How-to’s

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! ❤

 

Coeducación: Invitation to meet on June 29

Find the info in this post! ❤

Best of luck tomorrow! ❤ Today, the tests for Intermedio were so interesting and lovely! and people were generally really happy! And everything was so well organized! 🙂 I’ve tidied up class, too! 😀 ❤

En este post, toda la información!
https://coeducacioninteligenciafeminista.wordpress.com/2017/06/07/invitacion-a-reunirnos-para-vernos-y-hablar/

Reminder! Grupo de trabajo DIF!

The bound-to-be-formed DIF Working Group (Grupo de trabajo Desarrollando inteligencia feminista) is going to meet on June 29 or the 30th (Thurs. or Friday), in the afternoon or evening, depending on people’s preferences. Coming to this informal meeting doesn’t oblige you, so if you are curious or would like to join in, please, send an email to inteligenciafeminista AT gmail DOT com as soon as you can, so we can agree on a date and time! Thanks

Here’s the newly update Announcement Board, which you can actually read by clicking on the pic and using the magnifying glass! 😀

https://coeducacioninteligenciafeminista.wordpress.com/2017/06/05/tablon-de-coeducacion-junio-2017/

Some resources!

The word docs will not open here. check your downloads!

bullet Verbs for Essays 01 Text doc (1 page)
bullet Verbs for Essays 02 Text doc (1 page)

bullet Inversions after negative adverbials Text doc (1 page)

Here are some of the verbs we talked about today:
bullet Infinitive or Gerund? 4 Text doc (1 page)

Subjunctive: Suggest (1)

https://projects4englishlearners.wordpress.com/2013/01/21/subjunctive-1-suggest/

https://c1coursebymf.wordpress.com/2015/04/14/suggest-the-subjunctive/

https://c1coursebymf.wordpress.com/2015/04/16/ps-about-suggest-and-language-change/

Suggest, advice and recommend:

https://www.englishpractice.com/words/recommend-suggest-advise/

About today

Today we reviewed some language points, and I said I’d post examples on “suggest” and check “recommend”, “advice”… I will. Soon-ish!

We had to rearrange plans, as Dolores told us her classmates were not coming. So we moved that performance for our last lesson together, when after listening to them, and giving them feedback, we’ll celebrate the end of the course read each of us a story from an amazing book I just bought online. I’ll also give you a brochure of our courageous proyect Desarrollando inteligencia feminista.

So today we listened to Lucía, Karen & Sergio, who did really well! ❤ And there were very funny parts too! Next day I’ll comment mistakes so you all see what we notice most. They would probably pass, the three of them, but Lucía and Karen made some mistakes I think they could avoid next time!

Then we listened to Soluna and Lorena, who made interesting mistakes now they will probably avoid when taking the exam, which is good news! ❤ Soluna would probably pass, but she needs to be more aware of balance in the amount of language each of them offers, and Lorena could pass but she needs to speak more, finish her sentences, and avoid mistakes.

Avoiding mistakes takes lots of monitoring one’s production, so I recommend you practice listening to yourselves, and use my edited videos, because they will help you develop this skill. As you watch the videos and read my notes on mistakes, jot down whatever is useful for your own monitoring.

Speaking Exam Summonings: I reviewed my draft document, trying to find a solution to the situation of us having more people come in June to the oral. Just now, I’ve written to Lourdes, to see if she’s coming. And I’ll send an email to Mario, too. But the idea is to have Sergio and Mario together. The thing is I can’t put them together because Mario has not registered for the oral and I need to see if he comes in “Convocatoria única” to assign him a time and a partner.

Last, we did not manage to read the intro to the lexical creativity workshop, so please, read it, print it all and have a look. If we don’t manage to read it in class, anyway, I’d like you all to create words in English next Monday. So work on this this week. It’ll help you with wordformation, which is interesting for whenever we don’t understand a word, for instance.

I gave some writings back, and there are more to go. You can’t hand in writings next week, so keep this in mind! If I don’t manage to finish (today I need to write out my defence for the sanctions for going on a strike last March 8 because tomorrow is my deadline! And I have so much work to do I’m not sure I’ll manage it all for Wed), you’ll all get your work back next Monday for sure.

Please, read the C1 Resource Pack on Speaking, to consolidate things we’re considering these days: not speaking Spanish or explaining what it means, balanced turn-taking, balanced production (as balanced as possible), having an intro and an ending, asking, making comments, follow-up language…

Diary for May 15, International CO Day! (nothing to do, though!)

Today it felt really good to have some time to get a feel of your psychological emotional state in the face of the end of course and exam month. Thanks! I’m so happy the Lorena-alarm was not our Lorena! ❤ Phew! My mind was blown to pieces! I couldn’t understand a thing! This comes from students not informing of their level or group! So now I’ll try to solve the other crisis! My adorable other Lorena must be wondering who Soluna is! 😀

We reviewed what June 8 will be like, and I could see the group is offering mutual support, so I hope everybody can feel confident on what is to come and on our performance! I reminded students of some key things they should bear in mind while doing the Reading, Listening and Writing test. We can talk some about this as you find your questions and also your suggestions.

So we couldn’t do Functional Translation and unfortunately Soluna left and I hadn’t realized, so we had to move her and Lorena’s performance to some other day.

I was very happy to learn that you had all considered coming to our dinner party. Now I can tell teachers C1’s did consider, but decided not to join us because it was a bit too dear! See? I suppose it was a coincidence but my Básicos are not coming either so it’s like I had not told my groups or something! 😀 Not that anything would happen to me, really. My colleagues are adorable! But because I’m so anti-socializing people could consider I had a role there! 😀 AnywayS!

We had a speaking test practice session with Luz and Germán and it was really good. I gave them a souvenir too.

I recommended EM-PHANATICALLY (lexical creativity) total exposure to the language from now on, diversifying the kinds of oral texts, and also some time every day to listen to my Useful Language episodes at the Talking People Podcast (another path is to go to TP – enter – Useful Language, where the transcripts are), so you can improve your fluency and accuracy, particularly for conversations!

I asked people to consider allowing me to videoshoot their performance, particularly the conversations, because we have no sample of that and it would be helpful for other students.

People booked for their performances, and also registered for the June oral. Unregistered people can also do this next Wednesday. Then, I hope I can give the Head of Studies the summonings on Friday, instead of waiting till next day.

I suspect the HoS will be publishing dates tomorrow. In any case, if your Written part is on Juen 8 (right?), the oral would be on the following Monday, but she needs to confirm this first, so this info is not official yet.

Plans for next day are: first oral practice (we have some people there) and then Functional Translation, but I’d also like to read the intro to the lexical creativity workshop so that the following week you can start creating words (Monday) in small groups. I’d also like to do Maria José’s listening activity, but I suppose that needs to move to next week now. I’m sorry! ❤

Finally, please, keep in touch with worries and joys, because I need that kind of communication to avoid worrying when I get panicky emails, OK?

We also talked about going out for a drink, Publicación de Notas y Revisión, and about next Friday, the climax of our celebrations around our 25th anniversary. I hope you can join us before the dinner party, at our School. There’ll be so many things going on! You can take part in any of them.

And help me with the lesson plans, because this month your needs are a priority.

Romina, here is the link to some examples of how I learn vocabulary when I read (the C1 Resource Pack has examples too).

From this page: https://c1coursebymf.wordpress.com/read-n-watch-prisons/This doc: Chapter 1 (Resource): How to work on the vocabulary of the first three chapters: OITNB_chapter 01 (4 pdf pages)

When I find some time, I’ll include that on this blog I created precisely for that kind of work: learning language from reading: https://languagelearningfromreading.wordpress.com/

I welcome contributions, for once you’re in outspace without a teacher! 😀

Last, some LANGUAGE IN THE NEWS, in case you are listening to the news, but don’t forget to listen to panels, interviews, on the radio:

https://c1coursebymf.wordpress.com/language-in-the-news-writing-essays/

PS: on How to use the Oral Exam Assignment

When you get your Speaking Test card (Modelo ___ [un número], Candidata/o ___ [A, B, C]) the idea is that for a week you listen and read on the topic, to gather knowledge, useful language, and expand, thus, your knowledge…

Then, sit and prepare the mon one day, using an outline to complement your speaking test card (you can use both things in the actual exam), and practice speaking while timing yourself. Adjust ideas, wording. Make your range richer. DON’T WRITE DOWN YOUR MONOLOGUE PLEASE! You can only jot down Useful language, not the actual monologue.

