Recently, as I was about to begin teaching a pleasantly small group of students, 10 of my deaf and hard of hearing 10th graders walked in and sat down. “The program director said we have to study with you, now” they announced. Obviously another lesson had been cancelled…
So there they were. And I needed something I could do with them and the students who were already in the class. NOW.
Since the 10th graders had a section on the passive form on their upcoming exam, I thought a quick review might be something that would work for everyone, at least for starters.
So I wrote the title “Logical or Ridiculous” and the following sentences on the board, inventing as I wrote (sentence 5 is a flop, I must admit):
The students were asked to say which sentences were logical and which were ridiculous and why.
The first sentence was: A family was eaten by a giant pizza. It caused a surprising amount of confusion which really set me thinking. A significant number of the students read it as if the sentence said ” the family ate a giant pizza”, which is a perfectly logical thing to do in their opinion (some students complained that I was making them hungry!). They simply changed the word order in their heads! You might think that they simply don’t know the passive form but in other ways the same students exhibited a good understanding of it. I was surprised and tried to get students to explain their thought process. I even added the red markings to emphasize the passive form.
But what came up was that a few students were actually trying to follow something else I tell them day in and day out in the classroom – you must be flexible with the word order when reading a sentence, so that it will make sense.
In Hebrew adjectives come after the noun, not before it. In Israeli Sign Language word order is a totally different ball game. I constantly remind the students to read the whole sentence and then change what is needed in their heads so it will make sense.
Being flexible with word order is an important skill for these students otherwise they can’t make sense of a great deal of what they read in a text. Remember, most of these specific students don’t speak in English, they just read and write. But it is a serious disadvantage when encountering a sentence like this, particularly in the passive form, when they end up distorting the meaning completely.
Of course they also do other things, such as what they did with the sentence: This classroom will be erased by the teacher next week.Almost all the students read it as “The whiteboard will be erased by the teacher”… But that’s another issue.
I have to think about my flexible-word-order message. How to address issues without over complicating it.
The bare bones of the plot line could have easily gone in so many directions that I find boring, corny and unbelievable. A lonely bookseller, tales of love lost & love found (several characters), the magic of children…
I’m the cold-hearted reader who jumped ship (never to return) shortly after the bookseller in “The Little Paris Bookshop” unmoored his book-boat-shop, remember?
But THIS book, The Storied Life of AJ Fikry, is so well written. To paraphrase something said in the book itself – the right words in the right places, and not too many of them. The author trusts the reader to understand.
And so many books are mentioned, discussed and brought up in a context that makes want to read those I haven’t read yet!
Ah, there’s a wonderful world of books waiting to be read out there!
I actually read Backman’s second book first, so I immediately reached for this one when I found it at the library. I did so because I knew I would enjoy it.
And I did.
There are things one could quibble about. Way too many similes. Certain things that call for “a suspense of belief”. And honestly, truly, there are some awesome social workers out there, who do good work and help people ( the profession sort of needs defending after you read the book).
But those are really minor things. It’s a great story with characters you get involved with and feel truly moved.
ICYMI , EDO, IDC – Do you know what these abbreviations stand for? Do you care whether you know them or not?
I’m not interested in texting / Internet abrreviations for their own merit. I have no plan to have students memorise them. I’m interested in them as a tool to expose my deaf and hard of hearing teenage students to some of the commonly used phrases they represent. Teenagers like abbreviations. In addition, I have a few hard of hearing students whose distorted hearing causes them to adopt very odd versions of what they think they heard on television… They are interested in such phrases.
For this acitivity students must first begin with the worksheet. On the worksheet they are asked to match abbreviations to their meanings. Then the students are asked to watch the lovely (absolutely lovely!!!) short video “The Present”. As they watch they are required to rewrite the text without abbreviations.
This is another one of those books that I read because of a chance discovery at the library. Many times (like today!) I get frustrated by the list of books the library doesn’t carry, books recommended to me. But books like this one remind me of what I would be missing if I only read the books people are talking about.
