Diary for Wed Feb 1 – Small Groups & How to Work with our Edited Videos

Yesterday, before the class split up in small groups, considering I had just published a new edited video (on the EOI Teacher Sharing C1 Work Vimeo Channel, not the EFL LEARNERS SPEAKING ENGLISH YouTube Channel (EOI Fuengirola), which includes many more, on the C1 playlist – make sure you have a look!) I explained how you could be working with the video I edit for students. Here is a summary:

Watching videos where ANY student speaks and the teacher has included written corrections on the mistakes this person makes, is a very POSITIVE exercise you can do because:

  • We learn to monitor our production by monitoring other people’s production, in other words, we learn to listen to ourselves as we speak (in order to fix the mistakes we know we made) by listening to other people and noticing their mistakes. Like everything in life, learning this is a process that requires training. Learning to listen to yourself allows you to fix mistakes you might make which you can recognize, and this chance allows you to be more confident when you are nervous and you have to speak in public (at work, in any social situation, in exams).
  • This exercise helps you to understand how to work positively with mistakes, and informs your list, as mistakes are not only made by the person giving the presentation, but shared by most students.
  • It also gives you ideas on how to address different topics, and can help you put together lists of Useful Language for those topics.
  • Oftentimes, it helps you understand how important structure is, to allow people to follow what you say. How repeating things in other words is very natural and important. All that kind of stuff.

I reminded people about the posts on this blog, and listed the latest. About indirect speech, and indirect questions, here is what I have on the TP podcast, 3 wonderful episodes that will improve or consolidate your fluency and accuracy while helping you review one of the most important language functions.

For about half an hour or a bit more small groups checked the collocation worksheets: some people checked both worksheets, some checked one. I wonder if people shared their favorites, or selected UL to master the use of some of those collocations! I hope you can all tell me in class! If you didn’t do it, do it now. Select a few, visualize a context where to use them, and say them out loud every now and then! Then share in class! You can even record them for your Speaking File.

I would like to ask you, Have you found the Key to these exercises on the internet? Or should I copy the key of these two on the blog? Or can we have a plenary just to double-check your work?

Next, small groups worked on their Reading Project. I’ll update this page to include the dates they booked. If someone’s info is missing, please, send it to me by email if you cannot make it to class, OK? I’m including Marta and Isabel today too.

Fire Drill: I explained what might happen next week, so students know how to behave in a fire emergency and how we should evacuate the building. If you’re coming to class next week and you missed this lesson please, ask in your whatsapp group!

Work Back to You: Some people got their checked work from the cardboard box and some people handed in their January Writing.

And Marta borrowed Orange Is the New Black. Borrowers, remember I don’t keep a list, so it’s important things come back to me at some point, OK? No rush, but please, don’t forget!

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