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Angela Murphy in GreecePro Vice-Chancellor University of Central LancashireAngela Murphy, the Pro Vice-Chancellor University of Central Lancashire (International, Student Affairs and Quality and Standards) visited Athens as a guest of the Panhellenic Association of Language School Owners. Mrs Murphy spoke to the general assembly of the Europalso members as well as to Ant1 channel about the Universitys cooperation with Europalso for the administration of the UCLan Language Examination and the Quality Assurance Systems in England. Mrs Murhpy said:My name is Angela Murphy, Im Pro Vice Chancellor for the UCLan and Im delighted to be here today, this Europalso conference, Europalso is one of our key partners in Greece. First of all, I would like to say a few words about my University. We are located in the North west of England in Preston, we are a very large University, and we have 36.000 students and many of our students are studying in China, . 24

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What remains of the teacherBy Cliff ParryThe British Council, Athens

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ome seventy years ago, Keynes warned us that nothing less than democracy was endangered by globalisation. Governments face a dilemma which pits the interests of their citizens against those of the virtual government investors, lenders and foreign currency traders who are able to shape and coerce the economic and financial policies of developing and developed countries alike. As rising rates of unemployment, disillusionment and hopelessness among all but the most favoured minorities indicate, the competition is highly unbalanced. The fears extend to education yet few

question the right of these invisible hands to shape our children. In truth we do not seem to care very much. In education, like all issues, we cannot identify the problems as intended. Issues on which the informed public may differ from prescribed opinion are generally off the agenda they are non-issues. We are entering a period of human history which seems to refute the claim that it is better to be smart than stupid, educated rather than ignorant a period of biological as opposed to intellectual values. And just as in the world around us, intellect may not be favoured by natural selection (bacteria for example are far more successful than humans in terms of survival), so

our society seems to promote ignorance over intellect. What remains of education is heavily skewed towards vocation and with our elected representatives seemingly powerless to rise to the challenge of providing (dignified) employment, it is hardly surprising that education seems to lack purpose and be regarded as an exercise in futility by all those it involves. And what remains for me as a teacher? the right to choose among the deluge of similar commodities offered. Am I to forget the ridiculous idea that I should manage my own affairs? Am I to abandon the fate of those entrusted to me to the self-described leaders of my field who serve and administer power?

If the answer is yes then it is fair to hail the triumph of virtualeducation in preparing people for virtual jobs even though it fails to make any discernible effort to instill in people the ideals required to change our avarice-driven society.

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Michael RobbsMeet the new Tesol Greece chairpersonLingua Franca caught up with Michael Robbs, who succeeded Lilika Couri as chaiperson of Tesol Greece in the recent elections. Michael, who has been living in Greece for quite some time now, spoke to us about himself, his views on some hot issues regarding English Language teaching in Greece and of course about his immediate plans for Tesol Greece.So, Michael, could you tell us a few things about yourself? Im from a small village on the border between England and Wales, I hold a BA in psychology and literature, an MA in TESL/TEFL, and I have lived in Greece for thirteen years. I originally came when I was 18, while hitchhiking around Europe, and I loved it so much that I vowed to return after completing my studies. I stayed for all the usual reasons (love, good friends, the weather, Greek food, the opportunities I have been afforded here, and so on) and have never regretted leaving the U.K. What are your views on the teaching of English as a foreign language in Greece? There are three factors which dominate the EFL field in Greece; pressure on teachers, pressure on students, and the importance attached to examinations. Firstly, there seems to be a great deal of pressure on teachers (and students) to finish as much material as possible. Teachers must be seen to be covering the entire course book so that the parents of students feel they have got their value for money. There is also pressure on students to pass examinations as early as possible so that they can focus on their university entrance examinations. Thus, the average age of students taking formal international examinations is falling annually. Unfortunately, this doesnt come with a corresponding rise in the number of students passing these examinations. anything in class, but we cant do everything. In response to the problem of students getting younger and younger, I have tried repeatedly to have frank dialogues with parents about how examinations are geared towards certain age groups and that it might not be in their childs best interests to sit for proficiency examinations at the age of 11 (seriously!). Sometimes they listen, sometimes they dont, but I think that if we keep parents informed, theyll start to take our professional advice more seriously. As for the question of tests, if we have good tests then well have good teaching. I think the CEFR (Common European Framework of Reference) is having an important influence on test developers, and so tests are getting better. Why did you join TESOL Greece? There are many reasons why anyone involved in the EFL field in Greece would want to join TESOL Greece: professional development through seminars and workshops; the annual twoday convention with well-known national and international speakers; improved career prospects; the latest information on resources available; the Special Interest Groups (Young Learners, English for Special purposes and English for Academic Purposes, Multimedia and Computer Assisted Language Learning, Drama and Literature); a forum; a rapidly growing resource room; a quarterly newsletter; regular email bulletins; and TESOL Greece scholarships and awards. However, the thing that drew me more than anything else to TESOL Greece was the chance to socialize and network with like minded teachers and ELT professionals who really care about the quality of EFL in Greece. I love being able to share lessons, ideas and approaches, and hear about the trials and tribulations of fellow teachers. Belonging to TESOL Greece reminds me that Im not alone in the classroom. What are your views on the eparkia issue? . 19

Michael RobbsTesol Greece chairperson

Finally, its an undeniable fact that tests drive teaching. The emphasis in education (both private and public) here is on tests and grades. Thus, students rarely see the value of learning and activities if they are not tested. Can anything be done about these factors? I think we need to start focusing more on the quality of material we use, rather than the quantity. There are many excellent resources available nowadays but we should be selective about what we use in class, depending on the students needs. We can do

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AE B UCAS, B , E . T E AE . A , AE, B Cambridge English for Speakers of Other Languages (ESOL) First Certificate in English Certificate in Advanced English Certificate of Proficiency in English University of Central Lancashire English Language Examinations Examinations have Reading, Writing, Listening, Speaking and Use of English components graded separately from the overall grade on the transcript. Each examination has pass, merit or distinction. Certificate in English (Council of Europe Level C2) Level 3 - Proficient User - pass or above sufficient for most postgraduate programmes. Certificate in English (Council of Europe Level C1) Level 3 - Proficient User - pass or above sufficient for entry to most undergraduate programmes; merit or distinction may be sufficient for some postgraduate programmes. Certificate in English (Council of Europe Level B2) Level 2 - Independent User- pass or above sufficient for some undergraduate programmes. Certificate in English (Council of Europe Level B1) Level 2 - Independent User International English Language Testing System (IELTS) T 5,0-7,5 Trinity Integrated Skills Test in English (ISE) - Level II and above. Test of English as a Foreign Language (TOEFL) T , ucas http://www.ucas.co.uk/studyuk/englang.html

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New Word on the BlockIn this column we will be presenting you with new words, or new uses of old words so that you will always be up to date!n this column we will be presenting you with new words, or new uses of old words so that you will always be up to date !

