Friday, May 23, 2008

FRENCH FURY OVER ENGLISH LANGUAGE

French pressure groups have demanded an end to the dominance of the English language in business in France


A group of trades unions and language lobbyists say the French language is being reduced to a local dialect.
They have organised a press conference in parliament to demand the right to work solely in French.
One campaigner has dubbed the battle to preserve the supremacy of the French language as a fight against "linguistic hegemony" of English.
"We can no longer tolerate this," said Albert Salon, president of the French-speaking campaigning group, Forum Francophone International.
"We are not against influences of one language by another, or the occasional borrowing of words, but now there is a wholesale substitution of the French language for English."

English e-mails
He said in many companies it had become standard practice for native French speakers to use English even among themselves and French scientists were forced to publish their research, in English, in leading US journals.
"We have nothing against the Brits or the Americans," Mr Salon said.
"But we simply cannot accept that our language is reduced to a local dialect - we are protesting against this linguistic hegemony!".
A recent survey showed that seven percent of French firms used English as their main language and multinational companies often sent e-mails in English to their French employees.
But Pierre Kosciusko-Morizet, CEO and founder of French site Priceminister.com, accepts that having English as a global business language enables him to converse with foreign colleagues in a common tongue.
"Some things are facts and you can't fight against them," Mr Kosciusko-Morizet said.
"We can promote French but I don't see very efficient ways of fighting English. English didn't become the global language of business by fighting other languages," he added.
The BBC's Caroline Wyatt, in Paris, says that President Jacques Chirac is one of the most ardent supporters of those who wish to protect the French language - he once walked out of a meeting in Brussels when a Frenchman began his speech in English.
Glossary:
- Brit: (n) informal a British person
- dub: (v) to give something or someone a particular name, especially describing what you think of them.
- lobbyist: (n) someone who tries to persuade a politician or official group to do something.
- solely: (adv) only and not involving anyone or anything else.
- wholesale: (adj) of or for the selling of goods in large amounts at low prices to shops and businesses, rather than the selling of goods in shops to customers:wholesale prices; (especially of something bad or too extreme) complete or affecting a lot of things, people, places, etc.

Reference:

"You can leave your hat on" - another activity involving phrasal verbs


My personal comment for this activity - You may find it useful for intermediate, upper-intermediate and advanced levels. The first clip available below is from the film "9 1/2 Weeks". If you find students are not mature enough to watch it, use the clip by Joe Cocker.
*
Video clips for the activity:


Lyrics for the song:


You Can Leave Your Hat On
by Joe Cocker
Album: Cocker (1986)

Baby, take off your coat...real slow
Baby, take off your shoes..., I'll take your shoes
Baby, take off your dress
Yes, yes, yes

CHORUS
You can leave your hat on
You can leave your hat on
You can leave your hat on

Go on over there and turn on the light...no, all the lights
Now come back here and stand on a chair... yes, that's right
Raise your arms up in to the air... and shake 'em

You give me a reason to live
You give me a reason to live
You give me a reason to live
You give me a reason to live

Sit down there

CHORUS

Suspicious minds are talking
They try to tear us apart
They don't believe of this love of mine

They don't know what love is
They don't know what love is
They don't know what love is
They don't know what love is

I know what love is

CHORUS

Activities developed by Nelia Pérez Román:

I- Complete the text below:
Phrasal Verbs are verbs made up of a _____________ and one or two _______________
The resulting verb has generally a ________ meaning to the original verb and original particle.
Examples: Put your books on the shelf = ________________________________
Put on the radio! There is a good program. =______________________
But sometimes the final meaning is a combination of the two parts.
Example: Come in! = ___________ Sit down! = ___________________


II- PRE-LISTENING QUESTIONS:
Do you know this song? What does the title mean?_____________________________________
It is part of the soundtrack of a famous film, what´s its name? ___________________________
Who plays in that film?_________________________________________________________

III- WHILE-LISTENING ACTIVITIES - Complete the gaps as you listen to the song:

Baby, (1) ____________ your coat...real slow
Baby, take off your (2) ____________, I'll (3) ____________ your shoes
Baby, take off your (4) ____________
Yes, yes, yes

You can leave your hat (5) ____________
You can (6) _________ your hat _______
You can (7) _______________________

