Wednesday, November 15, 2017

Childhood Memories (1)



Students´ childhood memories (course 15-16):

I remember...
In the 60ies and 70ies there weren't too many cars in the streets, so children would spend long hours playing outside, till the hour of going home and having dinner. Children played football or hide-and-seek. But in my memory there is another game we used to play in those days: Bottle-Cap Championship. 
The first thing you had to do was to collect some bottle caps. If you wanted to play fast you had to choose the thin ones whereas if you wanted to play strongly you had to choose the heaviest.
Then it was time to start being creative. First of all, we cleaned the bottle caps very well. Then, we thought of our favourite football team and what their best players were. After that we would cut circles on a sheet of paper. In each circle we painted the colours of our football team and the name of one player. As a ball, we used a chickpea or a ball made of aluminium foil. Our own team was ready! 
We only needed some friends with their own teams so we could begin the championship. We had to draw a pitch on the floor, put the bottle caps in their places, and begin to enjoy this traditional game, somewhat forgotten nowadays.
I have a vivid memory of those evenings playing with my friends. It didn't matter who the winner was. The only important thing was to spend time together, enjoying each other´s  company, because we didn´t have video games, computers, mobile phones or whatsapp. We were in face to face contact, in a personal relationship, not a virtual one. Well, those were other times, ancient times, I know...
Fernando

I remember….
When I was about 10, I used to play at being a teacher. I had a blackboard in my bedroom and I used to spend the winter afternoons acting as if I had a lot of pupils, explaining, correcting… I even had a teacher’s notebook, a sort of treasure for me, one that my mother, who was a teacher as well, had given to me. I enjoyed myself a lot although I was always alone. One Saturday afternoon my brother, who is 3 years younger than me, and Sonia, a friend of his, were playing at our home and I managed to involve them in my magical world. I felt really happy. I was excited because I finally had real students, so I began to ask them to do maths exercises, and then a dictation, and then to draw, and everything had to be done in absolute silence, obviously. An hour later Sonia told my mother that she wanted to go home. ´Why? ´my mother asked, ´What´s the matter? ´.´Nothing´, said Sonia, ´It’s just that I´m fed up with doing so much homework and anyway, it’s Saturday today! ´ Sonia never came to our home again to play with me but…I am a teacher now and she was probably my first pupil. Thank you Sonia!!
Elena B.  

I remember...
I’m not 100% sure this is actually my very first memory, but it certainly is one of the earliest. I remember riding my first bicycle, which was blue, while my dad was trying to teach me how to ride it, for the first time, without the small rear wheels. My dad was running by my left side as I was pedaling faster and faster, while he was shouting: “Come on, almost there, you got it…” and I was scared as hell, replying things like: “Please don’t let me loose because I´m gonna fall …!”
He kept reassuring me, all the time, that he was still holding the bicycle by the seat, and he certainly kept running by my side, until suddenly he said: “Look, you are on your own now…!!” and he showed me both his hands.
It was then when I realized that indeed I was riding alone, and in the midst of my excitement, I kept speeding… without taking into account that I had just learned how to ride in a straight line, but had no clue about how to make a turn!! Which of course I became aware of as soon as I reached the first curve and carried on straight, obviously stumbling and falling down.
But my father says he can still remember the smile on my face when I stood up rubbing my bruised knees… I didn’t care about them at all.
Julián 

I remember….
One of my first memories is one day at school, when I was five or six and the teacher was talking about the hunger and poverty in Biafra. I told her that my cousins and their parents were living there and they didn’t go hungry and weren’t poor.  When I got home, I told my mother what had happened at school, and she started to laugh and told me: “You got the wrong end of the stick. I’m sure she was talking about Biafra and you understood Riaza (that was the village where my relatives lived)”. At that moment I felt really embarrassed.
Julia  

I remember...
When I was about 3, my mother used to give me yoghurt every afternoon.
I would be sitting in front of the TV and I used to put sugar on top of the yoghurt and wait until it melted. Then I would eat the sugar with the spoon, carefully, without eating the yoghurt, because I didn’t like it. Later, of course, my mother would always make me eat that awful yoghurt without sugar.
Natalia 

I remember…
We used to go to my grandmother´s house every weekend. The whole family: aunts, uncles, cousins…25 people!!! A large extended family. It was so funny! My grandmother had a heart of gold and endless patience. I have a vivid image: when we arrived she was cooking our favourite dishes always with her best smile on…despite the mess! We used to make up stories and to act them out in front of the adults. I even remember football matches along the infinite corridor and a naughty, lively cousin moving like a spider between the two walls …
Marta 

I remember...
My grandparents used to live on a farm in a small village far away and I remember travelling, every summer, with my three little sisters in the backseat of my parents´ car on an eight-hour trip from Madrid to Cáceres in order to visit them, despite the fact that it was only two hundreds kilometers away.
The boot of the car used to be full of suitcases, with presents for all my relatives, with home-made food to eat during the journey, with second hand clothes that my mum would collect from our neighbours and what´s more, every now and then my parents bought the ultimate technological device such as a black and white television for my grandparents.
The journey was very tiring. I would argue with my sisters, and my father stopped occasionally
so we could go to the bathroom, or eat or take a nap.
But now I remember those days fondly.
Paulina 

Monday, March 28, 2016

Tips for a good dialogue

It will help both yourself and your partner if you work together collaboratively on this task.