For the dialogue, please, consider language functions. Check out my cards where that is explained. Check out my card on Structure in Dialogues, and use my podcast episodes on Communication Strategies too. To expand your knowledge, and train in speaking (being accurate and fluent).

Each speaking test lasts about 15 minutes: two mons + dial. So when you book, we can have 4 groups per lesson, and then a discussion or other activities for the second hour.

By the way, if someone wishes to buy the C1 Resource Pack remember to do so before you leave the School!

Downloadable pack here: https://www.facebook.com/c1resourcepack/

My podcast episodes that can help: Useful Language (Comm. Strats is 3 episodes and way at the back – older posts)

http://www.talkingpeople.net/tppodcast/category/usefullanguage/

In “Categories”, you also have the segment: Everyday Language at

and the segment Travel Phrasebook

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

(edited) Fighting Pressure: A Rational Approach to Exam Taking

What’s the pressure with the Certificate Exam? Why did you sign up for an advanced course? Do you enjoy learning English? What does this language bring to your life? Can you be kind to yourself? Can you work with your community in mutual support? Are you willing to experience what it is to fight Exam Culture by developing a courageous or constructive approach to the red tape of exams? 🙂

Exams cannot evaluate your knowledge and skills, really. They’re just an exercise we do on a particular moment, and a lot of variables are involved, including concentration and luck. But here are the facts:

Supposing you failed one, two, three or the four parts of the test, what’s the big deal? You’ve got another chance more than two months later, months when you can use your English to keep learning.

Then, supposing you failed some part in September, and you needed the certificate, there are private schools that give these tests for a fee, which means you could take the test somewhere else, a few months later, too. Apart from being able to enjoy another almost-free year of learning in this course.

Consolidating an advanced level takes time and a great deal of effort. What you have before you are OPPORTUNITIES TO IMPROVE, not a nightmare.

Post your fears, if you like. I’ll try to do my best to help you out! ❤

Please, work to take off pressure, not to pile up pressure and suffer for something that with a bit of rationality can be prevented. ❤

PUCs. Preparing Oral Work for May & La Guía 2016-17

I made a copy of all the Speaking tests given two years ago (because you’ve got the 2016 speaking tests on the Junta’s website) and I have a table ready for pairs and groups of 3 book a date for their perfomance. I’ll give out the tests next Wednesday to the pairs or groups of three (we need at least one group of three), after you tell me about pairs or teams and dates for your performances in May (so talk about this, please!).

There are 4 people who are not coming to class (ever), and these people could join us in June because absentists don’t lose their right to take the PUC in June and September. If you know any of them, who came at the beginning of he course, Mario and Lourdes, but I don’t know the other two. My guess is that Mario and Lourdes will come in June, but not the other two. It’d be good to know, so if you know them, please, ask! The remaining other two people who dropped out fortunately cancelled their registration, so they won’t be wasting the exam opportunities this year (no les correrá convocatoria, por tanto).

Last, the Guía para PUCs 2016-17 was published two days ago, I think. You should read it all, and ask me any questions you might have before lessons end at the end of May.

At last! Wonderful Presentation on Orange Is the New Black & On Prisons and Learning

This presentation is a great example of what an advanced learner is capable of. I want to thank students who, like Marta and Isabel, have allowed us to record their work because it is truly precious for everybody’s learning! ❤

Although our speakers make some mistakes, it is obvious their relationship to the language is very natural, at the advanced level, too, that they are able to analyze their experience with it, in complex ways. I mean, apart from the interesting points they make, apart from bringing in their worlds to the analysis (this indicates they understood what they were reading beyond “the language problem”), they can explain it all, complex ideas, in a natural way, and when they can’t find the words, they manage to find a way to make their point anyway.*

Use this to learn to listen to yourselves as you speak, so you can fix the mistakes you make which you can actually fix! And enjoy! It’s very enjoyable!

  • (except with one word Isabel utters very quickly and probably makes up! 😀 😀 😛

I’d also like to invite you to listen to some writing by Angela Davis, one of the most brilliant and honest thinkers I have read, socially committed, too, because this philosopher is an expert in the prison system, and also an activist fighting it, to humanize our world.

  • Are Prisons Obsolete? – a collection of essays on the topic. Here is one of the essays
  • Chapter 1 of OITNB, which I recorded, in case you want to see how the memoir starts
  • Also, here is a page where I share my work on language when I read this work by Piper Kerman, and some resource material I created for a workshop on “Crime and Punishment”, one of the topics in C1 tests

Finally, I believe the topic should be called “Crime and Justice”, really, but this is the world we have: we think that if we don’t use violent words or behave violently that means we are not doing anything against violence — a very patriarchal piece of thinking, in my view! Fighting violence and crime is rooted in VALUES and when the values a certain culture chooses are violent, then it’s all about nurturing the same problem. The only “punishment” a prison should offer is privation of freedom, and only for certain crimes, crimes against people (not so much property — if people were not subject to poverty, the only criminals we would have in prison are those corrupt people who steal and never get to prison), not all the other humiliating and terrible things it involves. While preventing those criminals to harm other people, prisons would be places to learn good things, to learn. But then, here and now, many of us would want to go there because of unemployment! 😀

Anyway… I hope some year we can have this workshop in this course. The kind of education based on not seeking becoming independent and resourceful, and absentism* have terrible impact every year, because we cannot count on people’s initiative, work, participation and collaboration. Teamwork is always utopia and there’s like no hope because it’s so justified we don’t have the time to work with others.

*(I do wonder why people think that you can tell people in one course you signed for that you cannot join them because you have to attend another course. I know I get to learn about this reason for them not coming to class only from people who appreciate me and respect my work, but it always hurts to see how anything is more important than learning in a course you wanted to do, right? I mean, if you have enrolled in a course, and don’t find time to follow it, why would you find time to follow another course? It’s funny how we find the most positive things for our learning, the least interesting to pursue, really. It’s like when we learn without suffering: people truly believe in practice that they learn more when they suffer in the process. Well, excuse my sharing this insight. Feel free to disagree! It could bring us hope! 😀

(Edited to fix mistakes!) Coordinating efforts. Homework, Lesson Plans & More Stuff!

Today we did some work in language awareness around the use of tenses.

We agreed on the following:

For next day: people will try to solve the gapped text, so that next day you can all work in small groups and reach agreements, and also develop awareness on choices. We will also do the two pending listening texts, on the back of the worksheet for the Richard Burton listening we did last. Then it’d be great to check your work on the Listening on Pets — please, search “pets” here and get the key, but I’d like to listen to you all on this gapped exercise. And we could also check some of the sentences I gave for translation, and/or to listen to people narrating stories in past, where they can use the different tenses and modals in the past!

For next Monday: people agreed they would transcribe the news items we worked on the listening exercise before the spring hols. In this way, you would practice real communication and all that.

About more pending work, it’s up to you what we do in class. It all depends on what you manage to do. If time has passed, perhaps you could agree on your whatsapp group what you want to check the following day and then just send me an email so I know. I’m open to proposals. If there are no proposals, don’t worry, I’ll keep on as usual! Bombing you with activities you could be doing! 😀

I explained that the reason why we have pending stuff is because as I am shy to ask — because I always fear people did not do their homework, which is actually the case most of the time, or at least, nobody tells us in class, Hey, let’s check this or that — then I simply design more activities. But if we did half of what I’ve designed for you (I really need to stop working so hard at home, it’s mostly your turn now), it’d be great and enough, considering I work every week for you but never get to exploit that effort getting your work back! Of course, I’m generalizing, so if you do your homework, please, don’t take it personal.

For the rest of our time together my plans are:

  • Language awareness (doing the Lexical Creativity workshop, too) + Writing feedback and your LoMs or questions or sharing your work on how you worked to overcome fossilized mistakes!
  • Reading some more articles (crowdfunding, the internet, … )
  • Doing another C1 Reading and Listening test (not the one on the Junta’s website, so you can do it in May or June, just before your exams)
  • and Orals: you’ll work in pairs on an exam, and then come to class, do the monologues and the dialogues and getting feedback. I’ll asign a test for each pair. You decide who your partner is. And then we’ll book dates for sharing that work. If anyone had the time to coordinate all this, I could just print the tests and give them to that person. If no one has the time, it’s OK, of course! ❤ Listening to your partners will probably be as valuable as doing the exercise. We learn a lot from watching other perform! then, if any pair is willing to be videoshot, that’d be great for other students! Thanks!