Go on over there, (8) ____________the light, all the lights
Now (9) ____________here and (10) ____________ on a chair...yes, that's right
Raise your arms (11) ____________in to the air ... and shake 'em
You give me a (12) ____________to live
You give me a reason (13) ____________
You give me a reason to live
You give me a reason to live

Sit down there

CHORUS
Suspicious minds are talking
They try to tear us apart
They don't believe of this love of mine

They don't know what love is
They don't know what love is
They don't know what love is
They don't know what love is
I know what love is

CHORUS

REFERENCE:

http://www.isabelperez.com/songs/hat.htm

Wednesday, May 21, 2008

ETERNAL FLAME - an activity with song for elementary level

RAIN
SUN
FLAME
SLEEPING AND DREAMING
HAND, FINGERS and THUMB


EYES


Below, an activity available in New English File 1, one of the best ELT books in my opinion. Its teaching plans describes every single detail for classes. There are extra activities for every file you teach.
Background information: ETERNAL FLAME was a number 1 in the UK and the US in 1989 for the American all-girl groupThe Bangles. It was number 1 hit again for the British girl group Atomic Kitten in 2001.
Level: This activity is very good for elementary level. It involves verb to be and simple present.
Video clips for this activity (use the e-board to broadcast the video clips and to check the exercises):

Task: Before going to the song, teacher pre-teaches the vocabulary above using realia. Listen and underline the correct words:

ETERNAL FLAME
*
CHORUS 2
(1) Open / Close your eyes, give me your hand, darling
Do you feel my heart beating, do you (2) remember / understand?
Do you feel the same, (3) am I / are you only dreaming?
or is (4) this / that burning an eternal flame?
*
I believe it's meant (5) to be / not to be, darling
I watch you when (6) I am / you are sleeping, you belong with me
Do you feel the same, (7) am I / are you only dreaming
Or (8) is this / is that burning an eternal flame?
*
CHORUS 1
Say (9) my name / your name, sun shines through the rain
A whole life so lonely, and then you come and ease the pain
I (10) don't like / don't want to lose this feeling
*
CHORUS 1
*
CHORUS 2 (three times)
*
SOURCE:
OXENDEN, Clive; LATHAM-KOENIG, Christina; SELIGSON, Paul et al. NEW ENGLISH FILE. Elementary teacher's book. Oxford University Press, 2004

Friday, May 16, 2008

Whiteboard Software Activities - Lecturer: Maria Nilce Martinelli Pontes and teachers from Cultura Inglesa - Uberaba MG








Today prodocência took place at "Cultura Inglesa" in Uberaba. The first lecture was given by teacher and Cultura Inglesa owner Maria Nilce Martinelli Pontes, who had also benn the lecturer the previous Friday.
Mrs. Pontes continued talking about technology, but the focus of her speech today was on the e-board, which I found very interesting, once we have also been using this brand new technology at Welcome Language Centre. With some more practise, I will be an e-board expert. Well, at least I hope so. LOL.
After a short break we had another lecuture.
It was such a good day. I met teacher Christianne Cardoso, who was my teacher ten years ago (Intermediate Level). Destpite the long time, she continues the same. Teacher Christianne introduced us many activities for basic level involving the e-board.
Whereas Maria Nilce's lecture was in one of Cultura's classroom, which got crowded with teachers and UFTM students, Christianne's was in the Listening Centre.
The only thing that freaks me out about these brand new technologies is the fact that students have been writing each time less. Surely I think it is very important informal conversations in the English classroom, but you see the result of pupils using chats in their composition. As a Portuguese teacher too, I'm getting used to abreviations students use in their compositions.
In spite of the drawback mentioned in the previous paragraph, it is interesting to notice how language in the net is dynamic. People are using new abreviations I didn't know - "btw" for "by the way" and "brb" for "be right back". Both were mentioned by Maria Nilce. I could guess the first one, but not the second.
What I most like about workshops, seminars and teachers meetings is the "sharing stuff". Not only did I learn useful tools to help me at Welcome, but I also learn some new words and expressions. For instance, I didn't know tech savvy meant an expert in technology. I also didn't know that the idiom lose face meant to become embarrassed; blended learning is the combination of multiple approaches to learning. Blended learning can be accomplished through the use of 'blended' virtual and physical resources. Maria NIlce also told us about the word circumlocution, which means an indirect way of saying something, especially something unpleasant. In other words, euphemism.
What I also realised is that Maria Nilce is also very fond of Discourse Analysis. She used some terms showing that, like overlaping turns, taking the floor.
Maria Nilce also showed us a very interesting website that shows Internet etiquettes (www.albion.com/netiquette/corerules.html) I was about to ask her if she uses the e-board to approach with advanced students. Suddenly two teachers replied my question. There were loads of exercises from Gold Proficiency prepared.
Are we into the end of the books? I hope not. I wouldn't get used to reading in the PC screen. I need to touch the book and feel its perfume. My eyes get tired when I read on the PC screen.
Well, soon I will be posting Maria Nilce's task. I just need to wind down a little.
Just to finish, a wise word from today - SHARE!!!

