I just published / I’ve just published my notes to help advanced students learn to learn to become independent and resourcesful lifelong learners!
Check it all out on talkingpeople.net!
I just published / I’ve just published my notes to help advanced students learn to learn to become independent and resourcesful lifelong learners!
Check it all out on talkingpeople.net!
In our next 2013-14 school year one of my Reading proposals (in state-run adult language learning) will be this autobiography by Rosa Parks, the US American Civil Rights activist. I hope you can relate this to the 15M movement and all the (pragmatic, meaning non–religious) nonviolent struggle happening today in the world. I have created three webpages on talkingpeople.net for this book.
Anyway, here are the links. Hope it’s useful and enjoyable!
Olivia StandingBear is the 2011-2012 English teaching assistant at the Official School of Languagaes in Fuengirola, Spain. She is from the Osage Indian reservation in Pawhuska, Oklahoma, has a degree in anthropology and Italian from the University of Kansas, and has spent her last few years in Spain teaching English to a wide range of students.
Pawhuska – Read article from COLLAGE magazine # 3: 2011-2012
Now that I’m kinda tipsy (celebrating the hols!) I’m going to show you something special!
What’s this? A 1938 Hogarth Press edition of Virginia Woof’s “Three Guineas”. The Hogarth Press was the publishing house Virginia and her compañero Leonard set up!
I got it in a little bookshop at Brick Lane Street Market in 1989. I’m still wondering why the book seller sold it for 10 quid (or less) to a foreigner just passing by. Oh, the pics are too small. Sorry! Anyway!
At last!!! Finished preparing the screenplay of the movie called The Best Exotic Marigold Hotel!
It’s taken me two months because I did it whenever I had some free time!
I’ve prepared this screenplay for me to use in class next year with Upper Intermediate and Advanced students. Teachers are welcome to use it, of course. And if you are a lifelong learner, you might want to use at home to work on your English.
the-best-exotic-marigold-hotel-bk13 (44 pdf pages – the two last are ideas for activities!)
Spread the word!
More: http://world.time.com/2013/06/08/women-on-the-front-lines-of-turkey-protests/
In Writing Tests, like the ones that are given at Spanish EOI’s (standardized in Europe — A2, B1 and B2 CEFR certificates), you are required to respect the TOPIC you are given and the KIND of text (e.g. a letter or email, an article, etc.) and the WORD LIMIT (non-complying pieces cannot be checked by examiners). About the three points you need to mention, whenever required to do so, if you don’t mention one, for instance, that lowers your mark, but examiners can proceed to check your work. In any case, ALWAYS mention the three points, even if you don’t know how to develop one properly.
All EFL textbooks from Britain have wonderful explanations and exercises on how to write each kind of text, and with Useful Language for formal and semiformal letters, for instance. So browse through your textbooks, just to consolidate a few ideas about what you are expected to write for each kind.
Here are some of the notes I give my students, especially at the Upper Intermediate (B2) and Advanced levels (C1). http://www.talkingpeople.net/tp/skills/writing.htm
Here are some notes on differences between US English and UK English. As you know, there is no “correct English”, just different varieties generated by the sociological and geographical fact of communities in their locations (culture). In Spain, for instance, Andalucian Spanish (the variety used by Lorca, the poet, for instance, Victoria Kent, politician during La República española, and María Zambrano, philosopher) is as correct as Castellano Spanish (the variety used by Rafael Sánchez Ferlosio, the writer and thinker, for instance, or Rosa Montero, the journalist and writer). In both regions there are people who speak badly and write worse, and people who speak and write perfectly well!
Back to English, then there’s the linguistic fact of a kind of International English, which is always about picking the most understandable choices in particular contexts.
Because there is no “correct variety” you can use any, but you should try to be consistent, particulaly in Writing Assignments or Exams, of course. Have a look. (I’ll improve these notes some day — it’s a complicated issue, language and identity — but for the time being, it’ll make do!)
http://www.talkingpeople.net/tp/languages/us_uk/grammardifferences.html
I need to fix the broken link on Talking People, but I published my workshop on Lexical Creativity in case you want to print it. It’s an interesting workshop, and great fun too. I did it with Avanzado 2 students at that school and they created amazing words. We published some of those here.
Yesterday I heard “frenemies,” and example of what we call “blends” in Linguistics (friends + enemies). This one is quite quite recent (less than a decade?)! Do you know it? You can post the ones you know, if you like. Actually, I believe “follamigos” (which does not have the same meaning as “frenemies”) comes from imitating not only this kind of word formation in English but also thanks to this word in English.
With the Lexical Creativity workshop I help students learn about word-formation (morphology) and how we create words in a language. Morphology helps you decipher the meaning of some of the words you might not know, too… And learning about linguistic creativity also helps you get some jokes because, it’s a fact, in all languages we make up words and expressions, but in English it’s mighty easy!