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StarchitectBritain is in the grip of celebrity mania: witness the rows of lurid gossip magazines in your local newsagent's, or the number of TV programmes with the word celebrity in the title. But in a world where many of those in the public eye are simply famous for being famous, it's reassuring to know that talent and skill are still celebrated. The cult of celebrity means it's no longer enough to be quietly good at something you need to be recognized by the public, preferably rising above your contemporaries into a class of your own. Thus the most successful models are referred to as supermodels, while top international footballers have been dubbed galacticos. Now, even traditionally behind-thescenes jobs have their famous

faces: just look at the celebrity chefs taking over our screens and shelves. The latest professionals to emerge blinking into the spotlight are architects: the highest-profile figures are now being labelled starchitects (a blend of star and architect) and fast becoming household names. The likes of Norman Foster, Richard Rogers, Frank Gehry and Santiago Calatrava have become almost as well known as their creations, and their landmark designs can really boost a citys cool quotient. (In a different context, the word starchitect has also been applied to Hollywood actor and design enthusiast Brad Pitt, with the slightly pejorative meaning of star turned architect.) Of course, this coinage works particularly well because of the shared sound in star and architect. It opens up some other interesting possibilities: will Damien Hirst and Tracey Emin become known as startists, or the Time Team crew as starchaeologists? Perhaps limelightloving minor

Source: Chambers Wordwatch Column Editor: Lawrence Mamas (Betsis ELT) lmamas@yahoo.com

royals could become staristocrats?

EcosexualThere once was a time when people could be classed at least in terms of their sexuality as either 'heterosexual', 'homosexual' or 'bisexual'. You might think that this arrangement would not give much scope for further refinement, but in recent years a number of words have emerged that play on these terms in an attempt to define newly emerging classes of people. It all started with the idea of the

'metrosexual', the straight urban male who affects an interest in traditionally non-male matters such as fashion and personal grooming. This cheeky blend of 'metropolitan' and 'heterosexual' seemed unlikely to make much of an impact on the English language when it was coined in the mid-1990s, but the term hung around, and by 2003 its time had definitely come. It seemed to embody a concept that had reached the height of fashion, and as a result it became widely used and widely understood. Moreover, it served as a handy model for other words that were coined to describe categories of trendsetting individuals. So now we also have the 'pomosexual', the post-modernist who rejects traditional labels concerning sexuality, and the 'jetrosexual', the jet-setter who travels the world in pursuit of fashionable living. One of the latest variations on this theme is the ecosexual, the environmentally aware person for whom potential life-partners are assessed not in terms of their

looks, nor in terms of their wealth, but in terms of their commitment to the wellbeing of the planet. Devotees of conspicuous consumption such as the metrosexual and the jetrosexual presumably need not bother to apply.

WashletJapan has a long-standing reputation as being a country of innovators, and many cuttingedge technologies have sprung from the Land of the Rising Sun. Now it seems that even the way we perform our most basic bodily functions is likely to be transformed, owing to the rise of the washlet a device that has revolutionized the humble loo in Japan since its introduction in 1980, and which is now beginning to gain international recognition. The washlet is effectively a combined toilet and bidet: strategically placed jets of water emerge from within the bowl to ensure maximum intergluteal hygiene. However, many versions . 27

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TESOL Greece Summer EventChania 22 24 June 2007mong the many things TESOL Greece is famous for is the Summer event which its members look forward to all year. This year it was Chania, Crete where the event was hosted.

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Eftichis KantarakisTESOL Greece Newsletter Editorhad to be in Athens for the PALSO elections. We thank them for their support which is greatly appreciated. The week before the event, one of our board members (the Newsletter Editor), visited schools and gave the flyer to about 25 teachers, spreading the word that TESOL Greece is there for all teachers and ELT professionals. About 25 local ELT professionals along with about 25 others visiting from Athens attended the seminars. The talks line-up was a real mixture of academic, practical and fun genres. Anna Petala started the show with her talk on Dealing with

students with Dyslexia. Her talk included some theoretical background, but focused on practical ways of helping students in the classroom with both reading and writing. Michael Anetopoulos presented ways of using the European Language Portfolio to implement the Common European Framework. His animated talk grabbed the interest of all attendees. Fun time started when Fiona Scott-Barrett presented three writing games. Always a pleasure to watch, Fiona took real life contexts and turned them into activities that were enjoyable for all teachers present, and we all felt sure they would be fun for our learners as well. Nick Micheloudakis wrapped up the show with a most intriguing talk on Sex and the classroom.

The event had been carefully planned, with arrangements starting as early as last January. The hotel for our stay (Porto Veniziano) and the venue for the talks (Hotel Kydon) had been carefully chosen. Both were very centrally located and our accommodation gave us access to a wonderful view of the old port. PALSO Chania had been very supportive of our event, including a flyer advertising the event in the conference bag they gave to all attendees of the Chania PALSO and offering us free exhibition space there. Unfortunately the local PALSO board could not attend as they

The context may have been familiar to all, but the way Nick presented it was no less than a revelation. As he made clear, it is probably one of the most familiar topics of discussion among our students and can be exploited for listening, speaking and other activities.

Of course, the Summer event was not just about teaching. When TESOL Greece members meet, we like to socialise and give something for everyone to look forward to until next year. Fish taverns with plenty of raki drinking were on the menu, as . 13

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Rflexions sur la mdiation l'colePar Constantin TEGOSes tudes et les recherches actuelles en ducation nous amnent faire le constat qu'il est maintenant impossible de parler d'enseignement sans traiter d'apprentissage. L'enseignement ne peut donc plus tre considr comme une simple transmission de connaissances mme si les enseignants se dfinissent encore comme des metteurs ou/et des transmetteurs de connaissances. Or, l'apprentissage, loin d'tre purement cognitif, est d'abord et avant tout un acte social et affectif qui assimile dsormais la discipline de la mdiation. En effet, le mot mdiation a fait rcemment son apparition en ducation. Il jouit actuellement d'une trs bonne porte mme si son sens reste assez fluctuant. En fait, il sert le plus souvent de substitut au mot enseigner, dvaloris dans la perspective constructiviste actuelle. Le professeur cherche se dmarquer du rle classique de dispensateur des connaissances et, du coup, il tente de trouver son crneau dans la relation d'aide, d'encouragement et d'accompagnement. Donc, mieux vaut tre aujourd'hui, semble-t-il, mdiateur que transmetteur de connaissances ! La mdiation relve ainsi de tous les modes d'intervention didactique qui n'hsitent pas peser de diverses faons, au profit d'un apprentissage espr, tout en ne dessaisissant pas l'apprenant de son engagement en premire ligne dans le processus, puisque personne n'apprend par procuration. C'est donc tout la fois une induction pour s'lancer et un dfi russir. La mdiation a permis progressivement d'amliorer l'ambiance de la classe. En voici quelques rponses enregistres auprs de professeurs :

