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<span style="font-family: inherit;">Which letter is
in doubt? <o:p></o:p></span></div>
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<span style="font-family: inherit;">B (to be or not
to be)<o:p></o:p></span></div>
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<span style="font-family: inherit;">What letter is very
curious? <o:p></o:p></span></div>
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<span style="font-family: inherit;">Y (why?)<o:p></o:p></span></div>
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<span style="font-family: inherit;">What letters are
verbs? <o:p></o:p></span></div>
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<span style="font-family: inherit;">B (be), C (see),
Q(queue), and P(pee) <o:p></o:p></span></div>
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<span style="font-family: inherit;">What letter is yummy?
<o:p></o:p></span></div>
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<span style="font-family: inherit;">M (hmmm) <o:p></o:p></span></div>
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<span style="font-family: inherit;">What letter is a
bird?<o:p></o:p></span></div>
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<span style="font-family: inherit;">J (jay)<o:p></o:p></span></div>
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<span style="font-family: inherit;">What letter are
children always asked about?<o:p></o:p></span></div>
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<span style="font-family: inherit;">H (age)<o:p></o:p></span></div>
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<span style="color: #333333;"><span style="font-family: inherit;"><br />
What letter is always wet?<br />
C (sea), T (tea) or P (pee)<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white;"><span style="line-height: 20px;">What is the end of everything?</span><br style="line-height: 20px;" /><span style="line-height: 20px;">G </span></span><span style="background-color: white; line-height: 20px; text-align: center;">(everythinG)</span></span></div>
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<span style="color: #333333;"><o:p><span style="font-family: inherit;"><br /></span></o:p></span></div>
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<span style="color: #333333;"><span style="font-family: inherit;">What begins with T
ends with T and is filled with tea?<br />
A teapot!<o:p></o:p></span></span></div>
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<span style="color: #333333;"><span style="font-family: inherit;">What did A and B get
in the music store?<br />
A CD!<o:p></o:p></span></span></div>
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<span style="color: #333333;"><span style="font-family: inherit;"><br />
Which two letters are always jealous?<br />
N-V!<o:p></o:p></span></span></div>
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<span style="color: #333333;"><span style="font-family: inherit;">Which 3 letters of
the alphabet make everything in the world move?<br />
NRG (energy!)</span></span><br />
<span style="color: #333333;"><span style="font-family: inherit;"><br /></span></span></div>
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<span style="color: #333333;"><span style="font-family: inherit;">
What happens once in a minute, twice in a moment but never in a thousand years?<br />
The letter M!<o:p></o:p></span></span></div>
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These alphabet riddles are great for you to use during warm ups, wrap ups, or whenever you notice that the energy in your class is getting low. Enjoy them with your students! </div>
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Do you know any others? </div>
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Do you challenge your students with riddles? </div>
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<o:p><span style="font-family: inherit;"><br /></span></o:p></div>
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<o:p><span style="font-family: inherit;"><br /></span></o:p></div>
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<span style="font-family: inherit;">Send you all a huge hug, </span></div>
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<span style="font-family: inherit;">Juan</span></div>
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<o:p><span style="font-family: inherit;"><br /></span></o:p></div>
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<o:p>Thanks to Mohamed Bendjebbar for teaching me many of these! </o:p></div>
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<span style="font-family: inherit;">Did you like it? Share it!</span></div>
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Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com4tag:blogger.com,1999:blog-5471021887353100279.post-55466816866035084912014-09-08T16:47:00.000-04:002014-09-10T18:01:27.520-04:00Affective Puns for Young Language Learners! <br />
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<span style="background-color: white; color: #181818; font-family: georgia, serif; line-height: 18px; text-align: left;">“Puns are the highest form of literature.” </span><br />
Alfred Hitchcock</div>
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Those of you who follow me on <a href="http://www.pinterest.com/juea/">pinterest</a> might have noticed that I have been collecting puns for the last months. I find them really witty and I have had great fun figuring them out. Puns are smart, funny, and memorable ways to live language affectively with our students. So as an affective teacher that I am, I am now writing a post about how we can use puns to promote language learning!<br />
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But what are puns? Puns are jokes that play with the hidden messages or double meaning created by sounds or uses of words. They are usually quick one-lined jokes that require some language knowledge and mastery for one to get them. We can find puns on newspaper headlines, store names, movie names, and lots of puns are created and shared everyday on the internet. Last, a person who is always making puns is a punster.<br />
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So, let me welcome you to the magic world of puns!<br />
