Guest Speakers

Some interesting insight on love

I’m really critical of what patriachal cultures have done to love. And in some ways, this thinker is exploring in a similar sense.

Some of the most important things in life are complicated in fact, but that’s because we don’t learn to deal with the complex. Complex doesn’t necessarily mean complicated, really. And love, well, that can be an amazing beautifully complex experience far from war, torture, suffering… Perhaps learning to love is one of the most important things we can learn in life! 🙂 ❤

More Listening work: About the book she mentions on metaphors (Metaphors We Live By), there’s a very interesting episode on the Talking People Podcast, around the patriarchal metaphor that equals discussing things to war.

And some reading: here’s an interesting article on constructive things that can be done To Stay in Love

Last, reading and listening: To Fall in Love with Anyone, Do This!

Outing to celebrate your achievement & Recalling Generation 1 & 2

Today quite a few people dropped by to say hello or have a look at their exam, and then we went out for dinner together. We missed the people who did not make it to this outing, so let me send them a big hug from us all. We hope you have a wonderful bilingual summer! 😀 ❤ It’s been a pleasure to meet you all, and have the chance to work with you. This third generation has had amazing results, really. So thanks for that! It will also be inspiring for newcomers!

I’d like to dedicate this post to you three generations of C1’s here because each and every year has been intense and fruitful in many ways.

The First Generation, where less people followed the course, was full of people who loved learning English with freedom, so perhaps that explains why they felt at ease with the methodology and made the most of it. I’d like to share here the videos I was allowed to shoot:

The first C1 video was by Rocío, a journalist, and she gave us this precious present:

Paco’s was the second video-donor! 😀 His English was amazing anyway, and he loved music and is a talented DJ. In case it helps other people, he failed the listening test in June but of course passed it in September. Here, he’s reading his favorite chapter of the Alexie Diary… because I asked people to read this book and share their highlights.

This year, small groups worked on an OP based on work listening to the news, for December. We have the video recording of an OP on Science, and I’m sure you will be surprised, interested and enjoy it a lot!

Miguel, a most passionate learner, allowed us to publish two of his amazing OPs:

Paqui, who loves books, prepared this power point presentation she used in class to celebrate World Book Day.

Paqui, Noelia, Marisol and María del Mar learned a poem for one of our assignments.

The Second Generation had a majority who had a lot of pressure to get their certificate for work reasons or because it was their second year taking the course, and this put a lot of pressure in replicating the methodology of Exam Culture. But we all worked really hard and people contributed amazing work. Here are the OPs we recorded.

Poetry: Silvia read a powerful poem by Ghada Al Atrash, “Imagine”, which I also posted on our blog English Women Writers…

And Natalia, also a music teacher in secondary, learned a complex poem, putting together this amazing OP: The Owl and the Pussy-cat.

Andrés, another secondary teacher, helped us conmemorate November 25, International Day Against Violence Against Women.

Yolanda H, whose English was really good already, and in spite of that kept following the course, shared with us one of the assignments I suggested based on listening work on the news:

And here is an unprecendente project: the second generation of C1’s worked on Herstory and Feminist Analysis. Their research and analysis was impressive, I did suffer lots editing their video work for zillions of hours, to try and help many of them with fossilized mistakes and grammar mistakes. In any case, they all got their certificates except one who unfortunately decided not to take the September writing test, and that was mostly for their very hard work that year.

The other two feminist intelligence OPs were very interesting, too. I’m sure you will enjoy them:

They contributed more work: audios and writings you’ll find on Talking People.

What about yours? I need to finish some pending videos. And then I’ll post about you all! 🙂

So if you hear people say public language education is no good, remember these people and your own experience. The fact is language learning never ends, and that’s why this course makes the point of helping people broaden their resourcefulness on how to learn, how to use your English in various ways with all kinds of materials! Language learning depends an 80% on the learner. No teacher or course can teach, really. Language is very complex. But teachers and courses can offer some precious support, provided the person does love using the language and learning of course!

Hope you enjoy your summer! ❤

 

Assange Interview

Just finished. It was Assange in English, Gabilondo in Spanish, on TV, but here there’s simultaneous translation, so if you find it as in the original, please, post the link!

My notes on two ideas Assange mentions:

Assange, interviewed by Gabilondo

G: Fear of going to prison being accused of major crimes?