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Les lves semblent apprcier l'valuation continue sur plusieurs semaines. Ils se sentent soutenus et s'aperoivent que la communication facilite les relations. Au fur et mesure de la mdiation, les lves et le professeur changent d'attitude. Un certain quilibre s'installe entre eux et une meilleure relation entre les lves et le professeur se cre. Les rles sont redfinis. Les lves se sentent plus sereins. Il faut se rendre compte que privilgier l'coute et l'interaction en classe les relations entre les lves et les professeurs se sont sensiblement amliores et ce de manire durable. Mais, la mdiation est un moyen pour apprendre aux lves ne plus ragir dans une situation de conflit par la violence mais par le dialogue et la ngociation. L'ide n'est pas de faire disparatre les conflits qui peuvent tre ncessaires dans un processus ducatif mais d'apprendre grer ces conflits pour qu'ils deviennent constructifs. Un enseignant-mdiateur, c'est un facilitateur par dfinition, celui qui introduit l'esprit mthodique et la systmatisation de l'tude, celui qui rduit les conflits, celui qui favorise le dialogue, celui qui demeure l'intermdiaire, enfin c'est un catalyseur qui met en action et favorise sa nouvelle fonction. En verbalisant leurs problmes, les lves acquirent des notions de communication qui permettent la prise de conscience des difficults rencontres dans une relation qui drape vers la violence. La mdiation permet de dvelopper le concept de

citoyennet car les lves intgrent des rgles qu'ils auront eux-mmes labores et qui garantissent leur libert voire leur vraie scurit. Ils deviennent plus responsables et acquirent un tat d'esprit qui devrait se gnraliser dans leur vie quotidienne l'cole et au sein de la socit. Somme toute, la mdiation scolaire combat le dcrochage et l'absentisme l'cole. Elle runit tous les acteurs prsents dans l'environnement social des lves (les parents, les ducateurs, les enseignants, l'entourage) dans un souci de cohrence et de respect mutuel et elle vise donner aux lves des outils leur permettant de dcouvrir et d'affirmer leur personnalit mais aussi l'envie de russir mieux leur scolarit.

() La mdiation, en tant que discipline, propose un processus, constitu d'tapes adaptables au contexte, et de rgles de fonctionnement et de communication dont le mdiateur est le garant. Elle a pour objectif d'aboutir, sans obligation pour le mdiateur, au rsultat le plus satisfaisant possible pour les deux parties. Il s'agit d'un mode d'accompagnement des personnes en vue de prendre une dcision commune. cf. http://fr.wikipedia.org/ () L'enseignement du franais au primaire en Grce : Pourquoi et comment faire ? cf. : www.editionstegos.com () Russir la production crite des niveaux B1,B2,C1,C2 - La mthodologie de la production crite - EDITIONS TEGOS 2007

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GOING TO UNIVERSITY IN ENGLAND

Clearing: Given a second chancehe Higher Education sector in England has its very distinct characteristics. One of them, is achieving entry into a university. There is no central system that decides who enters which university, and no system imposes on any university who to admit. This may sound strange to us, as we have the very centralised esagogiges which decide where each candidate will go, and leaves no room for a university to choose who to accept.

TESOL Greece Summer Event . 10

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Foulla HadjicharouUniversity of Central Lancashire Regional Manager, Eastern Mediterraneana candidate unconditionally, (b) accept a candidate after he/she fulfils a condition, or (c) reject the candidate. All that is fine, especially if the answer is an unconditional offer of place, which secures a place, or a rejection, in which case you do not have a place. The complications start where the university offers a place conditionally. In this case you will have a place if you meet certain conditions. There are two university places reserved for you on pending results. As soon as the results come out a place is reserved at the university you indicated as first choice. The second place becomes available at clearing. At the same time some candidates may not satisfy any of the conditions of any university. The result is that thousands of university places remain unfilled while thousands of candidates remain without a university offer of place. The system has foreseen that this can be corrected by having a period of time, called clearing during which the universities change slightly their entry requirements so that many of the candidates who may otherwise not have a university place can be offered one. At the same time many of the candidates modify their expectations and apply to less competitive universities. This two-sided compromise helps to

fill university places and also leave a smaller number of candidates without a university place. This period of clearing officially starts at the end of June, and it gets to the peak after the middle of August, ending to the very date when universities start delivering their courses. Most universities will fill 25-30% of the available places at about this time. Those candidates that have not been able to secure a place in the early days of selection do not need to panic or worry. If one is patient and looks at the possibilities of clearing, then one will be offered a place to fit ones abilities and qualifications.

In order to achieve some degree of order, the tertiary education sector has created an organisation, Universities and Colleges Admissions Service, UCAS, through which candidates apply specifying a list of six universities. The application goes electronically to the universities selected by the candidate. Universities decide to: (a) accept

was an impromptu shots session for the benefit of younger members. Visiting the city and the nearby beaches was also included. Falasarna and Elafonisi were two of the most beautiful beaches we could ever hope to visit and a contest was organised for the best writing on the sand. The design by Costas Pitychoutis won unanimously, and it will be featured as the cover of our next Newsletter. The design by our Newsletter editor, Eftichis Kantarakis, was rejected as he had merely managed to get through one letter by the time Costas had finished it all. This summer event left us that much richer for the experience, more dedicated to be active members and with a bit of tan to remind us that TESOL Greece is the most fun teacher association to be a member of. We hope to see you all at our next event.

For any further information Mrs Hadjicharou can be contacted at 0035 799 639 570

e 1,500 YOTPOIA 2007

THE UNIVERSITY OF CENTRAL LANCASHIRE PRESTON, UKAnnounces that The regional Representative will interview students and offer on-the-spot admissions The University is one of the largest in the UK, and in many Areas of study, it is rated excellent

Also welcome candidates for Masters ProgrammesEDUCATION, ACCOUNTING, BIOLOGY, BUILDING, CHEMISTRY, PHOTOGRAPHY, DRAMA, , FINE ART, HOTEL MANAGEMENT, COMPUTING, LINGUISTICS, MARKETING, MATHS, MODERN LANGUAGES, PHYSICS, SOCIOLOGY, SPORTS SCIENCE, TOURISM, TV PRODUCTION. For further information: email: examsnet@cytanet.com.cy Telephone: 00357 22449030

Main areas of study:

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T Special Education http://www.specialeducation.gr/YNEXEIA AO TO POHOYMENO

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E , !!! Educational Consultant-Teacher . E theodora_papadopoulou@yahoo.com , . o . O , , . . X , . . , A . E - - - : , K , . . H - . - M . T - . M A : A K A X A O - . O . A O , Sylvia Kar Publications . , - Contact Us: 210-6390030, 210-6081673 - , , . M , , , . M : . - . - - H - . E - . - . - - O , . ,

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, . . T . , . . (Weinstein, 1982). H , , . T . E . H , . A . . , .A: . - Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. Holt: Rinehart & Winston, Inc. - Rothman, H. R., & Cosden, M. (1995). Selfperception of a learning disability: self-concept and social support. Learning disability Quarterly, 18, 203-212. - Rutter, M., & Giller, H. (1983). Juvenile Delinquency:Trends and perspectives. Harmoudswarth, Middlesex: Penguin. - T, . X. (1995). . A: . T Special Education http://www.specialeducation.gr/ H URL : http://www.specialeducation.gr/modules.php?o p=modload&name=News&file=article&sid= 444

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. O , , , . M , , , , . N -

. N , , , , . . N , , . H E . O . H , , . - (, 1981, . 18). E , B- Bruner, J. S. (1966). Toward a theory of instruction. New York: W. W. Norton & Company, INC. - Howe, M. J. A. (1990). Does intelligence exist? The Psychologist of the British Psychological society, 3 (11), 490-493. - Ldonline Organization (2003). Specific Learning Disabilities: "Finding Common Ground" in Learning Disabilities On line Report-January 2003: http://WWW. ldonline. org/news/commonground. html - Lyon, G. R. (1996). Special education for students with disabilities. The fucture of children. E- Learning disabilities, 6 (1). - Peer, L., & Reid, G. (2003). Introduction to dyslexia. London: David Fulton Publishers. - , K. (1981). , H .

