ANNUAL GENERAL MEETING 11 - PowerPoint Presentation

ANNUAL GENERAL MEETING 11 th March 20151 Approval of Minutes2 Presentation of Reports by the MATEFL Committee3 Any Other Business4 Election of Committee 2015-20175 Break6 Workshop: Teaching Advanced Learners (90 mins)

Advanced LearnersAlan MarshMATEFL

Reformulate John married Mary, not Susan.It was Mary John married, not Susan.Susan wasn’t the woman John married, it was Mary.What John did was to marry Mary, not Susan.John didn’t marry Susan but Mary.?????????accident run dog road woman (any order)

The plan Introduction and background issuesStarting an Advanced Learners course: some practical suggestionsSome practical activitiesHealth Warning: No whizz-bang stuff

Why a session on Advanced Learners? Surely there are not that many advanced learners around, and most of them are well able to take care of themselves? In fact, with the global spread of English into new geographical areas and professional domains, the demand for higher-level proficiency is rising rapidly. The numbers of advanced learners can be expected to rise, as can the levels of proficiency demanded of them. As Graddol (2006)* has pointed out, a merely passable, functional command of English will soon no longer be seen as enough. It will be a ‘given’- a necessary part of many people’s portfolio. So ‘getting by in English’ will not be sufficient. A far higher level of proficiency will be required. Alan Maley Advanced Learners * Graddol , David (2006).  English Next.  London: British Council.

Label the levels Basic Advanced (B2/Higher Intermediate) = Box BMedium Advanced (C1/ Lower Advanced = Box CHigher Advanced (C2/ Upper Advanced) = Box A

How to define an Advanced Learner? ❶Occupation ❷Qualifications ❸Psychological type

Advanced Learners: Are confident in their ability to improveAre highly motivated, intrinsically and/or extrinsicallyAre willing to invest in time and energy – to go the extra mileAre willing to take risks with the languageAre independent as learners, with strong learning style preferencesAre aware of their weaknesses and areas for improvementHave high aspirations

A good advanced-level syllabus should encourage noticing skillsbuilding fluency leading the learner towards being an independent, life-long learnerfocusing more on quality rather than on more quantity.Jeanne McCarten, Michael McCarthyPublished 7th November 2014 on Cambridge English Teacher website http ://www.cambridgeenglishteacher.org/resource-details/1815

Advanced grammar 1 Journalists are required to check the facts, which can mean that precious time is lostThe requirement that a journalist……….. The requirement that a journalist check the facts can mean precious time is lost.the English subjunctive  You should always be on timeIt is essential that you …….. It is essential that you always be on time. Long live the King! May the Force be with you!

Advanced grammar 2 When I was growing up, I was always branded a rebel.Rewrite as a participle clause:Growing up, I was always branded a rebel.Features that are common in native- and expert-user corpora but which are neglected in pedagogy or may be under-represented in student writing

Advanced grammar 3 Many people probably haven’t seen the recent documentary about the melting icecaps.Many people will …………………………….. the recent documentary about the melting icecaps.Many people will not have seen the recent documentary about the melting icecaps. Items and patterns already known but with new or extended meanings, e.g. the use of future perfect forms for making assumptions about the present or past, as in Many people will not have seen the recent documentary about the melting icecaps. Typically, these forms are taught in the context of projections into the future, yet corpus evidence suggests that the ‘assumptions’ meaning is common.

Advanced grammar 4 If you go into any supermarket you are likely to find sweets and chocolate bars at child’s eye-level.Re-write without if and use and.Go into any supermarket and you are likely to find sweets and chocolate bars at child’s eye-level. If I were in charge of public education, I would …Re-write without ifWere I to be in charge of public education, I would … Meanings and functions already familiar to the learner for which an extended variety of forms is available, e.g. conditional meanings , evidenced in corpora with forms such as the imperative and were … to

Advanced grammar 5 Are you ready yet?Ready yet?Have you finished?Finished?Are you coming tomorrow?Coming tomorrow?Are these your books? These books, are they yours? These your books?These yours? Awareness of key differences between spoken and written grammar . The special nature of conversational grammar that distinguishes it from grammar in other written and more formal spoken contexts such as lectures, job interviews, etc . E.g . situational ellipsis