A: Perhaps at the beginning, but then he thinks and feels it would be exciting – a new world, lots to learn

His fear is that of not being engaged

Dystopias are more unlikely than utopías

Comparing Novels and Movies

In about an hour, you’ll be able to watch this very useful video, with Desi’s performance, comparing Pay It Forward, the novel, to the movie version. I included five cards at the end with tips on how to do this kind of assignment, but the example you can learn most of is Desi’s work, really! Notice how well she uses relative clauses, to include background info on things she mentions. And the other points I comment. ❤

Talk on language

If you missed Eulàlia’s conference, now you can enjoy it! It will probably be a transformative inner experience. If you are lucky, something inside will click and your view on language will become wiser, this is, it will help you trash lots of common misconceptions and unconscious prejudice!

https://coeducacioninteligenciafeminista.wordpress.com/nombrar-a-las-mujeres-por-que-el-lenguaje-importa-conferencia/

Diary for April 26. Fighting Exam Culture, Preparing Oral Exams

Today we started the lesson with me sharing some notions on teacher’s intervention when detecting problematic group dynamics, or people panicking and that panic mounting, which is typical and real when finals approach. You are fortunate to have me as a teacher, because although everybody says it’s useless, I always believe it can help. It can help to use our intelligence to control fears and destroy habits and behaviors that are destructive in terms of making us wiser, freer and all that! 😀

I also spoke about an issue I’ve been observing throughout my life because I’m a pacifist researcher on questions connected to violence. For many years and because I’m a critical thinker, I’ve found how hostile we are, culturally speaking, to questions: we don’t trust questions are just questions, and interpret them as sources of negative things we should avoid. That is why as a thinker I write in favor of people learning to be innocent, i.e., learning to clean their gaze! We have to learn to avoid judging and interpreting, and ask instead, pose clarification questions. Actually, people who have experience on internet communication always recommend that when you find a message that “sounds hostile” or is hostile, you simply take it as a non-hostile message and ask for clarification. Sometimes you realize the person had no bad intention and sometimes your question, your innocent question, which is to say your question refusing taking part in a violent exchange, brings out the best in the receiver, and the reader decides to take a different way, the way of dialogue. Nonviolent communication is a field of study, and by using our intelligence, learning to trust people, learning to know we all might make mistakes, and also that we are all capable of changing our opinions, our believes, and of course, learning to protect ourselves, but in a nonviolent way, not violently, not through that kind of violence we exert with prejudice, with doubting people’s intentions and all that, we can make the world or at least our personal lives a better experience.

So I hope you understand that my words here are not about particular messages we shared, but a long-life kind of analysis by an activist and a teacher.

Don’t be chickens with this absurd thing of exams that do not threaten anything important in your lives. Be loving towards yourself and others. We can change this old-time dynamics.

In case it helps, two practical cases. I told Marina I thought she would learn more if she continued working this year, and took this course again, because I have the feeling that if she could spend more time doing this kind of course, she would enjoy it and improve her English a lot. Of course, I will be happy to see her pass in June if that’s what she wants. Surprisingly, because her level is already advanced, Dessi is considering taking this course again, because she wanted to spend more time discovering things, working on things, developing projects, and this course is that open. Well, I would love to see her again next year, of course, but she’ll mull over this a bit more and finally decide freely. I’m just mentioning this in case it helps you all to take some more pressure off your backs. My frame of mind on this matter would be similar to Dessi’s, because it’s true that reaching a consolidated advanced level takes many years of use of the language and also because it’s hard to find courses offering so much freedom to explore the world and oneself through language. ❤

Finally, if you all pass I’ll be happy. If you all decide to take the course again, I’ll be happy too! (though the authorities will think I’m a hopeless teacher, of course! 😀 )

Well, today we did the C1 listening exercise on friendship, agreed on plans for next day (doing the 2015 June C1 Listening Test after listening to two different OPs and giving these people some feedback) and went through pending things we need to finish so we can work on in class (news extracts and functional translation).

We also devoted some time to your Writing Tests, and I highlighted some ideas for your Proofreading work and LoMs, like working on organizing ideas Before Writing (brainstorming, selecting and ordering ideas, outline), for the sake of textual structure, and checking subjects & verbs first including tenses, and all kinds of agreement (S-V, aux-V, adj-n, including this/these + n, that/those + n.).

A language question that came up was trustworthy / to be worth it / dependable / dependent / dependant.

I have a few other activities for whenever you are ready. Please, let me know. I do hope we can also watch a documentary called How Art Made the World, the episode on how we’ve represented the human body, which is an extraordinary episode. Or a neuroscience documentary on memory.