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AT EVERY HOME

H E.E. 6

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AT EVERY HOME E E, 6 . SOCRATESLINGUA II . AT EVERY HOME E . T E, A, I, B, T, B O. O E O , , . , . AT EVERY HOME, E O. , E . O E . H , A 2007 A . O E . O . T . A . A . H

. T . T . H . T E . A E E. . O E 2007 A . 6 . E . : 1) T HERMES . CDROM, . (www.hermes-world.com). 2) T SOCCERLINGUA, DVD , . (www.soccelingua.net). 3) T LINC . (www.lingueges.net). 4) T EASY 2 online, . (www.easy2.org). 5) T GALANET 4 . (www.galanet.be). 6) T BULGARIAN FOR FOREIGNERS, (CD-ROM, -

, ) . E 1 2007 HOLIDAY INN T 4 2007, GRAND HOTEL PALACE KOSMOS BOOK EXHIBITIONS 2007, PA KOSMOS. T : APOYIAH 1 YMMETEXONTE: M . 11:00-13:30 APOYIAH POPAMMATN. 13:30 OPMA AIOOHH, ITOOIHTIKO YMMETOXH, ENHMEPTIKO YIKO, IAHMITIKA PA APOYIAH 2 YMMETEXONTE: K . 14:30-17:00 APOYIAH POPAMMATN. 17:00 OPMA AIOOHH, ITOOIHTIKO YMMETOXH, ENHMEPTIKO YIKO, IAHMITIKA PA E.E., . O , demo , . E , . ! E AT EVERY HOME, 20 A E O (9,30-16,00, ), . 2103813773. K e-mail pub@stafildis.gr. E , .

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Laugh and the whole class learns with youExperienced teachers know the value of mirth, says Rose SeniorReprinted from Guardian UnlimitedWhen asked, most experienced language teachers will readily admit that they encourage humour and laughter in their classrooms and plan it into their lessons. So what is the role of unplanned and spontaneous humour - moments when the whole class momentarily erupts in laughter before returning to the task at hand? In the early days of each coursewhen they meet their class for the first time, language teachers convey many hidden messages through their body language, their overall demeanour and the manner in which they address their students. One clear message (usually implicit) relates to the kind of atmosphere they wish to foster in their classroom. In order to develop a spirit of informality within their classes such teachers attempt to reduce the social distance between themselves and their students by behaving in friendly and approachable ways. They smilingly encourage students to speak and applaud their efforts, being supportive when errors are made. They may sometimes demonstrate in a humorous way that they themselves find unfamiliar sounds difficult to pronounce. If they make an error on the board (as most teachers do from time to time) they may make a quick quip to show that they are not embarrassed - and to demonstrate that mistakes are a natural part of the learning process. When it is appropriate to pull individuals into line, teachers tend to do so firmly but with a light touch, returning to the business of the lesson as quickly as possible. (By disciplining students with humour, teachers reduce the risk of alienating potentially tricky individuals.) Language learners quickly absorb the message that their teacher welcomes spontaneous laughter within the classroom (provided it is of the supportive "laughing with" and not of the destructive "laughing at" kind). Sensing that their teacher has given them permission to laugh, many classes start to relax and to behave in readily responsive ways. They then find themselves laughing spontaneously at the myriad unexpected events, unwitting errors and unanticipated misunderstandings that routinely occur in language classes. Once it is understood that laughter is acceptable, students will see the funny side of daily occurrences that an outsider might not even consider funny. Not all language classes respond equally readily to the humorous initiatives of their teachers. For a variety of reasons students in some classes remain relatively unresponsive throughout their courses. Sometimes it takes longer for classes to relax and become readily responsive. Teachers can often pinpoint a particular moment when the class laughed spontaneously for the first time - often at a quite trivial event. When this happens the

teacher relaxes, feels more confident - and is inspired to teach more imaginatively and enthusiastically. Language teachers use a number of specific techniques to ensure that their classes continue to be laughter-filled environments that they consider conducive to language practice. In the early days of their classes experienced teachers are on the alert for quick-witted, extroverted individuals with whom they can develop a bantering relationship. Students who are prepared to act as the teacher's foil, even to the extent of lighthearted cheekiness, can provide a focal

point for the class, enabling shyer individuals to enjoy the interaction by watching and listening and laughing on cue. Over the years experienced teachers develop personal tried-and-tested techniques, in the form of facial expressions, exaggerated gestures, plays on words, well-worn quips and so on that they know from experience are likely to engender laughter and give a quick injection of vitality into the lesson. They know, too, which interactive language learning activities are likely to enliven the class. They are aware, however, that students can become overexcited and that laughter . 20

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20a premire sance du cours ainsi que les cours suivants seront cruciaux afin qu'on cre une atmosphre chaleureuse et former l'attitude de nos lves. Dans ma propre exprience autrefois, j'tais proccupe par mon arrive dans la classe notamment dans la prparatoire le premier jour des cours. En effet, voila quelques conseils pour connatre mieux vos lves et bien partir avec eux. Tout d'abord, tenez compte du fameux adage que ''la premire impression compte toujours'' alors, appliquez-le dans la classe. Amusez-vous bien ! essayez de se dtendre et de rire. Le sens de

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Se prsenter dans la classe Par Vasiliki BoltsiBoltsi Vasiliki est professeur de franais et d'anglais ainsi que traductrice. Elle s'occupe de l'enseignement des LE et elle parle aussi l'anglais et l'italien. Elle a comme but de suivre des tudes post-universitaires sur la didactique de FLE.l'humour aide aussi ! Vous ferez mieux d'exprimer vos soucis qui que ce soient ! Vous n'avez qu' poser des rgles des le dbut du cours, voire faites-les bien claires. Vous devriez vous tre patient. Donnez-leur du temps pour vous poser des questions et se familiariser avec votre voix. Ayez l'air de professionnel : ne changez pas votre style mais habillez-vous selon la culture de l'cole. Respectez le ''dress code'' pour que vos lves vous apercevoir comme ''professeur''. C'est vous de gagner ce titre honore. Soyez positif : souriez mme quand vous tes bout de nerfs ! Concentrez-vous sur vos tudiants en leur prtant une attention constante et la fois encouragezles avec des sourires, louez galement leurs efforts. Il vaudrait mieux que vous disiez ''Tu vas russir, j'en suis sur !'', ''Bravo !'' ou ''Allez, encore un petit effort !'' Aussi obtient-on de meilleurs rsultats et on gagne leur confiance en mme temps. Il est ncessaire que vous maintenez une distance bien vidente et amicale car vous n'tes pas leur ''bonhomme''. Vous n'avez pas intrt tablir des relations personnelles. Essayez d'tre un enseignant amical et sympathique mais non un ami. Il faut absolument s'efforcer de se souvenir de leurs prnoms. De plus, pour le faire vous pouvez soit dessiner

le plan de la classe et marquer leurs coordonnes soit poser des cartons sur les tables tout en crivant leurs prnoms. Dans un premier temps, tapez dans vos mains pour veiller leur intrt. Dans un deuxime temps, postez des autocollants sur leur front ou sur leurs mains. Ils vont s'exciter ! Montrez que vous tes vraiment intresss de leurs rponses et ragissez : ''C'est une trs bonne rponse ! Je partage la mme opinion.'', ''Vous avez aussi un portable ?''. Bougez entre les tables, donnez la parole tour tour. Ils aiment s'exprimer. Passez professionnel : soyez attentifs en ce qui concerne votre voix (claire et douce) et votre posture. Les apprenants ont besoin de sentir que tout est en ordre autrement, vous allez perdre le contrle. Planifiez plusieurs reprises avant se prsenter et organisez une activit de faon que vous fassiez connaissance avec eux. Qu'est-ce que vous allez crire sur le tableau ? Combien de temps va durer l'activit propose ? Qu'est-ce que vous allez faire s'ils font du bruit ? Suggestion : prsentez-vous en disant : ''Je m'appelle X, je fais du tennis et j'aime les chips, toi ?''. On s'ouvre sur eux-mmes et on tablit un premier contact anodin et anim.