Check here some examples: </div>
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<span style="font-family: inherit;">Puns that play with sounds: </span><a href="http://3.bp.blogspot.com/-RSYJ5J71L00/VAYt16L4v4I/AAAAAAAAAgE/WBOQFOOYiAQ/s1600/sound%2Bpuns.png" imageanchor="1" style="clear: left; line-height: normal; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-RSYJ5J71L00/VAYt16L4v4I/AAAAAAAAAgE/WBOQFOOYiAQ/s1600/sound%2Bpuns.png" height="160" width="640" /></a></div>
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<span style="color: black; font-family: Times; font-size: small; line-height: normal;">Puns that play with meaning: </span></div>
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Puns that play with visuals:<br />
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Puns that play with popular culture:<br />
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Puns that play with opposites:<br />
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Puns that play with names:<br />
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And there are even more types that I didn't select to have in this post. </div>
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But how can I used them in my classes? </div>
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Even though most puns require some knowledge of the language and the culture, many puns can be with young learners if language is pre-taught and the joke entails aspects of their universe. I suggest that at first we should present easy puns and guide students to understand how puns play with language. Then I invite you to try some of these ideas below: </div>
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1. Read and show: you can have puns on flashcards and you show and read them to your students. Make sure you pre-teach words that are necessary for students to get the jokes. You will notice quickly who got them.<br />
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2. Hold and tell: once students have understood the puns from the first activity, they can hold different puns and tell these to their peers. Make sure you demonstrate before letting them tell the puns. You can even record them and send the video to their parents.<br />
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3. Match: give students puns and pictures for them to figure out which pun matches each picture. With young learners you can read them the words or sentences and emphasize key words. This can be done with the puns you have worked in the previous activity.<br />
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4. Fill out the missing words: students receive some puns with words missing and they have to complete these gaps. A word bank can be created to help students that are beginners or that are working with hard puns.<br />
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5. Putting words in order: you can give students scrambled words and they make the sentences with the puns. Try it out yourself:<br />
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ashamed - you - otter - yourself - be - of<br />
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6. Listen and draw: you can write the puns on the board, students draw these in pairs, and then they show their creations to the class. After this show your drawing or the picture you have. You can have their drawings displayed in the bulletin board for other classes to have a laugh. Great fun!<br />
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Example: You are giraffing me crazy!<br />
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7. Figuring out the pun: give students the "correct sentence" and they write the pun. Example: Give students "I could barely sleep last night." and they come up with "I couldn't bearly sleep last night." <br />
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8. Writing puns: you give students the pictures and they try to write the puns. They then check their puns with the original ones. Many times their puns are much better!<br />
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9. Ranking: show students some puns and ask them to rank these from best to the worst. They can create their lists on paper and then share these with each other. Pre-teach the language they will need in their discussions. Model the discussion before they check in pairs. Suggested language: This one is really creative. / I love this one. / No way. / This one is terrible.<br />
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I was only able to think about nine ways to use puns. Can you help me find other different ways? I will naturally give you credit for your idea and put a link to your blog if you have one.<br />
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<span style="font-family: inherit;">10. <span style="background-color: white; line-height: 19.6000003814697px; text-align: justify;">Dictation: teacher explains the situation to the students (e.g. a deer meets a bear). Then teacher dictates the pun to see which student can think of the 'clever' spelling. This is more appropriate for advanced/older YLs though - I think! - idea from Katie Foufouti from Greece. Thank you, Katie!!!</span></span><br />
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11. Need your help!<br />
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12. Need your help!<br />
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Check here my <a href="http://www.pinterest.com/juea/affective-puns/" target="_blank">pinterest pun page</a> with more than 500 puns for you and your students to learn, enjoy, and have fun with this magic and mysterious thing called language. Let me know how you like these ideas and how you have worked puns with your students. <br />
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I hope you have enjoyed reading this post as much as I have enjoyed writing it!<br />
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Send you all a big hug from a Turkey,<br />
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Juan<br />
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(with my own personal pun!)<br />
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Thank you!<br />
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Juan Alberto Lopez Uribehttp://www.blogger.com/profile/16845855625013785459noreply@blogger.com8