Some tips are: if you feel you are not in the advanced level, now is not the moment to quit or fret. Just keep working, it’ll be good for your English and it’ll increase your chances to pass in June, or in June and September. In my view, to speak a language well takes having developed habits of using the language in various ways, on different kinds of topics. If you have managed to learn to learn, then if you pass and I think you haven’t reached the level, I wouldn’t feel bad, because I’d be sure you would keep the effort up and develop your command over the language. Of course, what I feel is immaterial, I just mean to say that the key to be a competent user of the language is a love for using the language and learning it, and not so much reaching a level. Levels change a lot throughout time depending on this, on use! ❤

And here is Querer a una feminista, in case you are interested! ❤
http://www.mujerpalabra.net/quereraunafeminista/index.html

Lesson Plans for Monday

Dear all,

Just confirm that, yes, I won’t be able to bring your evaluated work + my collection of mistakes you all made for the Monday lesson. I’m doubtful I’ll manage to have it all ready for Wednesday, actually, so it’s likely we hold this Writing Test Workshop after the spring hol, after all!

So — what’s still on is:

Everybody speaks about a piece of news (or analysis) they read or listened to, to practice retelling and also interactions, if we are lucky and people have questions, comments or start up conversations on that news item.

After this, which will take up at least an hour, I suppose, probably more, we’ll do one of the listening tests I designed.

Then on Wednesday we’ll continue with past official exams given here or in other communities.

Remember to listen to English, work on your list of mistakes, your lists of useful language, your writing file, your speaking file, any of the wonderful how-to’s we have to use our English for conscious learning too!

Have a lovely bilingual weekend! ❤

Comments & Questions – PUC workshops

Evaluation Sheet Exercises are not about you evaluating a classmate’s exercise. They’re about you getting acquainted with our evaluation criteria and tools, OK? Imagine your classmate’s exercise is your own. Don’t get distracted with what mark you’ll give the person. You’re not doing this for that. I’ll give them the mark. Just evaluate as if it were your own work and you’re just learning about evaluation.

About Dolores’s question on mistakes below level. The reason why there are no general lists by levels of mistakes that would mean someone has not achieved a certain level is that so far we cannot establish that. The mistakes I list in our pack are just examples, but they need a context, for instance, complementary info on how many mistakes, what kind of mistakes, how rich the language range is… Fossilized mistakes are those that are systematic, for instance, or mostly systematic, but we can say little more about them.

Examples. We can tell when people do not listen enough to English from certain mistakes, for instance, transfer mistakes in flawed structures coming from literal translation. Or when people forget their present simple 3rd person s’s. However, someone at the advanced level knows that native speakers can drop this suffix when speaking slang, like you hear in songs “she don’t love me anymore” and we use this kind of language in humo(u)r for instance! But this is also true: they would not be using this kind of language in an exam oral presentation, right?

So it’s not so much about not making mistakes. Or saying, If you make this particular mistake you fail. There’s room for mistakes, but you need to work during the learning year to make the least mistakes you can, and we have an excellent methodology for that. Here’re some examples:

  • It’s of paramount importance you learn to listen to your English to monitor your production and fix your mistakes on the spot. This is important both for exams and real life, because mistakes can hamper communication and all that. And that’s why I spend so many hours editing videos, so you watch them (anybody’s not just yours) and learn to do this because this resource helps you a great deal, mostly unconsciously, but also consciously when it comes to taking notes on what you learn and for your LoM. (And who offers English learners this resource? In private education this resource would make the course much more expensive for sure!)
  • It’s very important you learn to be good proofreaders of your written work because that gives you the chance to fix your mistakes on the spot, too, apart from giving you the chance to improve your language range. That’s why we have one assignment a month: so you do Before Writing work, and you develop the habit of proofreading after sitting to write the piece. This is, the During Writing and After Writing come in one same sitting. However, people tend to prefer to make clean copies of their work instead of learning how to be good proofreaders. Proficient proofreading involves reading the piece at least three times noticing different kinds of things in each. When you proofread your work you can also take notes for your LoM.
  • LoM’s are not about jotting down stuff, they are also about oral drilling. That’s yet another resource we have to work on overcoming fossilized mistakes and avoiding mistakes. When you know you make a mistake, that it’s fossilized, you need to do lots of listen-n-repeat so that your mouth, your ear, too, automatize accurate production. Because they have a memory and you have made that mistake zillions of time. (So I always wonder why people don’t devote some time a week to listen and repeat, really. It’s so easy and so efficient! And you don’t need to suffer, you can even be dead tired, or dead drunk! We’re so obsessed that only suffering indicates learning, that learning happens with that kind of effort, we forget that learning happens in all kinds of ways, including positive joyful ways!) And this also relates to gathering Useful Language. It’s all connected! It’s like this kind of maps.

Related image

OK, I think now I’m lost in outer space!! 😀 Please, feel free to ask or comment! Night night!

Education: Raising children & overcoming patriarchal ideology

Ngozi has a new essay out. If you are interested, here is an 8 minute radio program (with transcript, in case you decided to take parts of it down as a dictarion)

How Do You Raise A Feminist Daughter? Chimamanda Adichie Has 15 Suggestions

Some feedback. February Writing Assignment (& Language Wkshp 4 April)

Please, whenever you have the time, supposing you are not following this blog regularly, list what’s in the posts that you need to work on, and bring to class, or ask your classmates, and remind me! The language workshops depend on your initiative mostly.

Language Workshop to put together!

(Do you have enough info from learning from your mistakes, or the work you did in your assignments to make requests or share what you learned/learnt?) I’d like to hold some language workshops in April, OK? So give this some thought, please!

DUE TO: For the language workshops, we need people to gather examples of their use of “due to” and bring to class so we can hold a language workshop on this and related connectors.

There are more and more destinations that are now being classified as ecotourist DUE TO their biodiversity (NOUN PHRASE) and BECAUSE they implement (S + V) sustainable development policies.
(Original: due to their activities and biodiversity)

Useful Language for topics like employment, tourism, economy…

To qualify as an eco-destination / as an eco-friendly location, a certain place should consider sustainable development, in terms of environmentally-friendly measures but also encouraging respect for the local population and its culture and lifestyles.
(Original: To be considered as ecotourism,)

Obviously, Spain is undergoing a severe economic crisis and regular and quality jobs are hard to find, or even non-existing! In any case, the questions would be, Is employment under substandard conditions better than nothing? / Is working in substandard conditions better than nothing?
(Original: It is obvious that Spain is in crisis and there are not many chances to get a job in no substandard condition. In any case, is this kind of employment better than nothing?)

Temporary low-paid jobs
Season work – high season / peak tourist season, low-season, off-seasons, off-season periods, timing your trip to avoid…,

Reading Articles (informative, magazines)

Please, read and work on this article (useful language):
https://thesavvybackpacker.com/choosing-when-to-travel-high-low-and-shoulder-season-in-europe/

LoMs
Your LoMs should have a section for grammar mistakes you really need to overcome and avoid, like misplacing words like “still”, “also”, “usually”, “always”, or confusing “used to (do sth)” with “usually (do sth)”
You should also have notes on textual matters, like how to end a piece, depending on the kind of format. Can you brainstorm on this and list a few examples and bring to class or post here? e.g. I suggested Sonia end her piece (US) / should end her piece (UK) on Ecotourism with a question that would connect the topic she developed to where she lives. Her article is informative, with headings. She presents a definition and the benefits of this kind of tourism in general and then tackles the question of the principles underlying this activity to end her piece with an example of countries who are good eco-destinations. There is something missing. A true ending. If one cannot include a new paragraph to assess the information presented before, one can certainly include a question pointing to subsequent reflections, and it is always helpful to use our own reality to make that connection, e.g. Will Costa del Sol manage to face the challenge?

Diary for Mon May 6 – PUC Workshops + OP + Some Homework

Today it was sweet to have a little conversation on what this course is about and why we’re here and why we use the methodology we use. Dolores had a brilliant comment to share, to encourage people to face Exam Training Month positively. ❤ And as I totally agree with what she said, actually, that’s precisely what I wanted to speak about today, I’d like to ask her to post it on this blog, if possible! ❤ Perhaps we can use and re-use her words year after year!

I did explain you are underusing this blog, but that I didn’t want to put pressure on you. But that I think you should use it to share your questions, work, etc. You are authors! And although we use every minute in class for hard work, there’re always things we never find time to finish. This blog can help us there!

Exam Format Training Month. My presentation of this training month was about considering we need to keep fighting the Exam Culture by trusting our work, our learning, and protecting our relationship to English. I encouraged students not to use the tests we’ll take as level testers (but I know they’ll offer you info on this, yes, but you’ll have April and May to do some more work, so don’t take it as final), but as ground for putting into practice what we’ve been learning about being resourceful when working on the language. To use their curiosity, which is to say, to control their fear and complexes in a postive way, being this resourceful: knowing nothing is at stake, really. Meaningful learning gives us much more than certificates, and passing exams becomes a logical consequence.