Laugh and the whole class learns with you . 18

can get out of control. As they progress, language classes develop their individual cultures: bodies of shared understandings about the personalities, passions, strengths, weaknesses and foibles of individuals within the class. Each class also develops a collective memory of the various incidents that have occurred within that particular class. This sense of friendly intimacy enables short bursts of laughter to be invoked by reference (either by the teacher or by a student) to previous events that the class found amusing. Humour is, of course, a powerful force in any situation and a highly complex phenomenon. There are obviously times when humour is detrimental to the well-being of individuals. Teasing is a case in point. While some students are happy to be foregrounded (for example, by being given a nickname) others are not. Jokes that were funny first time round can quickly wear thin. Most teachers who include teasing in their personal repertoire of laughter-engendering techniques back off quickly if they see that they are causing offence. Although it has the potential to be used unwisely, experienced language teachers see laughter as a positive force in their classrooms. They regard whole-class laughter as a welcome behaviour in their classrooms and actively cultivate it. For teachers regular small bursts of laughter are a vital and reassuring sign that their class as a whole is functioning cohesively and is in a responsively. Experienced language teachers demonstrate through their words and their classroom actions that good teaching involves far more than simply teaching in technically proficient ways: it involves encouraging each class to function as cohesively as possible. Judicious use of humour is a key way to encourage classes to develop into friendly, lively, mutually supportive social groups. Rose Senior is a senior lecturer at Curtin University, Perth, Western Australia Guardian unlimited C M Y KMEMI 52.40.728

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22 T AYTO". A , "". , . M , . 19. K , , . T E/Y . E. T - ' . A - . K ' , . H "" , , . , , , "". 20. . T E/Y . "", . 21. A . A , ' . O . A , "". X . E/Y E/Y, . ' "" . 22. T . , , .. Mel Levine " ", . O , , - . 23. X . . . A E/Y, , , . B KATA TH IAPKEIA TH MAHIAKH IAIKAIA, . , , . 24. A . . M . E/Y . , . 25. A . A . A . X . X . O . 26. X . T E/Y -. . . K : " ;" " ;" ", , ' ;" K . 27. O . 28. M, . T E/Y . . 29. A - , , .. -, . , , " , " "K ". E/Y , . A , . 30. . 31. M . T E/Y. 32. X , . 33. B . , . 34. , . 35. T -. A - . . 36. . 37. E . M . 38. . T . A . 39. E, , , . "" 40. Z . A . 41. . . . Y. . 42. N . T - ( )-. K " ", . 43. , . 44. E E/Y, . 45. N . A . 46. E . . . B , . 47. E, , . 48. . M E/Y , , , . H , - , , , . B EINAI . 49. , , . , . 50. N , . A ' . E , , . E , . " ", . N , . Answers to Distraction, Edward M. Hallowell, M.D. John J. Ratey, M.D., Pantheon, N. York, 1995 www.drhallowell.com http://www.specialeducation.gr/modules.php?o p=modload&name=News&file=article&sid= 119&mode=thread&order=0&thold=0 C M Y KMEMI 52.40.728

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eginning from the end means taking an approach to lesson planning that focuses on the learning objectives rather than taking a materials-driven approach to the lesson. Starting with a consideration of what we want to achieve is the most effective way of setting out to achieve it. So instead of using whatever is in the course book for todays lesson, we look at the language areas covered and think how best to teach that language bearing in mind the specific characteristics of our group of learners. Beginning from the end in this way makes a lot of sense. An example given by Dave Willis in a talk at the recent IATEFL conference in Aberdeen: You dont go out and buy a screwdriver and then think Thats nice now what shall I do with it? You start off with a task to perform and then equip yourself with the tools for the task. Daves point is that in a traditional presentation practice production lesson, learners are having language presented to them without having a specific purpose and often without a context to give it meaning. Task-based learning focuses first on the language in use, and the analysis comes after the production. Similarly, in the process of lesson planning, starting from a consideration of the outcomes we want to achieve gives a focus to the planning process, and we can then select or design activities that help to achieve that purpose. In one sense, then, beginning from the end is about an approach to integrating our tasks and activities to achieve the learning objectives of the lesson. The other aspect of beginning from the end concerns our own personal aims as we plan for each lesson. Often the activities and techniques that we use on a preservice teacher training course can be adapted to support ongoing teacher development. One such idea is postlesson reflection leading to the formulation of a personal aim for the next lesson. These aims are distinct from the learning objectives for each lesson, and concern areas that the teacher personally feels she needs to work on in her their teaching practice. Research at our teacher training centre in Corinth found that the most common type of personal aim concerned teaching skills, including checking comprehension, giving clear instructions and managing feedback. Aims focused on the teacher personally included staying calm and focused, while interpersonal aims included building rapport and getting the students involved. Aims relating to planning included making a more detailed lesson plan, preparing more material and designing more challenging activities. In the area of teacher language, issues considered included spelling and grammar as

In my end is my beginningPeter Beech, Anglo-HellenicTeacher Training info@anglo-hellenic.comwell as speaking slowly and clearly. For student language, the main area of concern was increasing student talk time. Having a personal aim for each lesson in this way gives a useful focus to your ongoing development, underpinned by

classroom observation and reflection. It might be possible to have someone observe your teaching in order to give you a fresh perspective, or you can record your own lessons, either with video or with a simple cassette recorder. Analyzing recordings will provide an insight into all the things that are going on in the classroom but which you usually dont have time to notice when youre busy teaching. Look at the kind of questions you ask: do you ask display questions to which you already know the answer or genuine questions that stimulate your students to communicate their own responses? Do you ask open questions that generate discussion or closed questions that are answered by a simple yes or no? When you ask a question how long do you wait for an answer?