Wednesday, May 14, 2008

ONLY IF... activity - an inspiration song by Enya

http://www.youtube.com/watch?v=fm5S9EqGiIc (source for the video clip)

Task: All the numbered lines have a mistake. Listen to the song and spot the mistakes:

(1) When theres a shadow, you follow the moon.
When there is love, then you look for the one.
(2) And for the promises, there is the heaven.
And for the heavens are those who can fly.

Chorus:
If you really want to, you can hear me say
Only if you want to will you find a way.
If you really want to you can seize the day.
(3) Only if you want to will you sail away.
Da da da da, da da da da da.
Da da da da, da da da da da,
Da da da da.
When theres a journey, you follow the star.
When theres an ocean, you sail from afar.
And for the broken heart, there is the sky.
And for tomorrow are those who can fly.

Chorus
Da da da da, da da da da da.
Da da da da, da da da da da,
Da da da da.
Ooh go doe bay mwa.
Ooh go doe bay mwa.

Chorus
Fench lyrics
Ah! je voudrai voler comme un oiseau daile
Ah! je voudrai voler comme un oiseau daile,
Daile...
Ooh go doe bay mwa.
Ooh go doe bay mwa.

Chorus
If you really want to you can seize the day.
Only if you want to will you fly away.

Remarks:
[1] "Je voudrai voler comme un oiseau" means "I'd like to fly like a bird", however, French language offers two possibilities with "voudrai(s)". It could be future tense or conditional:
(a) Je voudrai voler = I'll want to fly (b) Je voudrais voler = I'd like to fly
[2] oiseau d'aile (literally "winged bird) is not correct and misspronounced. Listeners have suggested the variations oiseau d'ailé, oiseau ailé or oiseau d'ailleurs ("bird from another place"). The last variation is closer but it's not the same pronunciation used by Enya.
[3] "Ooh go doe bay mwa", which might be meaningless, have been understood by some listeners as Abandonnez-moi ("abandon me, in French").


In English,the original text from the poem by Christopher Logue is:
"Come to the edge

We might fall
Come to the edge
It's too high!
COME TO THE EDGE! And they came and he pushed and they flew..."

Animal Instinct activity

Task 1 - Complete the missing lyrics with the words below. Sometimes you have to combine a verb with a preposition or adverb:

FREAK
TAKE
UTTERLY
TOTALLY
DEPRESSED
PRAY
DIE

AWAY
OUT

http://www.youtube.com/watch?v=pbhbBcWxD4M (source for the video clip)

Animal Instinct - The Cranberries
Album: Bury the Hatchet

Suddenly something has happened to me
As I was having my cup of tea
Suddenly I was feeling (1) __________
I was (2) ____________ and (3) _____________ stressed
Do you know you made me (4) ______
Do you know you made me (5) ______
And the thing that gets to me
Is you'll never really see
And the thing that (6) ______ me ______
Is I’ll always be in doubt
It is a lovely thing that we have
It is a lovely thing that we
It is a lovely thing, the animal
The animal instinct

So take my hands and come with me
We will change reality
So take my hands and we will (7) ______
They won’t (8) ______ you ______
They will never make me cry, no
They will never make me die
And the thing that gets to me
Is you’ll never really see
And the thing that (9) ______ me ______
Is I’ll always be in doubt
The animal, the animal,
The animal instinct in me
It’s the animal, the animal,
The animal instinct in me
It's the animal, it's the animal,
It's the animal instinct in me (twice)