Finally, I gave out one test for Emilia and María José, and one for Karen, Lucía and Sergio, along with a copy of the test instructions for “parejas and tríos” (Mª José and Emilia, Karen has your copies). Other people need to talk about whether they want to find their partner or me to decide that, so don’t worry if you have no partner.

In the second half of May all of those of you who are sure to come to the Speaking Test in June, will register for this oral. This means, they’ll register in pairs or groups of three, and then I’ll assign a time for whichever date the Head of Studies establishes for the C1 Orals. People who are unsure of wanting to take this exam, shouldn’t register because if they failed to come, that would cause havoc! They won’t lose their right to come to the exam on the date of the oral. It’s just they’ll come at the time non-registered people are summoned (“convocatoria única”, it’s called), usually some time before the registered orals begin. In that moment, if other people come, we’ll form the groups and assign a time, probably after the registered students, or on another day. Another option for the examining board is to add each of the convocatoria única examinees to one of the registered pairs of students, forming groups of three in this way. This would happen if we could not use a second day for orals because our maximum time is four hours of oral exam giving a day (the law establishes we examiners have a half hour break after two hours).

NEXT FRIDAY: At 16.00 Toastmaster, at 18.00 the workshop on Emotional Intelligence. About your E.I. questionnaires: you can give it to Ana, the janitor, if you are not attending the workshop. You can also ask her for the Register for Book Adoptions (1 euro donation).

NEXT MONDAY is a holiday.

Work as hard as you can, and as joyfully as you can, and see you on Friday or next Wednesday! ❤

About yesterday’s talk: I felt priviledged to have the chance to attend a talk by Eulàlia Lledó tailored to what we had suggested.

  • I was really happy to see some of you there. Please, feel free to post about the talk, whatever it is you thought, of course!
  • For those of you who couldn’t make it to this talk, don’t worry! We have the video!
  • For those of you — if anyone is in this case — who did not come probably for being unaware of having an antifeminist prejudice, or a patriarchal heart, which dictates many of our likes and dislikes, and conditions our curiosity, I hope you can watch the video, too, when it’s published! You won’t regret it! 🙂 ❤
  • Some teachers told me how happy they were about my work in Coeducación because they were realizing they were actually developing a feminist intelligence! ❤ ❤ ❤ I couldn’t believe my ears! 😀 So I’m extremely happy because the world needs us all to be feminists, like Chimamanda Ngozi Adichie wrote, right? 🙂 ❤

And as I’m on a roll, to celebrate all the good feminism is bringing to the world I’d like to share with you one of my favorite DNVAs (Direct Nonviolent Action), by a German feminist, two years ago on an 8 of March, the Sanitary Pad Street Action…

adnv_pads

Talk next Tuesday, April 25: on the importance of naming women too

Dear students,

Considering a high percentage in this C1 group this year has a well development understanding of the importance of developing a feminist intelligence to reduce injustice and violence in the world, and considering we live in a town where both foreigners and locals seem to miss the human rights points, I’d like to request your active support in the task of spreading the word about this conference by Eulàlia Lledó Cunill, a linguist, a researcher, a teacher (+ educator for equality as well) and a feminist. Language is a tool we have at hand to change the world for the better because it is key for enabling us to think and key in helping us relate to people. All teachers should be truly interested in this talk, particularly all language teachers, but as language determines what we can actually think and how we relate, thinking about this huge topic is always healthy for everybody!

At EOIs, as people gradually drop out as a result of zillions of things (finding temporary jobs, not finding time for true language learning, not being able to bear the tension of finals), typical in adults’ lives, when spring comes, groups in general have decreased in size.

In my case, my groups next Tuesday are a semiprencial and because it’s semi, they only come to class on Thursday (from  60, 70 people enrolled, we just have 10 following the course! and just one came to Coral Herrera Gómez’s talk!!). And in my next group, 1ºC, health and work-related problems have taken a toll in an extraordinary group, really: just 6 or 8 people are following the course now. (Knowing who’s following the course is easier at lower levels because they depend more on us for their learning.) So we need you!

If you can spread the word or put up our poster somewhere (we can make a color copy for you — let me know!), we would be grateful! ❤

Here’s the link you can send out or post:

Today’s Talk

Thanks for coming!