Our conversation brought about a few things you need to mull over and write about for the end of this month, and as we make progress in our training:

SELF-EVALUATION. Deadline: end of month. Your strengths and weaknesses, in your own perception, allowing me later to give you feedback on this self-evaluation. Soluna suggested brainstorming using this framework: SWOT – Strengths, Weaknesses, Opportunities & Threats. Do this work in layers, in different moments, like working on a draft.

LEARNING AWARENESS. I asked students to be aware of all the work we’ve done (materials and developing our resourcefulness in terms of techniques and strategiest to do different kinds of tasks), what they’ve learned, so they can use it when we take exams this month:

  • underlining what when in which different ways in listening and reading tests and note-taking, arrows, writing outside the boxes or spaces for answers until doublechecking;
  • outlines and brainstorming on language (I’ll create a page so that you can all add items you would think of for this) before writing or speaking;
  • considering the useful language you gathered from listening activities, speaking and writing activities we’ve done, and all the reading, too (blog included);
  • considering what you learned on mistakes (and oral drilling to automatize accurate production) in terms of grammar, and textual structure and format, also communicative strategies. Practice your proofreading skills, which you have probably developed unawares!

EVALUATION QUESTIONNAIRE: we talked about what I mentioned above and Emilia made some interesting questions I answered. Then I explained that I always give students a questionnaire of my own in May, for feedback to design future courses, improve things, or find new ideas, and as I listened to people an idea came up: I’ve asked you all to tell me which questions you would like to be asked in a questionnaire assessing your learning in a certain course, particularly this one! So I’ll create a page here for that, but to protect your privacy, if you like, you can all send me your questions to my email in mid-April and I can just paste the question here, and then I can improve my questionnaire with your feedback.

OP on Pay It Forward, by Catherine Ryan Hyde: Marina, Emilia, Clara, Dessi and Soluna told us about this novel, its author and the movie, and shared a reflection on the question of stereotypes that we need to pick up later on. They also brought a fill-in-the gap activity and someone inthe group will be posting the answers because we won’t be meeting next Wednesday!

I’ll post an LoM in a separate post, OK?

I asked the group to send their work for publication on Talking People (other groups are also invited to do this, of course! I might have forgotten to tell them!), so we can also add Cristina’s work (which she sent as an audio from the UK!) and also so we can develop the topic of stereotypes by publishing your thoughts on that.

STEREOTYPES. Deadline: End of this month? (We can negociate this one.) As you think about it, remember to read and listen to materials on this, to pick up some useful languge. Then write (about 100 words is OK) or record something on this topic (1-4 mins is OK) and post it here or send it by email. Remember to tell me if you want to have your name (and which!) or a nickname or something.

Homework this month: plan your listening week! Apart from whatever it is you are doing, and considering future work, I’d like to ask you to include in your listening work (news, interviews minimum) my TP Podcast segment Useful Language, particularly episodes focused on Language Functions, because dialogues, conversations, discussions require you are good at those we need in conversations. And you will be working on your grammar, too (for speaking and writing). You might have already done this, then move on, there’s much more, but here is the start:

Part 1 external link listen Read here the sentences:
bullet Asking for Clarification & Getting More Info,
bullet Checking for Comprehension

Part 2 external link listen Read here the sentences:
bullet Inviting People to Speak
bullet Agreeing
bullet
Sitting on the Fence
bullet Showing You Follow & Making Comments

Part 3 external link listen Read here the sentences:
bullet Defending a Position
bullet Disagreeing & Challenging a Position
bullet Problem-solving, Reaching an Agreement, Recapitulating, Moving On

bullet Making Suggestions & Proposals
bullet Asking for and Giving Advice
bullet Giving Feedback

And if you collect more UL and you want me to record it, we can publish it as a podcast episode. Perhaps you could do it in small groups. Or you can start a post on that so other people contribute… Whatever suits you best!

Look! I also have episodes called Sentences for your Grammar! based on oral drilling I would do when making a certain mistake:

If you consider your mistakes and list sentences to overcome them, I can also record it as an episode.

Last, I did this for Intermedio, but you might find it a good consolidation tool and useful for brainstorming on language items for your speaking and writing work:

  • The passive and tenses

 

(Edited Worksheet 2) For your homework on Questions

Based on people’s mistakes, I asked students to improve their spontaneity, accuracy and fluency in questions, but I got no news anyone was doing any work on this, we’re always so busy in class!, so to encourage you all to do so, just in case, because it’s an issue you should be good at, here is a worksheet.

The ideal thing is you go throught this worksheet together in small groups and then tell me what you reviewed and all that because I might have the role of clarifying points or expanding your knowledge or understanding of the whys, too.

Remember you have the Talking People Podcast for listening and repeating different kinds of structures, including indirect questions. It’s the segment called Useful Language.

Radio interviews: TreTalk “podcast”

In case you want to listen to radio interviews.

Remember I suggest reading and listening materials at C1 Materials, so you are free to pick the topics you are more interested in, supposing you don’t have time to do all the listening and reading I do to prepare lessons for this course!

Feedback Jan Writing Assig.: Descriptive Texts (Reviews, Travel Guides, Articles)

Based on work done by Marina, Dessi, Clara, Marta, Lucía, Lorena, Sergio, Karen, Gema, Encarni, Germán.

Out of a lack of time, I’ll focus in mistakes, OK? So please, read this with a constructive spirit! 🙂 Use what you need, I mean. If it’s not about what you do, simply read it for consolidation. ❤

LoM-Methodological Approach to Tasks. Walking in the Readers’ Shoes

  • Some people are still not allowing the reader to get all the relevant factual information on the assignment at the beginning of the text: full name, date, group, task description including word number. I think this should change.
  • It’s hard to write down corrections when there is no space between lines or no margins. Please, keep this in mind. Teachers always complain about it, but it’s like women’s invisibilization as human beings in patriarchy, consistently, people forget! 😀 (I couldn’t stop myself from introducing a cross-curricular point with Education for Equality! 😀 )

Reviews: Writing Methology Affecting Structure

Some people chose /chous/ to write a review (using a brochure format or in regular writing), but – excuse me for saying this – I wondered if they had read /red/ about writing reviews AND if they had actually read /red/ a few reviews before setting down to write one. Or supposing they did, it seemed they had missed the point of Why We Do that — what we need to pay attention to.

So here the mistake I’m particularly critical of is that you might not be using the month to prepare Before Writing working sessions (see Writing File here: all the texts are announced from the beginning of the course and you are always welcome to ask; when I post about them it’s just to arrange the date for a deadline or when there are changes in the plans) for a particular kind of text. This includes finding resources to write it well, and to use the assignment to learn MORE, to improve your structure and language range and accuracy. I suggest – if you know you did not do this – you review (bare infinitive for subjunctive with “suggest”) my video on How to work on your Monthly Writing Assignments. What I teach there will allow you to learn on your own once you stop having a teacher.

So — When you do research, consider my notes, I always post them when you ask, or old textbooks, or reliable websites, and consider jotting down things on structure (ingredientes for an outline in good order) and language items, and then put it into practice, I can give you the feedback of whether that worked or didn’t, apart from correcting the grammar and so on.

What’s a Descriptive Text, e.g. a Review? (Consolidation)

A review is a descriptive text that includes a recommendation. When we start it off, we have descriptive info for the title (e.g., the title of the work (obra) or place) and then basic factual information about it (no “Introduction” heading because it’s really shor and it’s obvious from the text).

Then comes the plot (for books and movies) in the present tense, to make the telling more vivid, or the description of the place (e.g., if it’s a restaurant, an exhibition).

Next comes an analysis of your own, that does not need to have expressions like “I like”. It needs rich descriptive language. I’ll develop this below.

Finally, a recommendation, including the closing line, of course (something that sounds like the ending of the article if it’s an article).