Task 2: Fill the gaps with the words from the box above, accoding to their meaning:

(1) unhappy and without hope for the future (adj): ___________________
(2) and (3) extremely (adv): ___________________
(4) to produce tears as the result of a strong emotion, such as unhappiness or pain (V): ___________________
(5) the verb for death: ___________________
(6) and (9) Informal to be or cause to be in a heightened emotional state (ph. v.): ___________________
(7) You do it when you go to church (V): ___________________
(8) remove (ph. v.): ___________________



Task 3: Task 3 - After watching “Animal Instinct” clip, discuss in pairs the following questions:

a) What do you think it gave inspiraton to Dolores O’Riordan writing the lyrics for the song?
b) Why is the title of the song “Animal Instinct”?
c) Why do you think the children were taken away from home?
d) How should a parent bring up a child?





ORDINARY DAY ACTIVITY - FOCUS ON PHRASAL VERBS

You are going to listen to a song by Dolores O'Riordan, who left The Cranberries to embark on a solo career. Before listening to the song, do the Lead-in activity. Most of the word you will need to complete the lyrics are phrasal verbs. Turn on the video so you can listen to the song:
Lead-in activity - Match the words with their definitions
A- let someone down (ph. v.)
B- intricate (adj)
C- ordinary (adj)
D- live through (ph. v.)
E- wipe sth away
F- throw around
G- erode
H- look something out (ph. v.)
( ) to slowly reduce or destroy
( ) to throw sth away
( ) to remove sth by wiping it
( ) having a lot of small parts or details that are arranged in a complicated way and are therefore sometimes difficult to understand, solve or produce.
( ) to search for and find something:
( ) usual, common
( ) to disappoint someone
( ) to continue to be alive


ORDINARY DAY
Dolores O’ Riordan

This is just an (1) __________ day
(2) __________ the insecurities __________
I can see that the darkness will erode
(3) __________ __________ the corner of my eye
I can see that the sunshine will explode
Far across the (4) __________ in the sky

CHORUS
Beautiful girl
Won't you be my inspiration?
Beautiful girl
Don't you (5) __________ your love __________
What in the world, what in the world
Could ever come between us?
Beautiful girl, beautiful girl
I'll never (6) __________you __________
Won't (7) __________ you __________

This is the beginning of your day
Life is more (8) __________ than it seems
Always be yourself along the way
(9) __________ __________ the spirit of your dreams

CHORUS

KEY: (1) ordinary; (2) Wiping away; (3) Looking out; (4) desert; (6) and (7) let down; (8) intricate; (9) Living through