1. Turn taking: Be prepared to ask your partner for his or her opinion rather than simply stating your own. Respect the turns in the conversation: don´t speak for too long – let your partner do his/her turn. Be positive, helpful and supportive with your partner
Remember: balanced dialogues! If one person speaks a lot and the other doesn’t speak much, that will be bad for both people, so avoid it. If someone is quiet, do something! Invite him or her to speak, e.g. You’re very quiet (smile) What do you think about all this? / What would you do? / Do you like the idea?

2. Listen 'actively' to what your partner says, responding to comments he or she makes. Use little signals to show that that you are following: 
"Oh, I see./ That´s right./Yes, I understand./ Oh, yes, I love that. / That's annoying. / Sure."
"I see/know what you mean."
"Really? That´s interesting."
"What do you mean by .......?"  "So, what you are saying is that ........?" (to clarify the information, when you don´t understand an idea)

3. If you don't understand someone's English, relax and try to notice the words that are most clearly pronounced or stressed. You can also ask them to repeat, or, even better, you can ask specific questions to get a specific word you need to reconstruct their message (communicate!) – in this way you wouldn’t make the person repeat it all, just the part you really need to understand to continue. Use your knowledge of the world and your info about the activity to do so.

4. For more functional expressions for interaction in a dialogue (for expressing opinion, agreeing and disagreeing, making a suggestion etc), click to download a LIST OF USEFUL PHRASES FOR INTERACTION

5. Try to bring the discussion to a consensus (though it´s not always possible) . Or you can try to summarize by repeating the main points briefly:
So, we'll be getting some clothes for Peter, then. We'll meet next Friday afternoon to go shopping and you will call Mary to ask her if she wants to share expenses with us. Is that right?
So, there are more sides to this topic than I could think of! It's been an interesting discussion!

6. Practice timing yourselves (in small groups or in pairs) to get the feeling of how long developing all the suggested ideas takes.

7. More things:
Useful language for organizing events, helping people and pros and cons of options
Beginning a dialogue

Wednesday, February 17, 2016

Tips for a good monologue

GATHERING USEFUL LANGUAGE:
1. Read or watch some materials on a similar topic before you start. Gather Useful Language ( words, expressions, whole sentences, ideas) on the topic. Use texts+ audios+ videos from the current course book + previous coursebooks/ notebooks +class blog etc
2. Brainstorm on the grammar you want to use, to make your range richer: e.g. different verbal tenses, modal verbs, adjectives (also -ing/-ed adjs.), conditionals, I wish+regrets, phrasal verbs etc.
* later, we can organize the topics in a list: you can also find topic labels on the right toolbar of this blog 

PREPARATION:
1. DON´T WRITE DOWN the complete text of your mon. You have to learn to develop a topic just from an OUTLINE (notes: main ideas and key words). This exercise will also teach you to learn to speak freely, not just read aloud. For example, you can use two sheets of paper: one for your OUTLINE and another for USEFUL LANGUAGE

2.  If you use audios as models, LISTEN AND REPEAT TO (bits from) AUDIOS which you can include in your mon. 

3.  Practice/ practise  the mon. several times: by reading aloud your notes or listen and repeat to the model audio. 

4. Record and listen to yourself at home 
record yourself doing the monologue samples from the Exam Practice handouts: respect the timing: 4-6 min. and the 3 points to talk about

ORGANIZATION:
1. Structure your talk around an INTRODUCTION, MAIN BODY AND CONCLUSION.

2. SIGNPOST YOUR TALK to help the audience or the examiners follow your train of thought, but be careful not to abuse the signposting formulas! They help you organize your talk, but a good monologue needs ¨substance¨, not lots of formulas and no meaning! 

SIGNPOSTING LANGUAGE EXAMPLES:

Let me tell you something about/ I´d like to talk  about…/ I’m going to speak/talk about…
To begin with.../ So, let’s start with…/ Let me start by (saying that.../ telling you about...)
Now, let´s go on with…
Finally I’ll tell you something about…

There are 3 things I´d like to tell you about/ we have to take into account/ to consider:
First(ly)…Second(ly)…Third(ly)…Finally...
It´s also important that.../ Another( idea) is to...
Last but not least...