Advanced grammar 6 The enemy began to attack at noonThe enemy attack began at noonThe choir sang beautifully so the class applauded wildlyThe choir’s beautiful singing drew wild applause from the class Teachers should prioritise helping learners to become independent Learner independence should be a teacher priority . My foot went red and swelled up after I was stung by a bee . There was redness and swelling in my foot as a reaction to a bee sting Corpus analysis of learner writing shows that certain grammatical features correlate with high grades ( Biber and Gray , 2010; Liu, 2011). One notable feature is nominalisation , the packing of information into the noun phrase which otherwise might be realised in, for example, the verb phrase Adapted from: Jeanne McCarten , Michael McCarthy Published 7 th November 2014 on Cambridge English Teacher website http://www.cambridgeenglishteacher.org/resource-details/1815

Advanced learners need to: Notice languageConsult and research – and you are NOT the only resource. Indeed, go on the journey of discovery together.Record new / interesting languageTry out language by producing real language of their own

Starting out: preparing for the journey SWOT analysis:Study routine: Keeping a study journalKeeping a language notebookFinding good reference materials. Keeping a log of useful websites.

Keeping a study journal E.g. Reading 10 th March What I did Read Chapter 1 of Daniel Goldman’s Social Intelligence (13 pages) Problems/Successes Was able to do it withou using the dictionary. Quite an easy style but some specialist words. Took about an hour. What next? Read two more chapters this week. Better make some notes next time though. Try to speed up. Must get hold of his Emotional Intelligence book, too.

Keeping a language notebook idioms new words unusual accents ‘mistakes’ made by television announcers, politicians, etc differences in spelling between UK/US English Maltese English colloquial phrases not understood advertising jingles and slogans witty shop signs ambiguity , irony, humour, graffiti, etc Explain that a healthy curiosity about the language can be one way of extending their range in it.

Noticing language around us Before we can learn, we often need to notice. Snakes and Leathers I’m Loving It Offer valid until stocks lastI ain’t gonna luvyaWoja say?

Reference materials

Collocations

Some of my own personal favourite language-related websites http://www.macmillandictionary.com/http://dictionary.cambridge.org/ http://dictionary.reverso.net/ http://www.ucl.ac.uk/internet-grammar/home.htm www.edunet.com/english/grammar/index.cfm http://www.teachingenglish.org.uk/think/think www.matefl.org http://www.etprofessional.com/etp/default.aspx www.answers.com www.onestopenglish.com www.soccernet.com http://www.bbc.co.uk/sport/0/ http://www.bbc.co.uk/news/

The reading habit Research has shown that extensive reading – reading rapidly and copiously, with no questions or activities, and where reading is its own reward, is the single most effective way of maintaining the language learners know, and of learning more.

Revision techniques Do you revise or review material you have met for the first time? How often do you revise? For how long? Do you have any special techniques for consolidating what you have learnt?Frequency, Duration and Techniques

Using other people as resources to help act as a resource conversation practice communicate by email edit written work lend a friendly ear No man is an island

A stoat, a beech tree … and a ritual

A rare sightSteven Pritchard of Probus, near Truro, in Cornwall, is a very lucky man. He has been present at a rare event in the Animal Kingdom.It happened early one morning last week when Steven, a tractor driver, was walking to work through the woods near his home. He saw a movement on a grassy bank behind some trees, and lowering himself behind a treetrunk he watched with great surprise as eight stoats walked in one line, one behind the other down the bank, making for a large beech tree at the bottom. At first they had all four paws on the ground . Then they went up on their back legs, making high whistling noises and looking intently from side to side. Each one took his turn at pushing an object like a furry ball towards the beech tree. Once there, the stoats dug a hole with their paws between the roots and pushed the furry ball into it, covering it with earth. All eight then formed a circle around the tree and ran nose to tail, making the same high whistling noises as before. Finally they ran quickly away leaving Steven, who didn’t understand it was all about, still looking on. In fact he had a vague but persistent suspicion about this event. He went to the beech and carefully dug up the furry ball. As he expected, it was the body of an old stoat. What Steven had seen was the burial of the leader of a group of stoats. When the leader, or ‘King’ stoat dies, the other stoats bury it with the moving ritual which Steven had been lucky enough to see. Adapted from The Tuesday Mail in Rudzka et al (1981) The Words You Need Macmillan