I thought nobody was going to come, and that would have been such a sad thing to do to  school projects like this, really. Also, we should really pay attention to constructive analysis that allow us to improve our living together, right? And it was our Grand Opening, you know, as people who have a groundbreaking feminist Coeducación project with followers in so many different places ( ❤ ), not only the beginning of our celebration of the 25th anniversary. Our second celebration will be on the 25th of April, same time, same place, but this time with Eulàlia Lledó Cunill, one of the most knowledgable people in this country when it comes to language and the r-evoLution feminism is bringing about on this planet! Love and language, as our Head of Studies pointed out in her intro. Two BIG topics where every single person can contribute to positive change. Empowering subjects, because they allow us to feel we can achieve change, as we exist and use our very lives for that, not weapons or destructive ideas, attitudes, words, actions.

So a big relief to find that almost 100 people attended. The head counted you all! And we were surprised to see so many adult men coming, too (not because they were accompanying a woman they loved, I mean! 😀 ) ❤

Any thoughts to share? ❤

Video: Catherine, on Scotland (Guest Speaker)

At last, I made it! Here’s a precious talk by a Scottish woman who we had the chance to meet thanks to Cristina! I hope you can find the time to watch the video, excuse the recording and editing mistakes, and enjoy all the learning this talk brings! ❤

Scotland & Scottish English, by Catherine (Guest Speaker)
Catherine, from Edinburgh, kindly accepted Cristina’s invitation (C1, 2016-17) to come to our School as a guest speaker and speak about her country, Scotland, allowing us to learn about its people and culture as well as to listen to the Scottish variety of English so we can get acquainted with its accent. We feel privileged to be able to offer this video to our community. Thanks so much, Catherine, and Cristina, for this precious gift! The video includes her about 15-min talk and then questions by students. We hope you all enjoy Catherine’s talk !

Diary for Wed Feb 15 – Elva’s Iceland & High Fidelity

Today we had a wonderful lesson, with Elva and her two daughters, from Iceland, and Juan’s Avanzado adorable group, who also joined in when we had Warren speaking on Cambodia.

Elva, as someone who was brought up in a culture where community is more positively developed than in Spain, did not feel intimidated by the audience of eager listeners. She seemed to be at ease with us all, as if we were people, and not “the enemy” or “a threat”, as Juan pointed out. We hope students can learn from this, for their public speaking. Elva’s approach to her presentation was also different: she invited people to make questions. ❤ And people had lots of interesting questions to make! At the end, Clara taught us how to say thank you (Takk) and drew an elf, and Greta (?) drew the face of an elf and we took pictures.

We have a beautiful video to share with everybody, so I hope to find the time to edit it asap! I’ll keep you posted!

After Elva left we had a cozy session, exchanging impressions on different topics. Personally, I enjoyed it very much. ❤

Once our adorable guests had left, we had a wonderful Oral Presentation on the novel High Fidelity, by Dolores and Germán. I found it really well built, with bits of everything: author’s bio, plot or story, fav scenes, fav descriptions, useful language for improving your vocabulary range in terms of phrasals and for improving your accuracy with prepositions… The students’ Englishes were really good, in accuracy and language range. Unfortunately, we ran out of time, so we’ll devote some time to that next day. (Lesson learned: people, when you work out how long your OPs will be, consider people’s interruptions, this is, participation, hahahah.)

Finally, I asked whether there were OPs for next week, people thought I was telling them off, but it was just a question, hahahah, and then I said that I’d bring stuff and people were welcome to bring stuff, and that whatever we brought, it’d be for having conversations around it or for retelling, too.

Dessi and Germán stayed a bit longer and we had a very interesting conversation about prejudices in politics, and how ideas can be best expressed when we are critical of something, without saying authoritarian ideas that do not match democratic ideals. We talked about the Repúblicas, the Civil War, the Francoist dictatorship, the Transition to democracy and the attempts to heal this deep wound that does not allow our democratic culture to develop more positively. As it was 10!!, Germán suggested we go some day for a drink and a chat! And this lead us to our Hidden Treasures outing. Dessi was so surprised I had suggested going out for a drink when I had been insisting in my refusal to go out with students for a drink! 😀 True, true! But it was a special day: the movie was a school activity (Coeducación + English), but it was so wonderful and the company was so interesting that I couldn’t part that easily! 😀 I even had a bite!!, which is something I hardly ever do because I’m so nervous (or energetic) when I’m with people.