Articles and Novels include descriptive texts (descriptions of people, objects, places), not only narratives (actions), so training in this kind of texts allows you to improve a great deal of other kinds of texts! ❤

More on Language Range for Descriptions

Reviews/Travel Guides/Brochures…, articles including descriptions, mostly need lots of rich vocabulary and expressions for descriptions, so we really need to find different kinds of modifiers, as I mentioned:

  • adjectives like “it is enticing” or “uninteresting”, “dull” or “reliable”; adjectives modified by some other word: “somewhat tedious” “extraordinarily fast-paced” or noun phrases like “her parents’ home”, “a fast-paced thriller/narrative/evolution” which can also include prepositional phrases like “the woman in red” in “the times before the draught”…
  • relative clauses with or without ending prepositions, like “[didn’t expect] the girl WHO would be waiting for her”, “[had found dead] the person they were talking to”
  • present (-ing) or past particles clauses, particularly good for merging two simple sentences together and showing you understand transitions, like “Ushered into the L.M.A. Laboratory in 1935 to shoulder the burden of number cruchngin, they acted…” or “Growing up in H., V., in the 19702, Shetterly lived” from Luz’s homework on The True Story of Hidden Figures). Another example, consider this: “Pay It Forward was written by C.R.H. who is an American novelist with notable success. Her novels have won many awards and some have been bestsellers. / Pay It Forward was published in 1999 and is the extraordinary story of a perfect idea.” How can we improve this text?. Can you please post how you would improve it here? For instance, can we avoid starting the two paragrahps with the exact same structure/words: “PIF was…”? (Answer this one, OK?) Then, can we merge things?: “PIF (it’s good for the opening line to clearly state the topic of the text, yes!), written by CRH, an American novelist…, is the extraordinary story of a perfect idea”. Can you see what I did? What do you think? Can you come up with your own improvement?

Noticing collocations in reviews is really useful (collecting this kind of Useful Language), but for this we need to read quite a few reviews, to see which are typical collocations, like “breathtaking scenery”, “soaring mountains”, “outstanding performance”).

In the part where you analyze the work (and this part in the review is similar to reasoned opinions, or argumentative texts, of course, the difference is reviews use lots of modifiers, i.e., descriptive language), instead of saying you like this or that, in that way, you could explain reasons for using certain words to express you like/dislike the subject matter, to explain how interesting / funny / unsettling something was. Let me illustrate, as a follow-up on my point above: in the analysis in our review we usually point out what we liked and didn’t, but we’re advanced students and saying “I liked this because of that” is rather simply worded. If you read reviews, noticing language and its meaning, you’ll probably improve a great deal in this: instead of saying “I really like the actors. They were great” you would probably look for more sophisticated wording, “Most performances in this intriguing movie were outstanding”. Am I not saying that I liked it? But here my language range is richer.


Titles: all words are capitalized except prepositions and articles: Pay It Forward, Orange Is the New Black, Hidden Figures, Visiting Fuengirola, the Best Exotic Marigold Hotel…

Reference & Paragraphing: watch your use of pronouns, particularly at the beginning of paragraphs (something to avoid, because a paragraph needs to state the topic explicitly — it’s called the topic sentence, which can come first or second but needs to be at the very beginning), sometimes the referece is confusing, unclear, or simply wrong.


About Writing Articles

As I explained we have two kinds of articles:

Informative articles, like Travel Guides (descriptive articles) require HEADINGS, so if you are going to write about Fuengirola, for instance, for tourists, you need to visually sort out your topics by using a heading. This is better than bulleting. Just notice articles in magazines, OK? Bulleting is used for listings, not for sorting out topic sections.

Balance in topic presentation is key. You cannot write about Bioparc for more than 2/3 of the text and then mention some other topic, briefly. You have been writing minisagas and 100-word reasoned opinions to train in managing to fit things to a specific number of words.


I’m running out of time, and I’ve still got the LANGUAGE POINTS to go. But I want to give you your work back today, so I might have to ask you all to please prepare your LoM for after the holiday and please share your language points in class, for everybody to learn from them. Is it on? (That’d be C-Day, Composition Day, OK?)

OPs (videos) by Students

I just created a page above, on our course navbar, so that you can find your videos on TP

https://c1coursebymf2016.wordpress.com/ops-by-students-videos-more/

This includes SSB’s page for her OP on Corpora! Part 1, for Part 2 is not ready yet!

http://talkingpeople.net/tp/yourstuff/youractivities/OPsbysts/2017_Corpora.htm

About the Feb Writing Assg

About the February Writing Assignment, please, check the C1 Resource Pack on Exams Formats for the number of words, and the page here Writing File for info on the article you need to write. The difference between an informative article and an argumentatitve writing is that the first is simpler in some ways, with informative heading on particular topics, and the second is about in-depth analysis, an argumentative text. Informative texts are not about opinions, thought most writing includes opinions! But keep them impersonal mostly. Argumentative texts can be passionate and persuasive, or a more balanced in the presentation of ideas and info and views, but should include a personal assessment of some sort. Both need an intro, a development and an ending (informative) or a conclusion (argumentative).

This presentation is for secondary, and we could word things differently but it might be of help so you understand the difference.
https://prezi.com/embed/f9xymf6sfrki/?bgcolor=ffffff&lock_to_path=0&autoplay=0&autohide_ctrls=0&landing_data=bHVZZmNaNDBIWnNjdEVENDRhZDFNZGNIUE1UeThPdC81YzlnNk5JNU1hN0dVSWEwTW05ZXgwS3RvOWNtZTZmb0ErWT0&landing_sign=F8js8xHSF1VWnogHNyvxVeJrboymG34RaDkS08-hutk

In the C1 Resource Pack (and on my podcast) you’ll find some oral and written language for the language function of persuasion, in case some of it is useful for your assignment. But I believe that the best persuasive wording is that which reasons out things, because in my view expressing arguments is about allowing people to understand an analysis, a viewpoint, not necessarily convincing them to support it like you do. Good arguments might not change your views, but they do make your thinking, your knowledge richer, and therefore make a great difference.

Deadline? Well, I suspect most of you will want to hand it in after Semana Blanca, the last week in February. Let me know next Monday!

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!

Some homework: watch & learn!

Better late than never! Here is Gema’s work with my language notes. Please, use it to work on your Lists of Mistakes, but also in your UL to improve your language range! Thanks, Gema!

Oh, remember that when you work on listening and speaking, you are also working on improving your writing!

March 8. International Women’s Strike! <3

8marzoparoMore and more women in the world, individually and in groups and network, with some men joining in, too, like those supporting women in a hunger strike in Sol, Madrid, are growing in numbres. So far it’s 48 countries!

parointernacional48paises

Old news: The Confederación intersindical changed its mind and they are not calling for the strike anymore, that is, trade unions are not joining in the 24-hour strike. They’re expressing their solidarity by doing what everybody can do everywhere: 10-minute, 2-hour strikes.

About speaking in public

I’d like to share with you some insight on speaking in public, as a teacher and a researcher on the topic, in case it can help you re-consider any trouble you might have with this issue.

Most people suffer a lot when they have to speak in public. However, most of us speak in public very often in the day — teachers, particularly, as part of the demands in their job.

So the question is: why do we consider ourselves unable to do it at times?

Overcoming fears and complexes are all efforts that, when successful, make us braver, more courageous. When we consider that people in class are unthreatening, our equals, nice people who will not harm us, it’s much easier to speak to them all in class, and this training allows us to control our fear when we need to speak in public in examinations or in particularly threatening work situations.

There’s also this other issue: we need to assess how private or emotional it is what we are saying. If it’s just an exercise, where our intimate world is not presented, we should really find enough strength to control our fear.

But perhaps the fear comes from being told we’ve made mistakes. In this case, we need to rationalize the situation and understand that mistakes are opportunities for learning, not something that belittles us, or humiliates us.

Sometimes we feel bad about our mistakes for transfer reasons: we transfer the feeling of guilt, or the shame, or the uneasiness we feel for having made certain mistakes in life that relate to our relationships or inner life, to other fields which would not have triggered that shame or uneasiness. It’s like in dreams: sometimes we change the image of the person the dream is about, because we cannot cope with that being the person we’re actually dreaming of. When we realize this is so, we liberate the burden on this other arena, and open up the opportunity to do something about the mistake we made that really hurt.

Guilt has never been a good resource in problem solving, because it freezes us. We don’t do anything about it because we’re overwhelmed, we feel so bad! In contrast, acknowledging mistakes encourages us to work more positively to avoid them the next time that could happen. In this way, it makes us better, more human, more intelligent.

donotfearmistakes_milesdavisWe need to learn to be confident and humble at the same time. We need to stop putting this pressure on mistakes. Researchers, artists, creative people in all walks of life KNOW mistakes are crucial for learning and discovery and exploration and making progress!

Learning to learn, to perceive others as equals, to use mistakes positively, all of this works to our advantage in every way, in every realm of our life.

We should transfer our ability to speak in public in certain scenarios, to other scenarios which we feel are threatening. And above all, we need to learn to trust others. If we refuse to learn all the violence our culture teaches us, our being together can simply be a gift, a possibility to keep each other company the time we spend together, making the most of it all!