Text A A rare sightSteven Pritchard of Probus, near Truro, in Cornwall, is a very lucky man. He has witnessed a rare event in the Animal Kingdom.It happened early one morning last week when Steven, a tractor driver, was walking to work through the woods near his home. He glimpsed a movement on a grassy bank behind some trees, and crouching behind a treetrunk he watched amazed as eight stoats walked in single file down the bank, making for a large beech tree at the bottom. At first they were on all fours. Then they reared on their hind legs, making high whistling noises and gazing from side to side. Each one took his turn at pushing an object like a furry ball towards the beech tree. Once there, the stoats scraped a hole between the roots and pushed the furry ball into it, covering it with earth. All eight then formed a circle around the tree and ran nose to tail, making the same high whistling noises as before. Finally they scampered away leaving a puzzled Steven still looking on. In fact he had a sneaking suspicion about this event. He went to the beech and carefully dug up the furry ball. As he expected, it was the body of an old stoat. What Steven has seen was the burial of the leader of a pack of stoats. When the leader, or ‘King’ stoat dies, the other stoats bury it with the touching ritual which Steven had been lucky enough to see. Adapted from The Tuesday Mail in Rudzka et al (1981) The Words You Need Macmillan

Ways of looking: semantic fields look = fix eyes onGaze Glance Glimpse Peer   intently, as in wonder, delight or interest momentarily so that the object is hardly perceived searchingly closely Look           Gaze           Glance           Glimpse           Peer           Semantic Fields of ‘ways of looking’

Ways of looking: key intently, as in wonder, delight or interest momentarily so that the object is hardly perceived searchingly closely Look      Gaze          Glance          glimpse         Peer        

Exercise 2: practiceGlimpse must take a direct object whereas the other verbs require a preposition – often at but also into, over and others.1 I just ________ the house through the trees as we drove by.2 ________ at that monkey stealing the apple!3 As he ________ lovingly into her eyes, she felt she would always love him.4 Could you just ________ over this letter to make sure there are no mistakes in it.5 We _________­ uncertainly into the darkness, trying to distinguish the route through the forest.Adapted from: Rudzka The Words You Need (Macmillan)

Spoken grammar A1 That red sports car, the one parked on the corner, is that yours?2 The guy with the red beard, he looks weird.B 1 You’d never believe how daft he is, our Kevin. 2 I can’t stand the smell of it, garlic. C 1 John: I’m off to Brazil tomorrow. Lucy: To where? John: Brazil 2 Sam: He’s got some lovely fresh pollock . Becky: Fresh what? Sam: Pollock … It’s a fish. D 1 We had plenty of snacks and stuff. 2 There was something like 50 protesters, give or take.

Spoken grammar A Headers1 That red sports car, the one parked on the corner, is that yours? 2 The guy with the red beard , he looks weird. B Tails 1 You’d never believe how daft he is, our Kevin . 2 I can’t stand the smell of it , garlic . C Echo questions 1 John: I’m off to Brazil tomorrow. Lucy: To where? John: Brazil 2 Sam: He’s got some lovely fresh pollock . Becky: Fresh what? Sam: Pollock … It’s a fish.D Vague language1 We had plenty of snacks and stuff.2 There was something like 50 protesters, give or take .

Practice: add these to the appropriate set 1 It’s got a lovely coat, that dog has.2 Kate: I thought it was unfortunate, the way he spoke to her. Harry: Unfortunate, why? Kate: Not very tactful, you know … 3 The tall one with the shades, I really fancy him . 4 It all went sort of pear-shaped really, a bit of a …. you know …

Practice: headers and tails! 1 Does the doctor live in that big house? (Header!) That big house, does the doctor live there? Is it/that where the doctor lives? / The doctor, does he live in that big house?]2 My cousin Jim likes going to football matches best (Header!) Going to football matches ,  that ’s what my cousin Jim likes best. / My cousin Jim , going to football matches is what he likes best 3 It’s not cheap to buy cars in Singapore. (Tail !) They ’re not cheap to buy,  cars in Singapore. 4 Alice is a really good marathon runner (Tail!) She ’s a really good marathon runner,  Alice .  

Call out an echo question! 1 I’m going out tonight.[Going out? Who with? / Where?]2 I left school at 14.[14? How come? / Why so young?]3 He’s on a diet.[(On) A diet? How come? What on earth for? / why?] 4 That painting, it looks like a Braque. [Like a what? Like a Braque? What’s that?] A Braque. French artist.