The book I’m recommending (pic) is expensive because it’s specialized, but if there are any language teachers out there, they’ll surely enjoy it!
An amazing movie to get you started in Italian.
In Italy, a family of fisherpeople — a grandpa, a daughter and a son, three generations — struggle to make a living, and wonder about quitting fishing and use the boat to work with tourists.
At the same time, other human beings — like a woman from Ethiopia who has been two years journeying through Africa to face then one of the hardest things that can happen: cross a sea, get to the shores, and that because she was lucky: her husband in Milan sent her money to bribe the police officers that had enslaved her.
In Italy, if you respect the law of the country, you cannot pick those desperate human beings at sea to save their lives. However, there’s the law of the Sea, but then —
It’s urgent we trash inmoral laws and create laws that get the best out of us, not the worst!
For your List of Mistakes. This LoM material came up in Complaint Letters written by AVANZADO 2 students:
“to be worth” + -ing – IS it WORTH leanING?
“Consequently, we concluded it would BE WORTH boardING the plane first.” (Very formal, too risky to use because then you need to sound this formal in the rest of the letter. This is why I always recommend you use semiformal language.)
“So we thought it would BE WORTH gettING on the plane first” (This can be used also in semiformal letters, like semiformal complaints at the B2 level. And it’s also OK for informal conversations, of course.)
With “it” it is very common in informal language, when you know what “it” is referring to. “It” operates as a reminder of an action you have mentioned before (ellipsis).
“So we thought it would BE WORTH IT” meaning “So we thought it would be worth getting on the plane first.”
Discussion
Can we say “So we thought it would be WORTH IT TO get* on the plane first”?
Answer: In theory you can’t, but… It is common to hear (people speaking)/read (newspapers) — although not in British English…
“So we thought it would BE WORTH IT TO get…” — The “it + infinitive” is not the case of…
“So we thought it would BE WORTH TO get…” — I think this is not ever heard anywhere.
So why do we hear “worth it to” if it’s meant to be wrong? Here is my guess: in this case people tend to combine it with the infinitive because (although this is not a grammar rule) intuitively they tend to associate the infinitive to present and future events (including future in the past), and the gerund to past events (as in “Hello” = Nice to meet you; “Good bye” = Nice meeting you” or the verbs that change their meaning depending on whether they are used with infinitive or gerund, like “remember”: Pres/Fut = “Remember to get the bread”, Past = “I remember spending hours with my cousins when I was a child”). This means that even though their Grammar Mind knows you should say “So we thought it would be worth getting on the plane first” considering “getting on the plane” is here a future in the past, they might then use “So we thought it would be worth it to get”
Then, there are more meanings and uses of “worth”, so post your questions if you have any on that.
Native speakers, linguists and teachers can also post freely to discuss the matters I address here!!! Thanks! 🙂
This is not about being politically correct. Political correctness relates to respecting somebody’s human rights. This is an example of the madness in patriarchal societies.
Moms demand action: One child’s holding something that has been banned in the USA to protect them. What is it?
12 books banned in the USA (so you see why Red Riding Hood was banned)
Open the audio in a new tab
http://www.talkingpeople.net/tp/hotpot/TPlisteningactivities/l_reviews_reelwomen_scaredsacred.htm
How many did you know? (notice the cross or the smiley face when you mark your answer)
Avanzado 2. Listen to her 5-minute February Exam Practice exercise! Thanks, Felicia!
This weekend I’ve spent all the time my back allowed me to going through papers, to see if I could throw away some, and organize them nicely for moving out next July! I’ve spent some precious time leafing through all the paperwork adults have to do in life. As some of you know, it took me 10 years to get my post as a civil servant, and two different Teachers’ State Examinations: first I tried to become a secondary teacher, and took exams every two years, passed them (except one, once) and never got the reward! Finally, I tried my luck at adult language education, where I managed to get my position as a civil servant. 15 years in all, from 1996 to 2013, in Madrid (the Autonomous Community). In this time I worked in 24 or 27 secondary schools as a substitute teacher, and then at EOI — where the employment situation used to be better — in 4 different schools. How many papers you get to pile up when you’ve been a teacher in the public system for 15 years! And how they varied, depending on who was in office! Kind of sci-fi. I’ve also found my passports, including my US American passports! And the paperwork involved in burying my mum, too. How time flies! I’ve trashed no more than 3 kilos of paper, and stuff has fitted into fewer boxes! So far, just in this house (I have a room in a house I share in Madrid, too, where I have more stuff!! eek!!), I have 7 big boxes full of paper: activities I have designed for my lessons!!! Can you believe it?, meaning, I’m not counting books, DVDs/CDs, realia (a have two boxes of that!), or boxes with textbooks and resource books. One of those boxes is called “My own language school,” which is something that could happen if the public system in the south of Spain is undergoing the same hardship and injustice.