Do you wait long enough for the learners to understand the question, formulate a response and express that response in English? Or do you jump in, repeating or reformulating the question or even answering it yourself? And who do you ask? Do all the members of the class get included equally, or do you have an unconscious bias, perhaps addressing more questions to the stronger members of the class because you know youre more likely to get a correct answer that way? What about when your learners make errors? Do you just give the correct form, which often means the students dont understand the reason for the correction and are unlikely to remember it? Or do you draw attention to the error in a way that gives the student an opportunity to self-correct, supported by your guidance and prompting? How much of class time is occupied by the teacher talking? And how much time does that leave for each of the students to talk? Make an audio recording, using the cassette recorder thats already in the classroom anyway, and time it. We may think that these aspects of our teaching are being handled effectively, but the truth is that we dont actually know until we investigate. So find a way to observe yourself recordings, a colleague, notes made during the lesson, a reflective journal written after the lesson choose an area to focus on and see what you discover. When you notice something, modify your practice and then research the result of that modification. Here are some simple questions to guide your postlesson reflection: What went less well, and why? What were your aims? Did you achieve them? How do you know? What would you do differently next time? What is your personal aim for the next lesson? Always return to the question How do you know? You think your presentation was effective, but how do you know? What evidence is there in the lesson? Were the students able to use the target language accurately? This ongoing observation and change constitutes a cycle of action research simple classroom research that bridges the gap between the theories of the applied linguists and the practice of classroom teachers. Undertaking this type of research will give you a renewed interest in your teaching, producing positive results both for your students and for your own professional development. events. Could you give us a sneak preview of these? By all means. Heres a list of our events. Of course, for more information you can always check our website (www.tesolgreece.com) or contact us directly by e mail tesolgreece@otenent.gr or call our office, 210 7488411 (Mon Fri, 9 1). We look forward to seeing you soon. Thanks very much.

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I understand that many of my colleagues are divided on this issue of whether or not non-Greek English language teachers should be required to take examinations in Greek in order to be issued with a teaching license. TESOL Greece has no standpoint on this issue, and any involvement in the matter would detract from its goals of helping with the professional development of teachers in Greece. My personal attitude is that I live in Greece and have to accept the laws of my adopted country. Of course, this doesnt help those teachers who have just arrived and speak no Greek, and who will therefore be denied a teaching license. I can only say that as language teachers they would do well to try to learn a Greek as soon as possible, and take examinations to certify their knowledge. On the positive side, going back into the

Michael Robbsclassroom (and exam room) makes us reflect on our teaching and appreciate our students efforts even more! Do you speak Greek? Yes. In fact, I passed the advanced level (gamma) of the Elinomathias examination a few years ago. What is your vision for TESOL Greece? This year the board and I have identified six priorities for us to continue the excellent work done by previous chairs and their boards. 1. Enhancing the quality of the service we provide to our current members, (e.g. further discounts with major book stores and software producers, full details of which will be announced soon on the web site of TESOL Greece, www.tesolgreece.com, and a greater variety of resources available to our members in our reading room at the office, Kapodistriou 17, behind Kaningos Square) 2. Continuing to offer excellent events (most importantly the highly successful annual convention which will take place in 2008 on the 15th - 16th of March at the Hellenic American Union, with the theme Inspired teachers, motivated learners. This is in addition to the 7 other events in the new school year) 3. Reaching more prospective members through a continued presence in EFL journals like this one, and at book exhibitions around the country) 4. Receiving the continued support of the EFL community. 5. Building on our national reputation by establishing presences in towns other than Athens, such as Patras, Hania and Ioanina. 6. Improving our international standing by maintaining contact with other teaching organizations, (such as TESOL Italy and TESOL France), by affiliating with IATFEL, and by advertising our events internationally. You mentioned some forthcoming

Sunday, 23rd September 2007 START OF THE YEAR EVENT Making the most of our course books, at the University of Indianapolis Sunday, 4th November 2007 BIG SIG DAY Sunday, 2nd December 2007 CHRISTMAS BAZAAR Saturday, 12th January 2008 PITA CUTTING Saturday, 26th January 2008 7th ANNUAL PATRAS EVENT Sunday, 10th February 2008 ANNUAL TESOL GREECE PSYCHICO COLLEGE YOUNG LEARNERS EVENT Humanising the Classroom through Performance-based Learning and Assessing at Psychico College Saturday, 15th & Sunday, 16th March 2008 29th ANNUAL CONVENTION Inspired Teachers, Motivated Learners at Hellenic American Union, Athens 14th 16th June 2008 TESOL Greece SUMMER WEEKEND. Further details of venues, times and speakers will be announced soon.

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24he BBC and the British Council in their joint webpage www.teachingenglish.org.uk provide a host of information for teachers of English worldwide. The webpage offers among other interesting features tips and lesson plans, ideas on teaching, and a forum for the exchange of ideas between students and teachers. The Question and Answer feature, allows readers to post their questions and have them answered by other professionals from every corner of the world. One interesting question posted by Dilek, a student in Turkey, was that of correcting pronunciation. Also Jackie from Greece is wondering if there other teachers in the world faced with students not interested in anything but obtaining a certificate. Following, you will find Dileks question and some of the answers he received as well as Jackies question (which had not received any answers by the time this was published) and the links where you can add your ideas. Correcting pronunciation The question

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Questions and answersthe ability of speaking, corrections should not take place during the activity of speaking, otherwise they will frustrate (and stop) the students. You should take notes of the mispronounced words and at (by) the end of the activity, correct them. It is very important that students learn the correct pronunciation of a word, but just in the right moment. Harvey Utech, Germany I teach German students who have already had 6-10 years of English in school and yet, still make basic grammar, spelling and pronunciation mistakes. I think it is unproductive to teach pronunciation in the classroom, especially as the number of students in class increases. Yes, one should correct mispronunciation mistakes as they occur but expecting students to remember the many pronunciation exceptions we encounter in English is expecting too much, I find. A more productive approach is to encourage students to listen to as much English spoken by native speakers as they can between classes. I recommend radio, TV, movies and (especially) podcasts. The latter are available now free of charge in so many subjects that students can easily find several of interest, download them regularly and listen to them between classes. My idea is that they should learn pronunciation subconsciously. There are already so many rules and exceptions to rules to keep in mind that we are making the learning of English too burdensome, if we put too much emphasis on details. Then, all is lost because we make learning English seem too much of a struggle for the average student to be worth the effort. Marielle Fayolle, France The main problem is that students are unable to pronounce sounds they're not used to hear in their mother tongue. With a physical approach, the results are really good: I show them how to place their tongue, their lips and their teeth while pronuncing. I ask them to feel where the sound is in their mouth: in the back or in the front. Then, it's a question of repeating the sounds several times especially with adults. I also use the facilitating gesture (turning round with your hand): it is a gesture that helps with the rythm of the English language. We all have the same sounds as a baby but as we learn our mother tongue, we lose the sounds that are not necessary. And some languages such as French are very poor in sounds compared to Russian or Dutch for instance. I hope these explanations will be of help to you. Craig Wherlock, Greece I think most students simply don't realise that their pronunciation is mistaken so the first job is to bring their attention to this. I find asking students to record themselves doing various exercises from their course book using their mobile phones is very effective. For some reason listening to this makes them much more aware of how they sound to others. This makes it much easier to correct their pronunciation themselves. Another idea is take a short extract from a film in mp3 form (their are plenty of sites on the internet for this) and ask students to imitate the actor's speech as closely as possible, once gain using their mobile phones to record and playback what they have said. Ken Wong, Hong Kong I'd suggest an analysis of the students' errors, including L1 interference and basic pronunciation and stress problems. On the basis of your analysis, develop some eartraining (recognition skills) exercises, followed by more demanding exercises (production skills) to cover your students' common errors. Attention to individual problems is important. I hope you find these ideas helpful. Mal James, UK The interactive phonetic chart is a great tool for improving pronunciation in my class. Asian student who invariably have problems with 'th' 'w' 'v' are given lots of practice with these basic sounds but with difficult consonant clusters such as 'spr' I get the students to tap out the sounds on the screen s,p,r. spring, sprung, sprat. practice. A further point is syllable stress shift photograph/photographer,