Well, night night! Use your English! Have an amazing bilingual week! ❤

About Next Wednesday: Iceland & High Fidelity

As Elva is coming at 7.10 to start her talk, and people in Spain are rarely punctual, I’d like to request students to try to be in class by 7.10 (“by” means “at the latest), please, or to pretend the talk is at 7.00. I’ll be in class at 7.00 sharp.

Also, I’ll ask you this evening, but… I think we should invite other groups, too. What do you think?

Elva’s talk would be from 7.10 to 8.10 (I think it could take up to 8.30 or even 8.45, where I’m setting the limit so we can listen to the High Fidelity OP by Germán and Dolores, OK?)

Reposted with Update (Guest Speaker from Iceland: Elva in February)

Update of Feb 9: Elva says, “the 15th is better for me from 7:10-8:10”, so this means the High Fidelity OP would start at 8.30 or 8.45. Would that be OK with Dolores and Germán?

Elva asks when would you like her to come. Her two possible dates are the 15th of Febuary and the 22nd. She’ll bring maps of her city and thinks the activity would take about an hour (without counting our questions?).

As a reminder, in case it helps you decide, these are our lesson plans for those days:

  • OP DATE FEB 15. Dolores and Germán, High Fidelity.
  • OP DATE: FEB 22. Isabel and Marta, Orange Is the New Black.

Please, post here your preferrences or tell me in class tomorrow!

 

Feminist humor/humour

272759549742

How would you translate it? I can’t. “Fed up with having to do all the work and being invisible”. We were called “revolting bitches” but I don’t see why we should have been insulted. It’s very funny! It’s a pun and the stick to turn the masculine “o” into a feminine “a” is a CLEAN tampon, so — why would it be revolting? (Demented laughter)

More humor in feminist political action: Elöne, German artist / artivist

imagine-revolting

And this humor is admirable — for all the violence women get in this planet.

Have you ever read this classic text by Gloria Steinem? It was based on things that were learned in the 20th century in philosophy and other areas of knowledge, really! “If Men Could Menstruate“. Can you feel how belittling and humiliating it is to be bombed all day with the messages patriarchal minds send women?

Antifeminist people say women also use violence when they make fun of men, or use psychological violence, or verbal violence. (We all use verbal violence — words as physical blows and conceptual violence every day.) As if women were not human or men did not use apart from physical violence all the other kinds, including, traditionally, deciding over women’s lives, locking them up to serve them, mostly, or exploiting their work as if women were machines. But about violence — this is what I want to write about — let me say: the fact that men are allowed and encouraged in patriarchal societies to use physical violence AND the fact that women are not allowed to use it (a woman who kills is perceived as more evil than a man who kills; we fear her more), both show that using violence is educational, cultural. Because any human being is capable of using any kind of violence, or use their conscience and intelligence and not use violence on a daily basis. The patriarchal idea of physical strength is rather misleading.

So — Why are feminists obsessed with the period? Perhaps because it’s nowhere to be seen in History. Perhaps because all women’s issues have traditionally been irrelevant or disgusting? (Have you seen a true picture of what giving birth looks like? Lots of feminists had to posts messages in support of a woman artist, Ana Álvarez-Errecalde, who wanted to be taken a picture with her newborn for all the violence she was getting in social networks. She looks so absolutely happy! Why are women’s moments like these disgusting to see?)

Why isn’t feminist humor understood, or women who are feminists when they make a joke? And what they say is taken as if they say it seriously, so the reaction is so wild, ridiculizing them as thinkers, when the fact is they are making a joke? A political joke most of the times. Often an admirable joke. And when women reason, they aren’t listened to or red, because people in patriarchy can’t accept, can’t take it that they reason (we would have to get really upset about having made it so hard for them to help organize the world and solve problems), they can’t say anything which is worth it for us all — not as valuable as what a man can say, in any case. This is what history has told us. This is what we’ve been told for centuries everywhere. Women are bad at heart, particularly when they don’t do what patriarchy expects from them, like wanting to study, wear the clothes she likes, have sex with people she also chooses, drive, play football, have or not have bay bees, travel the world, write books, fight violence…

But women have always been here, not only patriarchal-minded women, also women-persons, or differently-abled-women! ( 😀 ) — like men who refused to become patriarchal men, or couldn’t — , and if we hadn’t had to fight so hard, we could’ve contributed more and in more varied ways, and mostly: we could’ve had a life of our own, for ourselves too, not only to help our community or family!