The sticker is one some of us (“interinas”) secondary teachers who were substitute teachers made! Interinas Sin Fronteras (ISF, subs teachers without frontiers). It’s based on a cartoon by Nicole Hollander, the cartoonist I have on the Talking People Like Page, “That woman must be on drugs” (1981). I have linked the pic to her site.
Andalucía, do welcome us! We’re two adorable teachers, committed to the building of a fairer, happier world! (Demented laughter)
To answer Juan Carlos’s question! It includes the short (e equals m c square) and the complete forms.
We recorded the Listen & Repeat of useful language at the Intermedio 2 group, so you can practice sentences about planning a holiday in Madrid, Spain for English-speaking people.
http://www.talkingpeople.net/tp/usefullanguage/speakinginteractions/spInteractions_02.htm
In class, we’ll only have classroom copies (15! to share in pairs), so you can print it if you want to have your own copy! Thanks! And sorry about that. Cuts are getting inbelievable!
speaking-activity-Spain (2 pages)
Remember that English-speaking friends can come from different countries! Canada / Canadians (French Canadians / English-speaking Canadians), US Americans, Hawaians, people from Trinidad & Tobago /tobeigo/, Australians (Aussies) and New Zealanders (Kiwis), Irish people, British people (Scottish, from Wales, English), Indian people, South Africans…
If you think it’d be useful, I can record a Listen & Repeat episode.
Our societies are incapable of living together with other animals, of respecting animal rights. Although I am an omnivore (and do not feel guilty or ashamed for that) I believe that vegans are raising very important issues we should all consider, meditate, discuss. It’s true it’s annoying when they resort to guilt-tripping, like religious leaders did in the past to keep people obedient and quiet. Vegans shouldn’t resort to that because their reasoned points are powerful. On the other hand, I think “ordinary citizens”, this is, the majority that understands things in the exact same way, should stop insulting and making fun of vegans — they’re fighting for a world where the rest of the animals are on an equal footing with humans, they’re not fighting to abuse anyone. (I’m not linking to the most famous animal right group in the USA because in my view their campaigns do not respect women’s rights and they refuse to overcome their sexism. I would like to see the men in those groups playing the part the women in those groups play in their poster campaigns. They — the men — are animals, too.)
Some vocabulary:
What do vegetarians and vegans eat?
More informed definitions: What do ‘vegetarian’ and ‘vegan’ mean?
A blog with informative articles on Animal Topics
Animal rights vegans raise important issues in society, about our relationship to (other) animals:
Videos:
EFL students should not say
The main responsiblefor the crisis is the government
The responsible is…
Also the responsible arebusiness people / multinationals / the wealthy (“the wealthy” is correct, yes)
This is WRONG in English
What can we say?
Post freely! We’ll appreciate! 🙂 And you could also be helping us improve this section on Talking People. Thanks!
http://www.talkingpeople.net/tp/usefullanguage/everydaylang/responsibility.htm
—
Apart from this I have a question: There’s widespread corruption among politicians, apparently. Well, that should be fixed, and we should fight to get that fixed. And get the money back. Then the political system needs relevant improvements. Consequently, we should put pressure so that this happens. But if we discard Politics as our way of organizing societies, which are the options? Should we go back to the military organizing our society (dictatorships)? Or further back to having religious leaders organizing society (they still have too much a say considering we are meant to respect women’s human rights. Anyway)?
“Spanish speakers and the use of ‘will’ – or the question on expressing the future” by michelle ford[1] (talkingpeople.net, 2013 – copyleft, just quote this line: authorship and website project)
This article is meant to be one in a series intended to explain why Spanish-speakers, particularly Spanish people, may sound impolite in English, particularly in Britain or Ireland – my explanation being it’s a language (& culture) problem. For EFL Spanish-speaking learners this article will help them improve their use of English and overcome this communication problem.
One thing is certain: English speakers, especially British speakers, have a way of approaching the notion of future action that is completely different to the Spanish-speaking way of approaching the future! For one thing, English speakers do not have future tenses (except the “Future Simple” or “Will” future), just different ways – based on verbal and prepositional phrases – to indicate – mark my words here – the degree of likelihood of occurrence of a future event. In other words, whether we can expect an event to happen and to which point. This entails a kind of commitment, too – when expressing plans or intentions, English speakers indicate a commitment to that happening. And that is actually why English speakers have this sophisticated system of expressing things about future events.