Tuesday, May 13, 2008

SHARING IDEAS - A CHAT BETWEEN TWO ENGLISH TEACHERS

Below, it is transcribed an informal conversation between two English teachers - me and my friend Bruno Ferreira, from Rio de Janeiro. We had this chat on May 12th, 2008. The focus of the chat was the topic previously posted "Teaching Speaking".
Marcelo Maciel diz:
Hey, mate!
bruno diz:
hey dude, how's it going ?
Marcelo Maciel diz:
pretty fine
Marcelo Maciel diz:
Could you post a comment on a blog I'm writing about English Language. It's a project I'm into
bruno diz:
hum, a project you've developed.... of course I can make a few remarks.
bruno diz:
ELT is something that really appeals me, you know !
Marcelo Maciel diz:
thank you
Marcelo Maciel diz:
http://www.mmacieldealmeidaprodocencia.blogspot.com/
Marcelo Maciel diz:
I still need to make some arrangements
Marcelo Maciel diz:
It involves my master's degree project
bruno diz:
Great. Don't worry, because I will manage to comment onto it.
Marcelo Maciel diz:
thanks a bunch
bruno diz:
not at all !!!
bruno diz:
did you write the blog yourself ?
Marcelo Maciel diz:
Yes, I did
bruno diz:
can I draw your attention to any eventual mistake I come across with ?
Marcelo Maciel diz:
sure
bruno diz:
ok, I will start reading through it now, then I make a comment.
Marcelo Maciel diz:
I still need to check some mistakes
bruno diz:
"well, to be honest, I've always wondered to which extent ESOL teachers are responsible for their students' speaking development."
Marcelo Maciel diz:
OK, I will check it
bruno diz:
it was a good task you were asked to carry out.
Marcelo Maciel diz:
Please make a comment regarding your personal opinion on the topic
bruno diz:
I will, don't worry.
Marcelo Maciel diz:
What do you think are the teachers role
bruno diz:
We learn about teachers' roles at the many pre- and in-service training courses for teachers in the light of the communicate approach. I am saying so, because roles may vary depending on many things, such as the task's goal, the lesson plan's function, the skill to be taught, and so on. But again, don't worry. I will comment on your blog.
Marcelo Maciel diz:
thank you
bruno diz:
Speaking involves having a listener (to) whom you talk (to). ( choose one of the tos in parentheses) and it is not for talking to, it is for interacting with. I think it suits better. Talking without interaction isn't communication and, it is said that in the communicative approach, you need to have communication for developing the speaking skill.
Marcelo Maciel diz:
ok
bruno diz:
I agree with what Jeremy harmers points out regarding speaking activities. They should all be task-based like, as far as I can say. A task is what you were given to execute when alessandra asked for the groups to separate and choose one of the topics for a discussion.
Marcelo Maciel diz:
all right
bruno diz:
oh god, sorry, you know what a task is... sorry marcelo. I am bein' a pain in the ass.
bruno diz:
rs
Marcelo Maciel diz:
it's ok no problem
bruno diz:
They have a great TTC at CNA language school, which has a lot to do with what you have approached to your Master degree thesis. Every school, whose approach is the communicative one, could be something good for your purpose and surveys.
Marcelo Maciel diz:
That's it
bruno diz:
Yazigi, cultura, CNA, britannia, IBEU, ...
bruno diz:
in the communicative approach grammar is taught implicitly, or by-product, which goes together with what you say for the overcorrection stuff. Basically, your task is about Communicative approach and TBL -task-based learning, which are the most updated approaches in the ESOL market. I will stop to comment here and read through your text as to give the comment you want there.
Marcelo Maciel diz:
ok
bruno diz:
text, I meant - instead of task, in the third line.
bruno diz:
oh, by the way. I have an american girl here beside me now, who is complimenting your writing skill.
Marcelo Maciel diz:
Thank her, Bruno
Marcelo Maciel diz:
Thanks
bruno diz:
I liked the text very much, despite of some minor mistakes. However, I think you should take a TTC in the light of the communicative approach or task-based learning because you would be able to extract great deal of information for developing your own thesis concerning the speaking skill and ways for approaching to its learning process. There are thousands of ways for doing so and every single...
Marcelo Maciel diz:
I need some time to develop it
Marcelo Maciel diz:
I attended two subjects from master's at UFU
bruno diz:
method you follow, if it is a communicative one, you will have to have aims, NOT ONLY TO HAVE THE FEEDBACK FROM THE STUDENTS (WHICH IS ALSO CALLED ACCOUNTABILITY ) BUT ALSO AND VERY IMPORTANT, TO MOTIVATE STUDENTS SHOWING THEM THEIR OWN PROGRESS... goals, aims and objectives have to go along all the learning process, because you have to be able to repond to questions such as : why am I doing
bruno diz:
it for, or, what will it get from it...
Marcelo Maciel diz:
ok
bruno diz:
so it is not only about having the accountability , in other words, not only about knowing whether the student has learnt or not, it is about motivating him with his own progress, guiding him from a level to another and linking the receptive and productive skills to work all together.
bruno diz:
I have a TEP at home, which talks about teachers' roles. I will send you an e-mail with the most relevant pages to your studies. ( TEP stands for Teacher Education Program )
Marcelo Maciel diz:
thanks again
bruno diz:
teachers' roles covers actually just a page of this TEP. I gotta go now. luck with you work.
Marcelo Maciel diz:
thank you
Marcelo Maciel diz:
did you post your comments?
bruno diz:
no, not yet.
bruno diz:
I will post something from home, then I can write something relevant to what your writing poses about the speaking ability.
Marcelo Maciel diz:
ok
Marcelo Maciel diz:
I appreciate it
Marcelo Maciel diz:
It will help my research
Marcelo Maciel diz:thanks a lot