Change your viewpoint, your approach — you may discover things are way easier than you thought, that your skills and knowledge are greater than you thought, that people are nicer than you thought, that life is sweeter when we help!

Feedback on Formal Letters of Request. Human Rights Project

In December, people had a formal letter of request (announced on Writing File above) and we decided to write a letter requesting or demanding somebody’s release from prison for human rights reasons.

December Writing Assignment – with resources

Next week I’ll be giving you your work back. You have one week to re-write it, if necessary or to type out your final copy to send in for publication! And after that, it would be good people who made mistakes told us about those, so we can check we are all OK with that or making good progress!

Contributions

Considering this Writing Assignment was so special, because it was based on real cases and on fighting for a respect for human rights, I’d like to ask all of you to send your pieces for publication. But please, feel free to say no. No problem.

My Feedback

  • After reading and correcting your work, I’m very happy you worked on your Before Writing stage. I can see you read various letters, because most people have used the “useful language” you collected correctly. Also, your selection of language was appropriate and well used in every other sense. So congratulations!
  • Some people had trouble with the structure, and you could see they hadn’t worked on a previous outline. Outlines are crucial to organize the info, also in paragraphs.
  • Some people did not do a good job proofreading their work, this is, in the After Writing stage.
  • About language mistakes, most people did not make many, and a few people had mistakes below the level. Mistakes in verbal phrases, for instance, including passives. Another area of mistakes was reference: be careful when you use your pronouns, because at times the noun it refers to is further back than some other noun, and that creates great confusion. One particular mistake: Meanwhile is not While, it stands on its own, so you cannot use it in sentences like this: “WHILE the legal procedure carries on…”
  • Most language ranges were very good, and a few were a bit more like a B2 or upper intermediate level, which is OK because we’re doing a C1 course now.

Outlines for Polite Letters of Request/Demand! / Human Rights Letters

  1. Address someone
  2. To-the-point beginning: Why you are writing: ask for somebody’s release/protection.
  3. Describe/Explain the case
  4. Pressure 1: Reminder of laws / commitments
  5. Pressure 2: your request again, considering previous paragraph
  6. Thanks/Goodbye

6 paragraphs, or more, but with this structure.

Addresses

A just-in-case note: We never include addresses in exams with a word limit. But read the instructions carefully because you should if there is a space for that or it is requested.

Useful Language

Prepositions

  • instigation to delinquency
  • accused of (a crime / sth: taking part in a peaceful demonstration)
  • charged with (doing sth)
  • sentenced to (a sentence)
  • put in isolation
  • held in solitary confinement
  • subject to an unfair trial
  • (sb) is opposed to violence / the use of violence
  • based on this evidence / events
  • commit to your promise/pledge
  • comply with art. … of … / respect art. …
  • was transferred to

Adverbs

Opening lined after the salutation (Your Excellency, Dear President …)

  • I am writing to request your assistance concerning (sb’s case) …
  • I am writing to request protection for (sb)…
  • I am writing to express my disapproval of the police misconduct in a demonstration for public education which was legally organized last Friday Jan 2 by the 15M citizens platform.

Firmer language (more pissed off!/wound up!):

  • I call on you to immediately and unconditionally release(full name) imprisoned solely for his/her peaceful political expression.
  • I urge you to immediately free prisoner of conscience (full names) imprisoned in … for peacefully exercising their rights to freedom of expression / speech.
  • I urge you to free (full names) without delay.
  • I urge you to release (sb) immediately and unconditionally with all charges against him/her dropped.
  • I call on you to immediately halt the construction of a hydroelectric dam in…
  • Your country is known worldwide for the appalling treatment of albino people…

The Story of Stuff Project – from Nov to Jan

Here is the plan, after events in class. Make it your key mission over the hols! 😀 ❤
https://c1coursebymf2016.wordpress.com/the-story-of-stuff-project/

Dec Writing Assignment

Deadline: I said today that you might want to hand this assignment in on Jan 9, but if you want to hand it in before the holidays, you’re welcome, too.
Word limit: the word limit can be the short taks: 125-200 words.

  • Write for Rights – Amnesty International – Find cases (Snowden, albino people, indigenous rights…) also in case you want to send it after correction. Find this guideline I’m attaching here anyway: act1051512016english (11 pdf pages, each with a letter, like these two:

In 100 words (like two minisagas!)

Dear President Obama,
I urge you to grant a Presidential Pardon to Edward Snowden as a whistleblower who spoke out to defend our human rights.
When he shared US intelligence documents with journalists, Edward revealed how governments were scooping up our personal data, including phone calls, emails and much more. His actions sparked a global debate which changed laws and protected our privacy. Yet he’s forced to live in exile and faces decades in prison.
President Obama, you yourself have said that the debate he triggered on surveillance “will make us stronger”. Edward Snowden is a human rights hero. Please treat him like one.
Yours sincerely,

Case: Annie Alfred/People with albinism – MALAWI
President of the Republic of Malawi

Your Excellency,
I urge you to protect people with albinism from murder. Attacks on them have risen steeply in Malawi since November 2014.
Annie Alfred is one of many people with albinism in the country. Along with others like her, she is under threat from those who believe that killing her for her body parts will make them rich. Prove them wrong.
Please show them that far from riches, crimes against people like Annie are met with the full weight of the law.
Yours,

  • uan_guide (12 pdf pages) – Amnesty International USA – Guidelines for Letter Writing.

The Human Rights Project

Diary for Mon Nov 28 – The Story of Stuff Projects

Today we had an OP by Marina, on home education, which was great and allowed us to pay attention to the issue of how important it is to work on structure and transitions that help us change subjects and settings. We also talked a bit about this concept, new for most of us in Spain, and about how different the situation of home education is in the US as compared to Britain or what we could have of this in Spain.

Next day it’s Sergio‘s turn, if I remember correctly. And then anyone is welcome to speak!

Soluna suggested our listing useful language for ending OPs, and we did so. She’ll be posting on our work on that! Thanks so much!

We held our second viewing of Story of Stuff, so that small groups could work in reconstructing its information. That was meant to be 10 minutes, but people had so much to share that they worked on this for 20 minutes. I gave out a handout on Points of Intervention, the What Can We Do? part of what I’m suggesting you include in your individual OP project on Story of Stuff.

I also suggested the outline for this 3-5 min OP everybody should work on at home this week:

Story of Stuff – use key words to explain what you learned/learnt + illustrate with an example + remember the first part is a summary, not a personal analysis. This would come in the final block.

The Materials Economy

  • Intro:
  • Extraction:
  • Production:
  • Distribution:
  • Consumption:
  • Disposal:

What can we do? / Points of intervention – include your highlights in the handout or from the documentary

  • Your selection

Personal Opinion

How are we going to proceed?

Individual projects. We agreed people would work on speaking at home, following their final outline. People will also read the handout this week, underlining useful language, keeping in mind we can exploit all of this language for different reading/listening/writing/speaking topics: economic crisis, environmental issues, human rights issues, democracies, employment, consumerism, health, education, social movements…

Teamwork. Then, next week small groups will listen to each of its members doing this timed speaking practice, and give them feedback. They will also share their UL work to send me the final copy for publication on this blog.

Small Groups (that will “adopt” people not coming today to class, max. 2 per group): Soluna, María José, Luz, Lorena; Lucía Dessi, EMilia, Laura; Marina, Germán, Clara, Cristina B)

Questions for Plenary later on.

Individual Project & Sharing. Finally, each student will record at home a final piece on this documentary, for your Speaking File. This Onion Approach we are developing will have helped you use the same material over and over again, to ease the path of learning how to present info on various topics with relevant vocabulary work.

Students will send me their recorded work, for feedback, and if you like, for publication on our Vimeo channel, which is where I collect examples of timed speaking performances for our exams.

Language Tip: Soluna mentioned “consumption” used to be the way “tuberculosis” was called! Today it’s called TB, and that is why it’s crucial you get your V right in “TV”!!

I’m posting our Lesson Plans separately now.

Last, about handing in your reports on your work at home in the past two months. I can start collecting them next Wednesday and give you a complete week to hand in this work, OK?

Updates on Talking People

Dear students,

I just updated / I’ve just updated your In class page on talkingpeople.net, which is this one:

http://www.talkingpeople.net/tp/ra/c1/index.htm

Path: talkingpeople.net – Enter – In class – C1 Course

Some things need revision but I think the basics for this course are there, including the School’s syllabus. In any case, if you find mistakes, or have proposals, please, let me know.