It’s not an easy read. Not at all. The tale of the tragic end of the Greek communities in Asia minor is certainly not a happy one. I have to admit that I knew next to nothing about the expulsion of the Greeks from Turkey. Years ago I read “The 40 days on Musa Dagh” by Werfel, so I knew something about the Armenian population in the region, but not about the Greeks.
It is a testimony to the skill of the writer that at no point did I want to give up on the book. The descriptions of farmers’ and merchants’ lives there before the calamity are vivid. By having the main character meet a wide variety of people you realize the writer has been cleverly giving you many perspectives of the unfolding events.
But I think the most arresting thing about the book is while it is a story of a specific place and time in history (fiction yet based closely on true events), it is a universal tale. Much too relevant to today’s world, which is sort of scary to admit. This is what happens when hatred is inflamed, stereotypes are rampant and scapegoats are needed. Blaming one religion /ethnic group for all possible evils is, sadly, not something one finds only in history books. Reading about the background that lead to the outbreak of horrific violence from all sides involved is not comforting. It’s so easy nowadays to imagine the refugees in the book..
While I’m glad to be moving on to lighter fare now I’m glad I read the book. A lot to think about.
I was in charge of preparing a fun activity for a staff event.
I can only do what I know how to do – use visual material.
So I turned to my stack of video-lessons. In class I use them to work on answering reading comprehension questions of both types: LOTS – Lower Order Thinking Skills /HOTS – Higher Order Thinking Skills. I decided to utilize the same principles for the staff!
They seemed to like it!
The first activity was a KAHOOT! quiz related to the video “Paper vs. Tablet” . With KAHOOT! everyone answers the questions using their cell phone. It turned out well to start off with something energizing and there was some good-natured competetion regarding teachers’ places on the scoreboard. In class I used this to practice WH Questions and I decided to stick with LOTS type questions for the staff too. Before showing the video I told everyone that they must be on their toes because they are going to watch a 39 second video and then they will have to recall details regarding what they saw. Here are the questions that worked well (the KAHOOT! was not in English, so I’m not sharing it):
How many characters were in the video? (*Some missed the child!)
How long was the video? (*Only teachers who listened to instructions got that one right!)
What language was used?
What is the MAIN purpose of the video ( I used “vengeance is sweet” as a distractor and that caused a lively argument about the word “main”).
What is the woman’s name? (Everyone got THAT right, but that is important with teachers too).
The second activity was a KAHOOT! Survey and this was the most successful activity of all. We were 17 teachers and everyone likes being asked their opinion. Or, in HOTS terminology, we distinguished between different perspectives. This time they had to answer the following questions BEFORE watching the video:
Beginning at what age would you let your child do the following:
load the washing machine
hang the wash on the line
do the ironing
water the plants
make the bed
take out the garbage
walk the dog
tidy up a room
Many teachers thought I was going to show some sad video about the terrible plight of overworked children. Not so! They loved “Dial Direct”!
The third activity did not involve using cell phones. I showed a slide show with screen shots from what I described as an “instructional video to teach you to cook something”. The teachers had to guess what dish it was. The skill of “prediction”, of course. No easy task when you see a section of Rubik’s cube being chopped and pin cushions being crushed. Quite a few teachers realized that picking a dollar bill off a plant and chopping it must be a green spice (basil, in this case). They all the thought that the animation in Western Spaghettiwas very well done (BTW, the Rubik’s cube represented garlic).
I should have stopped there. Three activities were enough. For the last activity we did the Emotions of Soundactivity as it is on the site (note, you have to click on the link on the bottom of the screen to get to the relevant screen to begin). It’s a nice activity but slow and that was too much. It is also a vocabulary activity not a HOTS one, so it didn’t fit in.
It’s a good thing to let other staff members (who aren’t EFL teachers) see what materials are being used in class.
I’ve been enjoying Peter Hessler’s articles in the New Yorker magazine for years, so was understandably delighted to find his book “Oracle Bones” at the free readers-for-readers corner at our library*.