Text A: Teaching English in MaltaThere are lots of good things about being an English language teacher in Malta. You get to meet loads of interesting people from all over the world. You strike up some lasting friendships and these can continue for years, sometimes for generations. I have a couple of friends who used to be my students when they were in their twenties and who are now grandmums. Every now and again we meet up and have a good chinwag. Another thing Malta has going for it is the weather, especially in summer. Many teachers have finished by 2 and are on the beach an hour later. You need lots of stamina to teach in the morning and spend the afternoon on the beach. Some teachers work longer hours while others go for an afternoon nap. There are a few downsides, too. The pay’s nothing to write home about. And sometimes I’m shattered by the end of the morning. And occasionally we get a ‘demanding’ client. And sometimes the Director of Studies has got out of bed the wrong side. Yes, there are challenges, but I love this job and I wouldn’t change it for the world. Though I wouldn’t mind a pay rise ….

Fixed phrases As a matter of …At any ...For that …All in …By and …Once and for …By the …So to …Time and …No doubt …… …More or …If you see … … …At this moment in …How shall I … …?All’s well … … …

Text B There are lots of good things about being an English language teacher in Malta. First ____, you get to meet loads of interesting people from all ____ the world. ______ and again you strike up some lasting friendships and these can continue for years, sometimes for generations. As a matter of _______, I have a couple of friends who used to be my students when they were in _______ twenties and who are now grandmums, believe it or _______. _______ now and again we meet up and have a good chinwag. Another thing Malta has_______ for it is _______ course the weather, especially in summer. Many teachers have finished by 2 and are on the beach an hour later. Mind _______ , you need lots of stamina to teach in the morning and spend the afternoon on the beach. And to _______ the truth , some teachers work longer hours while others go for an afternoon nap ( me _______ !). _______ , there are a few downsides, too. _______ instance , the pay’s nothing to write _______ about . And sometimes I’m shattered by the _______of the morning. And if truth be _______ , occasionally we get, how shall I _______ it … a ‘demanding’ client. And sometimes the Director of Studies has got out of bed the _______ side . Yes, there are challenges, but by and _______ , the pros far _______ the cons . I love this job and I wouldn’t change it for the _______ . Though I wouldn’t _______ a pay rise ….

Text C There are lots of good things about being an English language teacher in Malta. First off, you get to meet loads of interesting people from all over the world. Now and again you strike up some lasting friendships and these can continue for years, sometimes for generations. As a matter of fact, I have a couple of friends who used to be my students when they were in their twenties and who are now grandmums, believe it or not. Every now and again we meet up and have a good chinwag. Another thing Malta has going for it is of course the weather, especially in summer. Many teachers have finished by 2 and are on the beach an hour later. Mind you , you need lots of stamina to teach in the morning and spend the afternoon on the beach. And to tell the truth , some teachers work longer hours while others go for an afternoon nap ( me included ! ). Granted , there are a few downsides, too. For instance , the pay’s nothing to write home about. And sometimes I’m shattered by the end of the morning. And if truth be told , occasionally we get, how shall I put it … a ‘demanding’ client. And sometimes the Director of Studies has got out of bed the wrong side . Yes, there are challenges, but by and large , the pros far outweigh the cons . I love this job and I wouldn’t change it for the world. Though I wouldn’t mind a pay rise ….

Chunking There are lots of good things about being an English language teacher in Malta. You get to meet loads of interesting people from all over the world. You strike up some lasting friendships and these can continue for years, sometimes for generations.

Chunking There are lots of good things about being an English language teacher in Malta. You get to meet loads of interesting people from all over the world. You strike up some lasting friendships and these can continue for years , sometimes for generations .

Over to you Now prepare a two-minute monologue about the pros and cons of one of the following topics:My jobLiving in my townLiving in my countrySeeing a film in the cinema v watching it on my own screenStudying English in Malta v studying it in the UK???NB Try and use some spoken discourse markers

Chunking Luck is what happens when preparation meets opportunity.The easier it is to do, the harder it is to change.Teamwork is twice the results for half the effort.Don’t let what you can’t do interfere with what you can.Humour is always the shortest distance between two people. Anyone can make a mistake, but to really mess things up requires a computer. People always have two reasons for doing things: a good reason and a real reason. People who think they know it all are a pain in the neck to those of us who really do. An expert is someone who knows more and more about less and less until he knows everything about nothing. The human brain starts working the moment you are born and doesn’t stop until you stand up to speak in public.

Thank you! Thank you for help from:Caroline Campbell: Easy SL MaltaSigo Gatt: Skylark MaltaSlides are available from: www.alanmarshelt.com You can also contact me on: alanmarshinmalta@gmail.com +356 99428447