furthermore words that look confusing such as 'thorough' are broken into phonemes (4 sounds) breaking down words that initialy look daunting encourages students to experiment with the sounds of English through the dual input of sound and sight; great fun if you have a touch screen or smartboard. If students have dyslexic tendencies then colour can be used to isolate syllables. I am a native English speaker and show empathy by pronouncing words and breaking down the sound combinations I find difficult such as 'ethnicity' or allow them to teach me a word or phrase in their language: usualy much to their amusement. Oral motor skills take time to develop and just like exercise we have to include a fun element into them. Nicola Perry, China I find that students are often not aware that there should be a difference between 2 words they are saying, ie that there are two sounds. Long and short vowel sounds are a common problem. The Chinese language has a range of sounds that need very subtle movements of the mouth so I often find that my students do not move their moth enough when speaking. I use exagerated movements to show them the difference and how the sound is different. Elena Sancho, Spain Something which has been proved useful for my students is using a little mirror and looking at themselves while pronouncing the difficult word (for Spanish-speaking students English vowels are a big problem) after they have been corrected. They should try to imitate the teacher's gestures as accurately as possible. The mirror is fun and it really makes them aware of the position of their face, jaw and lips. Pronunciation is something physical, like learning to dance or going to the gym and we also look at ourselves in the mirror to check that we move correctly. Afshin Vatandoost, Iran Communicating meaning through a new language is by itself a very demanding and tough job, so let's not make it more difficult by pressurising our students into correct pronunciation. We should also bear on mind that pronunciation mistakes are really tricky ones as they could be stemming from a variety of origins. In my opinion, from the very beginning teachers should avoid over-simplification of English pronunciation. Many mistakes happen because we teachers cause them. Also, in early stages of learning, intelligibility should be appreciated, and as we go on the emphasis on authentic pronunciation should be increased through lots of drilling and phonological practice. As to correction, I would use constant gradual exposure to authentic standard pronunciation,

Dilek Yagci, Turkey I'm a student of language teaching at university and I'm looking at correcting students' pronunciation for my research. Can you help me by giving examples of suitable ways to deal with students' mistakes in English pronunciation? Thanks for all your help! Whats your opinion? What's your opinion? Mohamed Hassan, Egypt This is a very important matter if you are dealing with accuracy and there are many different ways. First, you can give a chance to the student who pronounces something falsely to correct himself by giving him a sign that he is wrong. Second, you can give a chance to another student to correct. Third, you can correct orally by yourself through repeating the correct pronunciation or through the tape. Above all, one should be very careful in giving a good pronunciation model as a bad one is the root of all mistakes. Hamid Naveed, Dubai I think the best you can do is to teach your students the vowel and consonant sounds first, and then move forward from there to correct their pronunciation. Pay special attention to the schwa sound as it is the most common sound in English and the most mispronounced also. Alfredo Abarca P, Chile If I understood your question correctly, I believe one important point to bear in mind is to determine if those pronunciation mistakes relate to mother tongue interference or if they're pronunciation errors coming from a different source, e.g., they learned certain words incorrectly. Domcio Moreira Ribeiro, Brazil If the goal of the lesson is to develop

Angela Murphy in Greece . 1

in Shanghai, Shan gin, Guan Jo, in Greece, in Cyprus and in India. So, I am here today to talk about our relationship with Europalso and in particular the new method of Quality Assurance in England. First of all, I would like to say, that the examinations that we do with Europalso are of the highest Quality and the highest standards. Not only are they controlled internally by our Quality Assurance processes but they also have Government recognition. I know in Greece that there is a debate going on at the moment about the introduction of a Quality Assurance regime. In England, we have had a quality assurance regime for a number of years now, dating back to the mid 90s, when there was a lot of debate amongst academics about the introduction of a central process. More recently we have moved, in England, from a subject focus to a focus which is on the Universitys own systems and procedures for Quality Assurance. So, moving from the focus disciplines and curriculum on

teaching and learning we are now putting the students at the centre of the process and the audit teams who come to the University are looking at our systems and procedures. Like in Greece, however, when this was first introduced, there was a debate amongst some institutions about an infringement of academic autonomy. Professors would say: Why are we being checked?, Why is our work being verified when we offer courses of the highest quality? However, this system now which is in place is very well designed and it gives assurance to all students that they will have a degree which is commensurate across the sector. So, whether they study at Central Lancashire in England or Central Lancashire in Greece or in Central Lancashire in China, the standards of our provision will be identical. One of the key aspects of Quality Assurance in England is that we put students at the centre. So, we take feedback from students and we act on student feedback. One example of this is that stu-

dents wanted one area to go to get advice and we have set up a very expensive student centre with state of the art equipment and this in particular deals with any queries that students have across the sector. Students come in and they can seek information on academic affairs, on advice, on guidance, on student laws. It is equipped with the highest standards and also I should add that this year my University, the UCLan, has won a prize awarded by the Times Higher Education Supplement for support for our studying students, for International students. This is the highest award a University could receive and we are very pleased to receive it. So, finally to summarise I would like to say that the system of Quality Assurance in England which has been introduced, not only ensures that students get now value for money as our students have to pay tuition fees in England, it does not have an impact on Academic autonomy in any way, we design on our own curricula, we design our own teaching and learning.