1973november_feministhumor

Humor has a role in feminism, particularly in Nonviolent Direct Action, but also just because feminists are human beings, too, and humor helps us survive! ❤

feministhumor_sex

guerrilla-girls

rapewontbelieve

wecandoithomem-feministagranddaughters

Diary for Mon Jan 30 – Guest Speaker from Scotland! & Lesson Plans for Feb 1

Today, after some confusion, we had a wonderful lesson. We managed to do Part II of the listening activity on climate change, and people had amazing results. Now your follow-up work should include listening again and retelling (click to hear). Please, do the cloze test at the end of the pack, in case we can fit it in some day. We’ll do Part III whenever we can, too. Does anybody remember how long it took us today to do Part II? Thanks.

Then Cristina R and Catherine, from Scotland, gave us the wonderful present of a talk in Scottish English! Scottish English is hard to understand JUST BECAUSE we hardly ever get the chance to hear it! So now we’ll be able to get used to it, because apart from today’s talk, Catherine allowed us to videoshoot. Our guest speaker told us about her country, her hometown, what it’s like, what university is like, too. And answered quite a lot of questions by students! She’s looking for a language exchange English-Spanish, so if you are interested or know of anybody who might be, I’ve got the contact info.

Next Wednesday we agreed to do this: Devote the first 45 or 60 mins to small groups checking the Collocations Worksheets (one at least). I’d like to ask you to share with your group which Useful Language you chose from that work. Remember that you need to say those sentences out loud to count on your ear and mouth memories too! Then, the rest of the lesson would be for Reading Projects. Please, don’t let your group members down! I posted here some of the questions I need answers too, so please read! ❤

The deadline for your January Writing is next Feb 8, but today some people already handed in their work. Next week you should ask me about the February assignment if you have questions.

REMINDERS

LoMs. Remember you should be good at knowing which your weak points are in terms of mistakes, so work on your LoM with feedback and corrections to oral and written work.

Listening to radio program(me)s. News and interviews. There are lots of podcasts you can download, to select one every now and then and listen to it again and again to improve your comprehension, fluency and accuracy. Now it’s the time, and until the end of course.

Weekly Learning Plans. Not to hand in, but to maximize your learning time! OK?

Today Dolores told me she had finished reading the C1 Resource Pack and that she found it helpful for her learning. She said she had arranged different groups of cards, to meet her needs. Thanks so much! Feedback on this is precious for me, so I can improve things, or at least know what’s most useful to students. I’d like to remind you all that the version which is now for a free download on TP (link above) is not the same as the one you have. And — I know I wrote it, but — I think you should buy the paper copy, because it’s only 12 euros and it’s a very special thing that might go out of print for lack of resources in public/state-run education! (There are only a hundred and something copies, and that’ll be sold in not that long!)

Finally, I’m getting orals people have been working on (retellings of Story of Stuff, Redesign My Brain…). Well done! I’ll reply with my feedback asap, and if you don’t hear from me, please, remind me of that. Video editing and preparing articles and listening exercises is taking up a great deal of my time these days!

On Elva, the Icelandic Guest Speaker!

Dear all, Elva just wrote. She’s brought maps from Iceland! She’s asking when you would like her to come, and what you would like her to speak about. I sent her the links to all the posts here with the word “Iceland” and said you were adorable and would ask her questions, but that you would probably prefer she chose the topic. Still, please, let me know next week WHEN at least, and if you have questions or suggestions for topics she can talk about. Perhaps we could also invite the Avanzado group?
The links here I sent her:

About your talk, well, we prefer you choose what you want to tell us about your country.
They’ve been reading these articles on Iceland:
https://c1coursebymf2016.wordpress.com/2016/10/30/why-iceland-is-the-best-place-in-the-world-to-be-a-woman/
https://c1coursebymf2016.wordpress.com/2016/11/02/reading-articles-1-a-course-project/
And here are more posts where Iceland comes up:
https://c1coursebymf2016.wordpress.com/2016/11/26/descriptions-6/ (a student’s post)
And a documentary we haven’t watched, but that I suggested:
https://c1coursebymf2016.wordpress.com/2017/01/24/documentaries-where-to-invade-next/
It’s awesome you brought maps!
Perhaps you can design, or we can do it in class together, an activity based on the maps!
Feel free to do whatever because the group is adorable!
Oh, this post was after we spoke last:
https://c1coursebymf2016.wordpress.com/2016/11/11/news-about-our-prospective-guest-speaker-from-iceland/
When can you come?
Not next week, because we’ll have someone from Scotland, and they want to finish some of the things we should’ve already done!
When then? After that, whenever, till the end of May. Whenever suits you best. Lessons are on Mondays and Wednesdays, from 7.10 pm to 9.15 pm. You can use as much time as you need, or as little!
I can make copies of whatever you like, if you need them, for all. If you send it to me beforehand.
Any questions or help, please, let me know!
Thanks so much!!