For the Spanish-speaking mind, none of this applies. In Spanish grammar, there exists a complete set of future tenses, but Spanish speakers do not feel committed to the future happening or not for their choice of tense! The use of a tense doesn’t mean anything in terms of how likely it is for the action to happen – at least as if compared to the case in English. The use of futures in Spanish is similar to the use of prepositions in Spanish: we have a great deal of prepositions, but manage with a few, which means, we’re not particularly concerned with accuracy. And this is something that relates to culture: if English-speakers rely on language uses and structures to mean a great number of things, Spanish-speakers rely on paralinguistic features (stress, rhythm, pitch, intonation) and body language including facial expressions. To illustrate this, in Spanish we can use the imperative with social relationships (the woman working in the neighborhood/neighbourhood bakery) and be perfectly polite, even affectionate.
So let us now consider what happens when Spanish speakers confront the task of having to express a future event. Even if their teachers explain how the “system” works for the futures (see my notes for Elementary/Pre-Intermediate students at http://www.talkingpeople.net/tp/func_gram/gramwebs/future01.htm), it will take them time to assimilate the information, time and practice! – which is understandable, because the frame of mind in terms of understanding “the future” is completely different in both languages. Until they reach the stage of deep understanding, they will tend to use “will” for expressing any kind of future. This puts them in awkward situations:
British host family: “Would you like to visit the British Library tomorrow?”
Spanish reply: “Yes, I will go.”
This is puzzling to hear for a number of different reasons. First, the way to reply to Invitations/Offerings (this is the language function that we need to consider) is not correct. For “Would you like…?” questions we can use “I’d love to,” “I’m terribly sorry. I can’t,” “Yes, please,” “No, thank you,” but not “Yes, I will.”
Then – what does this “Yes, I will go” mean? Is it indicating a spontaneous decision? The context is not quite right, so that’s not what would be understood in a first impression. Is it indicating a promise? “Yes, I promise to go.” It doesn’t sound right either! It’s kind of extremely dramatic! For the Spanish-speaking mind this is the future tense, just indicating a future, but for the English-speaking mind this, if sorted out it must be a future, is a future for predictions, and replying with a prediction on your involvement in the action when you are invited or offered something sounds awkward, or impolite.
Spanish student in Britain, to British host family: “What will you do tomorrow?”
This can be puzzling to hear, because it could be interpreted as connoting things the Spanish speaker doesn’t really want to mean! The unmarked question for adults about their future actions is always with “going to” because we know that adults have plans and intentions. If we use “will” this could feel like we think those adults are incapable of having plans or intentions! These are OK sentences:
To a child: “What will you be when you grow up?” (here, “will” is not exactly about a future very much ahead, as Spanish speakers tend to interpret when they manage considering proximity in time, but as a future we know is just wishful thinking! (Actually I think adults should never ask this question to children!)
To a teenager in her/his last year of secondary education: “What are you going to do when you finish your studies here?” If you ask them, “What will you do when you finish here?” it’s because you know the person has no plans and intentions and you just want to know about her/his predictions!
To an adult: “What are you doing tomorrow?” or “What are you going to do tomorrow,” never “What will you do tomorrow?” if we’re thinking of ordinary life situations.
My mother to me when I told her I was going to travel the world when I was in my twenties: “Where will you sleep?” etc. This meant she knew I did not travel like tourists do, but like wanderers do!!
Well, I’ll stop here. Please post your comments, especially if you disagree with any of this, or you wish to add to it in some way, and feel free to post your questions, too!
[1] I am an EFL teacher in Spain, in public/state-run adult language education, and although I’m a Spanish/US American English speaker, as a I live in Europe, I have to include British English in my curricula.
So here’s the poster in English. We need to stop this nonsense explaining human intelligence in terms of our sexual organs! 0_0 How can this have been so popular? It’s a crime against humanity, some profound damage to human intelligence.
womenhavehumanminds_poster (1 doc page)
Recommended reading: Delusions of Gender, by Cordelia Fine but just looking around in societies where women are free to develop their minds and lives can do.
And in case you want to repost and stuff, here’s the text — the “wimmin” is to help EFL students to remember how to pronounce the plural of “woman” /woomn/, but it’san actual alternative spelling of th word too:
WIMMIN HAVE HUMAN MINDS
STOP IT: THE PENIS & THE VAGINA
are reproductive and sexual organs
unfit to measure our intelligence
establish our emotional & social functions
or our dreams & ambitions
(WHY) HAVEN’T WE MISSED
women thinkers, artists, activists, explorers, inventors, adventurers…
in the history of HUMANKIND?
The history of Man is not the history of Humankind
Patriarchy to court
for Crimes against Humanity
Here are the notes I wrote in 2011, related to what we were talking about today in Avanzado 2!
http://www.talkingpeople.net/tp/skills/writing/noteswriting/capitalizhyphendash.htm
Rubén, yummy cramberry cake! 😀 Scroll down a bit and read about the Installation I wrote on you! See if you like it.