Now, moving on.../ And now something about.../Now let´s look at...

To conclude/ In conclusion...
To sum up…

As you can see.../ As we (all) know.../As I said before...
For instance/ For example...

I´ll / Let me give you an example (from my personal life)...

Rhetorical questions: So, what does this mean? / What do we learn from this?

3. You can also use discourse markers: by the way, actually, anyway, basically, in other words, on the one hand/ on the other hand, as I was saying, I mean  etc ( see Grammar Bank Unit 3B: English File Advanced)

DELIVERY:
1. Remember to speak clearly and not too fast - the examiners or the audience have to follow and understand the talk easily, without straining their ears. Pronounce clearly, don´t mumble!

2. Sometimes you need to simplify some thoughts/ ideas/ long and complicated sentences for the sake of delivering the message clearly. Remember that in an exam, in most cases, less is more.

3. Don´t try to translate 100% of what you can say in your mother tongue- rather think about how to express the ideas in English with the vocabulary/ grammar that you know and you can use confidently. Be careful with word-for-word translations!

Speaking file: how to record yourself

Steps to follow to record yourself doing a monologue:
1. Prepare an OUTLINE of the mon. ( ideas, key words, useful language, don´t write the whole text)
2. At home, once you feel you’ve improved in the process of putting together your text, AFTER you’ve been listening to model audios, reading out loud (from your notes) or listening and repeating (just to train and improve your fluency and accuracy), once you have created your OUTLINE and have practiced/practised creating your spoken text, try recording yourself * and listening to yourself.
* To record yourself at home you can use vocaroo.
1. Click to record /ricórd/.
2. Click “Allow”.
3. It’s recording! (if you computer micro is set to being able to record your voice as you speak to it!).
4. Click to stop when you want to stop.
5a. Click on Listen to listen to yourself.
5b. Click on Retry if you want to trash that recording and start again.
5c. Click here to save (it’s just below the two previous tabs). And now a box of Sharing options appears: in tiny script you’ll see “Download as mp3”. Download it to your computer. You need to have a folder ready in your computer. (What about the http address you can see?. It works for a few months. Then the audios are deleted. You can also delete it once you download the mp3 file by clicking “Delete now”)
3. Listen to yourself :
·       Are you using enough useful language (vocabulary and grammar)?
·       Are you speaking clearly enough?
·       Is your talk easy to follow? Are you using (but not exaggerating with) signaling expressions?
·       Can you spot any grammar, vocabulary or pronunciation mistakes?
4. When you are ready share your monologue in class.
5. Example: A MONOLOGUE ABOUT TECHNOLOGY: after listening to a MODEL AUDIO
-  Listen again, stop after each sentence and repeat, just to practise/practice pronunciation and fluency .
-  Prepare an OUTLINE for a similar monologue (adapt to your situation)
Record yourself while you are giving a similar talk where you compare the technology you are using today to that you were using when you were a kid.  

Friday, January 29, 2016

Book reviews by students (2): non-fiction

Book review: How to be Danish                                                             by Julian (course 15-16)

“How To Be Danish”, first published in 2012, is written by Patrick Kingsley, a journalist and foreign correspondent for The Guardian.
The book is in fact a series of interconnected essays, focusing both on the tremendous changes that Denmark as a country and the Danes as a society have undergone in a mere two decades and a half – which is, from a historical perspective, a very short period of time – and the challenges that lie ahead.
The author looks into almost each and every aspect of Danish life, amongst others the international – and somewhat unexpected – huge success of the TV series The Killing which was followed in its home country by an amazingly consistent 40% of the population. Denmark’s “extraordinary culinary revival” is also extensively covered, as it is Copenhagen’s “Noma”, which has been rated as the best restaurant in the world for several years in a row. He also writes in detail, with understandable appreciation, about the breath and width of the Danish social services network, encompassing childcare, healthcare and education, which are all completely free, including university education and most of its living costs, and the very peculiar “folke” schools, open to everyone regardless of age and life experience, which focus on Humanities.
This was certainly my favourite part of the book, as reality in Denmark, today, seems to prove that it is possible to devise and operate, successfully, such a generous social benefits system. “Students aren’t seen as a burden on the state, but as people whose skills will one day support it,” writes the author. “They’re future participants in Danish life, and they’re treated as such.”
However, Kingsley is not oblivious to the many current and foreseeable challenges Denmark faces: on the one hand, demographic issues– an increase in the number of pensioners coupled with a decrease of tax collection; on the other hand, integration issues – it is challenging not only for recently arrived immigrants, but also for second generation ones to fit the “Danish norm”.
Although the scope of the book is not vast but small, Kingsley succeeds in portraying the quality and complexity of life in Denmark with a fresh perspective and a reporter’s sharp insight. It is an easy, enlightening and highly recommended read.