On the Page above for Ngozi Adichie

Dear all,

As you have probably noticed, I created a Page (on the navbar above) dedicated to Chimamanda Ngozi Adichie. I’m publishing there the final versions of work you did around what we learned/learnt in our crosscurricular feminist month of October!

Today I just published Lucía’s review on Ngozi’s essay!

I wanted to tell you all that when I publish your work I use your first name, and that if you want me to include your family/surname too, you need to let me know some way, so I can fix it or do like I did today, publish your full name (Lucía’s).

About the gender worksheets, don’t expect me to give them back this week, OK? I haven’t finished reading them all and I need to take notes, and there’s more work to do first, so please, bear with me! ❤

Diary for Nov 16 – HOW TO not do a single thing we planned!! (& a poem)

Language tip: It’s “how not to do” (to be or not to be), but because there are “how-to’s”, it is also frequent to do this in this context: “How to + not do”

😀 Well, today lots of people came to class, and brought work they’d done (minisagas, November writing, Gender handout) and all, and we were all ready for C-Day, but —

I congratulated Cristina B for her in-depth analysis on the Gender questions and she agreed to share it when I give it back on this blog. I’m thinking of including a card on that, because I think feminism has done amazing analysis on this question and it seems that few people know about it, which is a pity, because knowing about it does not equal being brainwashed or anything, it’s just considering informed insight. Again, the problem is not disagreeing, the problem is — I believe — feeling threatened or attacked by viewpoints which are different. This hampers dialogue, and we should all fight hard to help people develop the ability to share their worlds respecting diversity and even realizing that diversity makes everybody’s life richer, more interesting.

For some reason I cannot recall, we started the lesson talking about the future, the ways English has to approach naming future events, and well, it’s one of the most amazing issues in grammar, along with the use of modals, so I sort of took people on a journey which included reviewing what they had learned about “the future” (on Functional Grammar at talkingpeople.net, there are some notes on this in case you want to have a look, “Expressing the future“) and reflections to understand why that happened, in the English-speaking mind (likelihood of occurrence; how different tenses and verbal and prepositional phrases are used to express different degrees of likelihood of occurrence). Two C1 items to master this year in connection to this language point are the “to be to-” structure, for announcing future events, and the future continuous for announcing plans we have kind of scheduled. Well, check this out in your possibly innumerable grammar notes everywhere! I’m trying to forget it all! 😀 Anyway, this led to modals, too, and we reviewed some uses of “will” as a modal, which is a universe, really, and some of “can” (mostly for requests) and “could” and “will” and “would” (for hypothetical). Well, have a look at “The Amazing World of Modals“, too, in case you find some proposal for work in class.

We agreed on the following (future projects: Language Workshops): people will pay attention to how futures are expressed in English and collect those examples, so one day we can hold a workshop on that, or develop a project for publication, like we did with our first session on Useful Language. You could do the same with modals, and in general with tenses.

Then Karen reminded us we hadn’t dealt with sharing our reading plans, so we did that, and 7 people are going to read PIF (they may place an online order for the books; groups organize themselves as they like), I’m so sorry! I can’t remember names now! And about 4 the Sherman Alexie Diary (Lorena will join in because she already read it/she’s already read it), same apology. Two plan to read High Fidelity, Germán and Dolores, I think. Cristina might join Romina, because Romina took the Feminist Stories, which Cristina read, or she might do a project on her own on a book she’s reading, unless she invites people to join her. Cristina R., you need to tell them about the book! (It’s certainly immaterial if I’ve read it or not, so please, your reading likes are the priority — feel free to read what you like!). I think Sergio took Orange Is the New Black, but I may be wrong, though he hasn’t decided yet. Please, people post about your groups or plans, if possible.

Germán reminded us we had to check the collocations worksheets.

When we were about to watch the documentary Story of Stuff, we remembered the Poem project, and well, I ended up playing Wild Geese and we ended up learning it by ear by heart on the spot (well, the first step!). I was somehow overwhelmed, because one cannot improvise reading poems in class. That needs getting ready for public reading, because poetry is so powerful it can move you deeply and that’s just what happened! Not that I cried, but visualizing all that beauty and being lulled by the music in the poem and its message, plus all the life experiences I connected to the poem was like an orange tree in spring! 😀 ❤

POSTING ON BLOG. We had a look at how you can all post as authors, but I think we’ve got some mysteries to solve, once everybody tries to post (not only comments, but posts). I wrote about this in some previous post here.

Anyway, we decided on plans for next week, and

  • I extended the deadline for the November writing to next Wednesday (descriptions to post here, and writing an-about-100-word reasoned opinion on a controversial topic, any, from deep and hypersensitive, like Is being a woman/man something cultural or biological?, to Are you for or against plastic shopping bags?).
  • On Monday we’ll do what we planned to do today: C-Day (my feedback, your LoMs, your sharing your work / reading aloud) + screening the documentary Story of Stuff, which, incidentally, you can all watch over the weekend if you like. I know some of you won’t be able to wait for so long! 😀 So you get acquainted with using the C1 Materials blog, the link is in “Other Audio & Video” (and then you’ll have the chance to see which other documentaries we’ll be watching).
  • On Wednesday we’ll listen to Sonia and Dolores, giving a 3-4 min oral presentation, and give them feedback. If somebody else has never given an OP in class, PLEASE, volunteer for this lesson. Book next Monday so we know how many of you we can fit into that lesson!. We’ll check the collocations handouts. And then whatever else you wish to do! Let me know on Monday!

LAST. I’m very grateful to your work, your questions and reminders in class, because you are helping us to do things we planned to do! Please, keep this up! I’m so flexible in class I can totally forget about other things we wanted to do! By the way, Cristina R., although I told you I would not number my fichas-fitzcherald, thanks to your proposal I realized I had to explain why, so I included a note in the card with the table of contents! ❤ I have also reflected on your gender worksheets to try to improve some of the things I explain in the C1 Pack when sharing my feminist intelligence. So thanks for that.

How to Post!

Type “admin” just after the web address of this blog: https://c1coursebymf2016.wordpress.com/ =

https://c1coursebymf2016.wordpress.com/admin

Then you’ll get a slot for “username” and another for “password” and that’s what you surely know, right? Because you use that to post comments and digs, right?

when you post, remember to click Category and type Tags, if you like!

 

Diary for November 9 + fun training!

Today we worked on the lesson plan and this was what came out of that:

UL. We reviewed sentences for apologies.

OPs. We listened to Cristina giving her timed OP, on dieting! And gave her feedback on pronunciation, language, structure. It was good work! Encarni didn’t make it to class. So in order not to waste a lesson, Lucía said she would volunteer to fill in that gap, if time allowed at the end of the lesson.

Next we dealt with my reading suggestions, reviewing Novels and Movies on the C1 Materials blog and people said they would consider that and come with the information of what they want to read so next Monday we can make a round to learn about that and then see if groups are formed, for teamwork on the same book (for an OP in January).

Next came a one-minute listening activity I had for you. I asked people NOT to do the listening activities I have on talkingpeople.net, so that whenever we feel like it we can improvise doing one in class. Here is the audio, so you can do follow-up work on this: taking it down as a dictation, or jotting down useful language, or practicing telling this piece of news, so you can record it for your Speaking File. The Questions people answered, after some time in small groups (for one was kind of complicated) were: 1. (fill in a gap), 2. Definition of what qualifies as a planet, 3. Why was Pluto demoted?

Outlines (training). Finally, I gave out my one-minute speaking cards, so we could practice hearing a topic and improvising an outline. People had to choose a victim and give her/him their topic. I was Emilia’s victim. She gave me the topic: Songs, and I did the outline I would do, as an example of how we brainstorm on ideas as we create the outline to organize the information. People were reluctant to volunteer. This is what I call treason. But Lorena saved their asses and volunteered to explain how she used outlines to work on her writing and speaking assignments, and it was great. Karen took the picture! Thanks! ❤

lorenasoutline

Romina made a language question I don’t recall just now and well… In spite of the distraction strategies, because I’m good at pursuing things, relentlessly, I kept at it and gave everybody 10 minutes to draft an outline on their card topic for a one-minute speaking exercise. And iI was amazing! Almost everybody spoke. Here’s what on! Thank you so much. It was fun and interesting and very good training in various /veriés/ ways.

Lorena – bicycles, Sonia – crowds, Marina – moustaches, María José – laughter, Karen – old shoes, Romina – one-way tickets, Sergio – falling, Germán – sanitary pads/towels, Laura – spoons, Emilia – songs, Clara – ice-cream, Gema – breaking the ice.