We have a little pressie for you. Olive oil from local producers in Coín!
Hey, just thought of it: I’ll ask them on the blog. If I’m not back to you by the end of next week, it’s that they prefer you choose, ok?
Night night

Diary for Wed Jan 25 – Guest Speaker

warrenToday we had the great luck to listen to a very knowledgeable speaker on the topic of Visiting Cambodia, for he is a tour manager who lived in Cambodia for years. Previously, I had asked students to watch these videos as a warm-up.

As not many C1 students made it to class today, I rushed upstairs and — sorry about that — forgetting to ask them first, I invited Avanzado students in Juan’s class to join us. And that was great! Suddenly the room was full of life! There was such an atmosphere! (I wish this were so each single time we organize events!)

I was wearing my super girly-girly dress and after doing the catwalk (well, my “pintillas” version of that, after a 30-second tutorial on how to spot a feminist when in a girly disguise), I acknowledged María José a<3 s the person who made this event possible, and invited her to tell everybody about the exhibition she’s also on, “Aventureras”, whose opening is this Friday at 20.00 near Glorieta Ford. (More info here.) Incidentally, she gave me a poster I put up on the door and for just me an autographed bookmark (well, I had to beg her to sign it for me! 😀 ). 😛 Ana, the janitor, while Juan’s group moved to the first floor, wrapped up a bottle Lola, one of the French teachers in our school, bought this week from local producers in Coín with school money. It was our little present for Warren because he was not going to charge us (a fee) for his talk.

Warren Garber, who allowed me to videoshoot his talk, introduced himself (a Londoner) and started off by telling us about his relationship to Cambodia and Andalucía. Then he moved onto the topic of Cambodia. He had prepared a wonderful power point presentation, which offered visual support to the topics he spoke about, and this made things easier for the audience to follow. I particularly loved the way he explained things, because he often paraphrased things so that people could follow better, as if he knew which words might pose trouble to students. And because he knew well what he was speaking about, and easily related things to his own thoughts and experiences. On top of that, he knew where the audience came from, too, I mean, that he was speaking about Cambodia to us, people living in Costa del Sol.

Students and Juan the teacher were wonderful because whenever they had a question or comment, they posed it, so the talk had very interactive moments!

Warren told us about the country’s location, what it’s called, what its weather is like, what people’s lives are like in terms of everyday details (TVs powered by car engines in huts; mobile ringtones heard in rice plantations) and also general occupations (women workers, mostly, in fields or sweat workshops), including the gender problems that patriarchal society has. He gave information on health concerns and transport/transportion. He showed us bits of landscape and key tourist sites… He gave us some key hints on history, and international relations in Asia and with international superpowers. And ended the talk bringing up the issue of food, this BIG cultural question. (By the way, I would have wanted to ask him why British people find eating squid repulsive, well, if that’s right.)

We had fun, too, because Warren has a great sense of humor/humour!

And my right hand was totally numb midway, so if I manage to edit the video (chop it up in different video clips by topic, like this one we did on Trinidad and Tobago! It’s 8 in all) you’ll see the image’s rather wobbly (unsteady) at times! Sigh!

After Warren left, Juan’s group left, cheerfully thanking us for the invitation. And those of us who were left reviewed the issue of word order in questions. I suggested people collected questions and did some oral drilling to improve their accuracy and fluency. More on this on my next post. Please read.

Last, I told students I could publish their human rights letters on our brand-new multilingual Human Rights blog.

Well, thanks to everybody for today! Life is much more interesting when we work together! ❤

Diary for Jan 23!

Today we had a very productive and communicative lesson! It was fun, too, because we had some time to speak. (People, I’m watching Michael Moore’s latest documentary and it’s just on the bit on Education in Finland, and how I wish we had that! Do you know Fuengirola has one of those schools? If we could only find someone there who spoke English and wanted to come as a guest speaker.)

We started off by recording 4 articles of the human rights declaration. (I might have to ask for more volunteers if the French teacher who is now ill isn’t back next Monday, OK?)

Then María José told us about her upcoming exhibition. Check this out.