It’s not a travel book about China. It is a great many things. Peter Hessler lived in China for many years and his conversations / interactions with people were direct, without the filters of interpreters. Yet he doesn’t seem to be trying to claim “I KNOW China and am an absolute authority of this diverse country”. Hessler gives us a long-term personal view of what it was like to be a foreigner living in China in general, and during global events such as 9/11. He also follows the lives of certain people over the span of quite a few years, such as former students of his and people he met. These are not just descriptions, but quotes from conversations and correspondence.
But that’s just one part of the book. The framework of explaining the significance of the ancient oracle bones (earliest forms of local writing!), how archaeology in China is a whole different ball game from what I’m familiar with in this archaeological rich area, adds a whole new dimension to all that I have ever read about the country. Sadly, it seems that everywhere study of the past and politics cannot be separated…
In short, the style is very readable and easy to get into it, though quite long. I took my time reading it but am very glad I did.
*Note: A while I found a treasure trove of three books the library took out of its collection and added to the “free for readers to take” corner. I guess the library decided these books aren’t being borrowed enough, hence not worth keeping. But I’m having a great time with them! This is the second of the three (The Hare with the Amber Eyes was the first). I have now begun the third: “Farewell Anatolia” by Dido Sotiriou.
Listening to podcasts is what keeps me sane (and happy!) when doing housework, particularly folding laundry or ironing. The fact that there is no visual input to distract me helps me be reasonably efficient as well.
I am delighted to be subscribed to several different podcasts (all free!), so I can choose to listen to whichever one suits my mood. But I only have one podcast exclusively for teachers who teach English as a foreign language – the TEFL COMMUTE! All those behind the scenes are experienced teachers, teacher-trainers and ELT writers, with a sense of humor!
In their latest episode they played a game of consigning annoying teaching practices , aggravating ELT terms and more, to “classroom 101″ (a spin-off of the television show Room 101”), then locking the door and throwing away the key. No gripes about things like salary or administrators allowed. Things such as teaching “inversions”, “reported speech”, playing certain ice-breakers or using too many acronyms when training teachers to use technology (BYOD is one I recall).
Thought provoking and good fun.
But I’m here to break into the locked “Classroom 101” and rescue BOARD GAMES!
In the podcast they were unhappy with photocopying the board games and the pages of cards from the course book, cutting and pasting all that is needed, hoping for access to a laminating machine that probably wouldn’t work… In addition, they spoke about time wasted setting up the games and getting the students to understand the rules. In short, board games were described as more trouble than they were worth.
All you have to do is follow these simple guidelines:
Use just about any commercial board game you can get your hands on. Talk to all your friends and relatives – unwanted games go to YOU! Games that require moving a marker from one point to another along some sort of track are the easiest to use. It doesn’t matter whether it’s a “road race” or a “space race” or “snakes or ladders”. They all have the player moving forward and backwards along the route (or missing a turn). Students are familiar with the rules to such games. Commercial games are attractive and are designed for multiple use and it’s great that different groups get a different board each time. Games like “Contact 4 (Tic Tac Toe with 4 discs in a row) will work too. Worth owning a few of these games. Adults like them as much as the kids.
All games are played with the exact same rule. Always. Very little time spent on explaining. Whatever it is you want to practice by playing the game is “the target”. Each player must answer the target question before throwing the dice and playing his/her turn according to the general rules of the game. Perhaps they must use a word in a sentence or complete a collocation. If they got it right, they get two turns. If not, they must correct it and play once.
Assuming you are teaching students who hear well (which I don’t..) you don’t have to make cards. In each group have one student be “the teacher” . The “teacher” presents the “target” and determines if the answer was correct by holding a question and answer sheet. Really smart to give your weakest students this role! They feel so good!
Simple! So don’t send board games off to “Classroom 101”!
Teaching English as a FOREIGN language to Deaf and Hard of Hearing Students