Next day 4 people booked to give timed OPs. You will have time to speak about your book preferences, I’ll bring your checked work so we can hold C-Day on Wednesday, and we’ll do something else. Bring your proposals. We’ll always have listening activities to fill in spare time.

LoM’s: Combining two sentences to make sentence structure richer / more varied /variid/

Based on a review on the book we read in class, written by Lucía. I hope you can send it in for publication, because it’s insightful and very enjoyable! ❤

EXERCISE: IMPROVING THIS SENTENCE(S):

What comes before:

Review of Ngozi’s We Should All Be Feminists
In this essay Ngozi Adichie offers a moST inclusive definition of feminism. Drawing on anecdotes from her adolescence and adult life, she attempts to strike down stereotypes and unpack the baggage usually associated with the term.

This book is a very short adaptation of the TED talk by Chimamanda Ngozi Adichie of the same name, it’s a great introduction into the topic of feminism and gives a brief insight into how it can go unnoticed in society.

A short adaptation of a TED talk of Ngozi’s by the same name, this brief essay / We Should All Be Feminists is a great introduction to the topic of feminism and how sexism can go unnoticed in society. (Merging two sentences by means of noun or participle clauses. Can you find examples in your own writing? Can you merge two sentences by using this resource?)

News on the C1 Resource Pack

Dear all,

Last Friday Ana, the janitor, Marianela, the head of studies and I drove to our printer (printing business) to check materials and sort out how to proceed next.

I hope you can all finish reading the pilot edition I sent you, because it’s full of ideas on how to organize yourselves and how to work this year. And I hope you can explain what you learn from the pack in a timed OP, and/or ask questions in class whenever.

Here is the cover I designed today. I’m totally overwhelmed with work, but have had a migraine these days (my neighbours have spent the last month making horrible noise early in the morning including weekends! and I’m reluctant to taking drugs, so I’m exhausted, really! Not a single day’s rest!!), so I haven’t finished checking your October writing assignments. I’ll try to have that ready for next Wednesday, so we can have C-Day the following week!

So do you like the outside of the box? How can I improve it?

c1portada

We forgot something! + Feedback on Romina’s OP

I’m very forgetful of late! I just saw this text I’m pasting with the feedback I wrote the other day for Romina. I think it is unfinished, but as she sent the audio and I’ll be putting together a video for our vimeo channel, I’ll just post it now so as not to keep her waiting.

Hey, we forgot to do the speaking exercise on why I am a woman / a man and a human being and nobody remembered!! Does this mean nobody wants to do it? Well, it’s OK, of course. But if you want to do it, just let me know! If you are shy, I can create a page here so you can post away!


As Romina came back to class, after having been ill for over a week now, we decided to give people more time to prepare the 1, 2, 3 min speaking exercise on gender identity (start volunteering whenever we meet, as usual with 3-4-min OPs, OK? Everybody needs to share one of these a month in class), and listen to her instead. And it was great. Her OP was How to Set Up a Business, and it was not in the timed speaking test format. She will be sending me the audio so I can prepare it for publication on our EOI Teacher Sharing C1 Work, which is where I publish audios in video format. (Our School’s YouTube Channel has videos by students, which I encourage you to watch, particularly if you wish to work on your LoM, Lists of Mistakes.)

Her language range was really rich, and natural, fluent. Her use of the past was consolidated at the advanced level, for instance, and she could change from past to present and viceversa accurately. She also included varied tenses in the passive too, e.g., “I was going to be told what to do” (future in the past in the passive), showed a consolidated use of verbal structures like “I was used to working on my own”, “half of what I was earning” (partitive + indirect question + “earn” + past cont. for a descriptive mood, instead of past simple for factual completed past), connectors (comment adverbials) such as “Obviously, I have bills to pay”, “non-refundable funds” (lower level indicators: ), “It’s really funny” (correctly used!).

When she encountered a language problem (on 3 occassions, in a highly fluent and accurante 11-minute presentation), she managed to make her points. This is a crucial indicator of a command of the language at the advanced level. So make sure you all practice re-telling this year (with the audios your work on at home and record in your listening log) and also communicative strategies (“I mean”, “How can I say this?”, “What’s the word for this? Well,”.

Romina’s outline / content structure was consistent. She spoke from experience, so she started offering the setting: she spoke about her previous job and the circumstance of her finding herself out of work, but she also reflected upon it all so as to lead us into understanding some of the strengths that played to her advantage when having to become an entrepreneur (e.g. being used to making decisions and working on her own). She also shared the feelings involved in all of that (e.g. the hurtful feeling of humiliation we get when being sacked and offered jobs that do not fulfill our career expectations). She was describing facts and assessing them all the way. Then she described the transitional situation she’s in at the moment and her present job. And how the law has changed, which was a precious tip for people in her position. She moved on to offer more info and tips on where to begin, where to go and it was really interesting because that included local projects (the Andalucía Lab, a subsized project where people help each other (at this point I started having a mild migraine so people, feel free to correct or complete my description), or the benefits offered or more precisely the cuts on benefits (economic assistance). Finally, she addressed the marketing issue and all the resources one needs to have on the internet. Her final block was great, too: she described the point she was in now, in terms of work, and her future plans and ambitions. I have to say that her content development was very much at the advanced level: so train in this, combining factual info with assessment, but organize the whole in blocks that make sense. So her structure and transitions were very logical and natural (cohesion, coherence).

About her mistakes: She started off making a mistake you should all avoid, “The first (THING) I want to say” and “take this decision” — but later on she used “made this decision” so this means it was not systematic. Once she didn’t say “ON () the internet”, or “looking at” instead of “for” or the other way round. Considering she did not make mistakes like this later on, and that these mistakes were very few, the interpretation is that she was nervous. Oftentimes people say they did badly because they were nervous, but everybody is nervous when speaking in public, and students who enjoy the chance of practicing throughout the year should take advantage of this opportunity to train and become more resourceful and confident. What is clear to me is that, yes, when we are nervous we make some mistakes we wouldn’t when relaxed, but the quantity and nature of those mistakes can indicate our advanced level is not there, so make sure you all practice your weekly timed monologue at home, learning to listen to yourselves, and learning to fix your mistakes. To learn to do this, it is precious to watch the videos where I have included written corrections to people’s presentations. (Our youtube channel).

So as you can see, there’s not much on mistakes. But I do have comments on how she can improve some wordings, or simply some alternatives to make your language range richer. You need to find these alternatives in use in what you read and listen to!

the situation that I was living – the situation that I was experiencing / going through / undergoing

Her video: https://c1coursebymf2016.wordpress.com/2016/11/23/new-video-how-to-set-up-a-business/

New Video: How to Improve your Writing – learning about the writing process!

Here is M’s outstanding work, explaining how you should all proceed with your monthly writing assignments. Feel free to post your feedback for her here or on our youtube channel! ❤ I hope it inspires you!! ❤ Use this video to work on your language awareness and LoM, too! Gather Useful Language for Explaining Things (language function), notice how she uses the strategy of Recapitulating on what she previously explained, to check the main points are clear!

 

 

 

Improving Teamwork

Next week you’ll be working in small groups. I have some feedback for you all, based on the info I gathered after the second part of the feminist workshops, when small groups reported back to plenary on what they had been working on.

I think you can and should improve the process. Teams need to learn to monitor time and move on to meet the task requirements.

First of all, team members need to start off by wording what the task is, so that everybody knows what you need to be doing. Questions, proposals on how to do it should follow. Consider who does what when, for how long. It doesn’t have to be mathematical, but turn-taking is crucial practice for dialogue (and speaking exams). For instance, you can organize two rounds: in the first people speak with no interruptions, for a certain amount of time. Only clarification questions allowed. And the second round can be for suggesting discussions, topics to discuss, and/or present one’s reactions to things heard.

The other day when small groups reported to plenary, a few mentioned the materials were “old-fashioned” but none explained or illustrated what they meant. I actually thought you meant that the feminist ideas in cards were old-fashioned, till I realized no group had said anything about the definitions of what a woman is, according to Men of Knowledge in patriarchal cultures. And today I realized your “old-fashioned” comment might have been about those brutal misconceptions on women. In a nutshell, you need to improve your reports to plenary, because people at plenary have not been following your discussions and what you think is obvious might not be obvious for listeners.

Good tip for communication: never take for granted what listeners know. Explain things. Offer basic info, before sharing your insight.

Whatever you do in small groups: sharing info, discuss, please, pay attention (even discuss) how you are going to report back to plenary! 🙂