Then I told people about our Coeducación work and our need to attend things we organize because attendance is so terribly low most of the time! So here, how can you not attend these upcoming events? Read on

We talked about fundraising: online platforms like teaming and crowdfunding projects, and then Cristina asked about public schools and their own fundraising to make up for all the underfunding. I suggested a classic: when we are told that something cannot be done (as civil servants) I always ask where that is said. People might interpret this as me troublemaking, but the truth is we need to know what the law says because public schools are all subject to law in all they do.

Last we moved onto language questions and checked page 3 of the Redesign My Brain worksheet.

Oh, and in case someone is interested, here are my notes and exercises on the Saxon Genitive (opens a word doc).

UPCOMING PLANS. We forgot to establish a deadline for your January writing but considering some people have already handed it in, I’d say February 1, the day you all need to gather in small groups for your Reading Projects. I suppose you already know but Cristina B won’t be making it to class till April. Still, she intends to audio record her work on that.

NEXT DAY. We’re priviledged to have a British man who lived in Cambodia and is married to a Cambodian espouse. I don’t know how long things will be, so just as a contingency plan, bring your worksheets on collocations. Depending on how long he plans to speak for, or your questions (please, interact, OK? ❤ ), we might be into checking one of the worksheets with him!! ❤ ❤ ❤ I’ll also bring small-but-strong video camera in case he allows us to shoot!

Diary for Wed Jan 18

Today checking your answers to the two first pages of the Worksheet for Redesign my Brain took up the whole lesson because we also talked about techniques and the language items I had selected for the questions.

We have arranged the following plans for next week:

Monday

  • Finish page 3 of the Redesign My Brain activity
  • Do Part 2 of the Climate Change listening activity
  • Small groups to check the collocations handouts (8, 10)
  • We should also agree on a deadline for the January writing assignment. Considering it’s a book review, a travel guide entry or a travel brochure, or a brochure like the one I gave you on Women in Black, you might need the deadline to be in February? Just let me know what you think next Monday.

Wednesday

We’ll have the pleasure to welcome an acquaintance of María José’s, who is British but has lived in Cambodia. So he will be talking about whatever he likes in connection to his country or Cambodia. I’d like to ask you all to think of questions on these two countries, or language questions, too, the kind a someone who is not a teacher can answer. It seems he’s a tour operator, so this would connect really nicely with descriptive texts and brochures, and travel guides!

I’ve asked for a gift vochure for Teseo or olive oil for our Guest Speakers, considering we cannot pay them if they don’t have a CIF number or something I don’t understand they need to have to get paid.

I’m asking students to please prepare questions for our speakers, OK?

Updates on the Ngozi Page above

I just included Cristina B’s review, and activated the “post comment” tool because it was impossible for you all to post anything there! Thanks, Cristina, for letting me know.

Now you can post away there, if you like. I’ll double-check your English. Cristina, I think I changed two words! Sorry! 😀 If you don’t agree, change it back! 😀 ❤

I’d like to ask if anyone coming to class can take a picture of the posters we made and have in class, so we can include it here! My camera is far too heavy and as you know I’m resisting buying a mobile phone that just allows me to make and answer calls!

https://c1coursebymf2016.wordpress.com/dedicated-to-chimamanda-ngozi-adichie/

News about our prospective Guest Speaker from Iceland!

Dear all,

I just called / I’ve just called Elva, a woman from Iceland who I wanted to invite to class, as a guest speaker, so we can learn about the people in this country first hand! And she just told me / she’s just told me that she’s leaving for Iceland again in a week / in a week’s time, but that she would be delighted to come to class in January. We arranged we would get in touch then to arrange for a date and the kind of lesson we would have that day!

I had the pleasure of listening to Elva’s English last June, when she registered for the Avanzado Certificate Test. I was part of her speaking test examining board. Her English was consolidated at the advanced level, so a B2 certificate less than she could have actually certified. But as you know, it’s not possible to take the C1 Certificate Test as a freelance student (Libre). Yet (let’s cross fingers!). Anyway, although we don’t evaluate ideology, or ideas, just the language and textual and communicative matters, I was deeply impressed and moved by her monolog(ue), which was about refugees. So after the tests, I asked her about this idea of visiting our School to talk about Iceland. And she was generous in her reply! She’s even brought us some maps, already!

As you know, you have a reading assignment, which is two articles on Iceland which I posted here (Reading Articles, a Course Project). You should read them for January and work on ideas and language for your productive work (speaking, writing), which will also be positive for your reading tests!