25and be very patient with my students mistakes.I believe Learning correct pronunciation is a very lengthy process and any unreasonable pressure should be eased off students. After all, for a non-native it is impossible to pronounce 100% like a native! Irene Ong, Malaysia Personally, I would not be too quick in correcting students' pronunciation without having first guided them through the usage of phonetics. This takes into consideration the students' cultural background and perhaps physical deficiency in the pronunciation of English words. Secondly, it would be good to use audio recordings as a teaching aid, in which to help strengthen students' listening and ultimately speaking skills as well. It is quite necessary to correct students' pronunciation during the course of a lesson when it is obvious that the word encountered is a common mis-pronunciation of the class as a whole. In such instances correction of pronunciation can then be handled as a group exercise thus not directed at one student in particular. Correction of pronunciation should definitely be part of the teaching of the English Language but ought to be handled gently and with tact and consideration, especially in the case of an adult learner! Anthony O'Driscoll, Spain Re Domcio of Brazil's comments: I agree that you shouldn't interrupt students when they're in the middle of a conversation exercise, BUT, noting down the errors of pronunciation and going over them when the conversation activity has finished is, in my experience, of little use, because the people who made the mistakes have forgotten it was them and, for the rest, it has nothing to do with them, so it all becomes a bit too academic. What I do is when we're correcting homework, with SPOKEN ENGLISH sentences, I get the students to try to pronounce the sentences as if they were actually speaking them - and if the other students don't think the pronunciation is OK, I tell them to cough! (I, also, cough to indicate when the pronunciation is not correct - I sometimes having a coughing fit with some pronunciation!!) This, of course, depends on the relationship with each class/student - obviously, with the more introvert students, I don't overdo it ... This way you corrrect their spoken English pronunciation, but it's NOT a sentence of their own, expressing their own thoughts/ opinions/feelings as it would be in a conversational exercise it's just a sentence from the book. Sheila Bonari, Reunion Island Remembering how useful I found this activity for myself when learning French, I now teach English to uni students but in specialised domains. One student reads out a paragraph from a specialised article thus dealing with verbs and vocabulary related to their needs. In groups they listen, teacher underlines mispronounced words, repeats mispronounced words in a confused way in order to elicit suggestions from the group and then gives correct pronunciation. Students can then repeat together. This installs confidence in students and reveals keys to resolving similar problems in pronouncing unknown words and language interference. Ana Maria Sierra, Argentina After years of trying to find the best way to correct my students' pronunciation I've found quite a funny one: I pronounce the word wrong - for example "Pikture" and my students correct me saying the correct pronunciation "piktche". I do it with most of the students. They not only learn to pronounce well but they find it funny to correct their teacher. Ziya Erdil, Turkey The best way is: while they are talking or reading in class, you shuldn't interrupt them in the middle of the conversation or text. Let them finish first and then you can correct pronunciation mistakes by using those words and phrases frequantly in different ways, making students take part in activities too. Don't directly correct the student who's made a pronuncation mistake. This will cause him/her to lose self confidence and be discouraged. Let it be natural. Good luck to you :) Francis Peter, India Raising awareness of possible pitfalls helps prevent their occurance. For my Indian learners, I focus on the following features. These are the common problem areas for a second language learner. Phonetic realisations: My first job is to make the learners realize a new set of sounds need to be learnt while learning a new language. These problem sounds unless learnt correctly could lead to phonetic realisations i.e. when a learner finds a given English sound difficult to pronounce, a sound closest to the required sound from his mother tongue is used. Such approximations lead to unintelligibility Vowel quantity: The length differences between the vowels of English feature can cause major strain in listening. The long English vowels are very long in comparison with average vowel lengths in other languages. I make them aware of the distinction between long and short vowels. Actually this is more important than exact vowel quality. Consonant clusters: Certain combination of consonants does not occur in a learners mother tongue, and pronouncing these is a definite problem for our learners. Words like school, why the word cluster request triumph etc need special attention, especially to make sure no sound is substituted for them. Learners tend to deleting one of the consonants to simplify a cluster or insert a vowel to tide over the difficulty. Weak forms and connected speech modifications is another area that deserves careful attention. English, with its multiple weak-form words and heavily reduced unstressed vowels is difficult fro a learner from a syllable-timed language background. Focus on achieving adequate prominence on the stressed syllables, rather than on attaining perfect weak forms for the reduced vowels helps. Elvira S. Balinas, Philippines I have been teaching pronunciation for so many years now to Filipino students. I found it helpful to let the students record their own voice and listen to the playback. It gives them motivation to improve on their errors. Also, asking them to listen to documentaries in English outside their classroom hours proved to be successful in making the students aware of the English prosody Jackie who works in Greece posted the following question: The question Jackie, Greece It seems that a lot of my students just want to pass an exam as quickly as possible, and resist my attempts to get them interested in material other than the course books we are using. Most of them regard it 'a waste of time when they could be getting on with the book'. They're not that interested in the language itself at all! Are there any other teachers with the same kind of problem? Any solutions? You can contribute your answers here: http://www.teachingenglish.org.uk/talk/ questions/exam.shtml

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Travailler avec la press et duquer aux mdiasLes mdias sur InternetLes mdias franais sur InternetJournaux et chanes de tlvision se sont empars d'Internet et l'utilisent comme canal de diffusion et de promotion. La majorit d'entre eux propose sur leur site de nombreux articles et dossiers thmatiques, parfois lis des forums de discussion, utiles dans un cadre scolaire. Vous pourrez ainsi retrouver en ligne les journaux tlviss de France 2, France 3 ou TV5 (Actualit panafricaine et Actualit internationale), le journal de RFO ou encore les missions du groupe Radio France. Le site de l'AFP vous permettra galement de travailler avec vos lves sur les dpches ou les photos du jour. Pour complter ce panorama, nous vous invitons consulter le portail-medias.com ainsi que le rpertoire Portail presse, ralis par la Fdration nationale de la presse franaise, qui donne accs plus de 13 000 titres de la presse crite franaise. travailler avec la presse, nous vous proposons de dcouvrir les nombreuses bonnes adresses slectionnes par le portail des enseignants de franais Weblettres dans sa rubrique presse : sites pdagogiques, pratiques de classe, ralisation d'un journal scolaire, mdias en ligne, dessins de presse... Pour vous donner une ide des types d'activits qui peuvent tre ralises en classe de franais partir de la presse, nous vous invitons lire les articles que Le franais dans le monde consacre l'utilisation de la presse dans l'enseignement du FLE : Avec vos journaux et les ntres, Les mdias sur Internet (activits pour utiliser les mdias, comprendre les contenus journalistiques, etc.) ou encore La radio, un trsor exploiter pour la comprhension orale Vous pourrez galement consulter les activits proposes par un enseignant en IUFM autour de l'article type "faits divers", des illustrations, des "unes" ou encore des dpches AFP, mais aussi le site Internet de l'acadmie de Versailles (France) qui prsente des squences pdagogiques (utiliser la presse, raliser un journal), des textes de rfrence, des journaux scolaires, des radios scolaires, de l'aide et des outils ainsi que des rfrences bibliographiques. Parmi les activits spcifiques qui peuvent tre menes partir de la presse, vous pourrez choisir de monter avec vos apprenants une revue de presse. Plusieurs sites vous seront utiles dans cette entreprise. Le plus intressant est sans doute Newsmuseum. Chaque jour il met en ligne les "unes" des quotidiens du monde entier : un exercice qui pourra galement vous amener travailler sur l'interculturel Deux sites recensent les liens vers la presse mondiale : c'est le cas de The World Press et de Kiosk. Quant Vianetinfo, il affiche les caricatures de plusieurs dizaines de quotidiens francophones du monde entier (algriens, canadiens, franais, suisses, belges). Enfin, rappelons que l'outil Google News gnre un quotidien lectronique mis jour toutes les 15 minutes partir d'articles collects auprs de plusieurs centaines de sources d'information en franais dans le monde. Le Centre rgional de documentation pdagogique (CRDP) de Versailles vous donnera pour sa part quelques pistes pour travailler autour de l'image de presse, tandis que Clicnet vous fournira des ides pour travailler sur proposes concerne un groupe de FLE. Retrouvez d'autres exemples d'activits dans nos fiches pratiques sensibiliser plus particulirement vos lves l'criture radiophonique, consultez l'article que Le franais dans le monde consacre ce thme ainsi que le court manuel "crire des textes radiophoniques", ralis par Nancy Bennett, directrice du rseau des radios locales des pays en dveloppement.

Crer ou participer la rdaction d'un journalLa ralisation d'un journal scolaire en classe de FLE pourra constituer un moyen particulirement riche de faire travailler vos apprenants autour de la lecture, de l'expression crite et orale (comit de rdaction, travaux de groupe), de la culture francophone ou de la civilisation franaise. Pour bien comprendre les intrts pdagogiques d'un tel projet, nous vous invitons lire le mmoire de CAPE de Lionel Taverne, qui propose une rflexion pdagogique sur l'laboration d'un journal en classe, ainsi que les rflexions pdagogiques d'Abel Dupuy, conseiller pdagogique, sur le mme thme.

Concevoir un journal scolaireVous trouverez sur le site du CLEMI de prcieux conseils et outils pour faire un journal en classe (documents pdagogiques, documents pour les lves, informations juridiques, exemples de journaux, etc.). Vous pourrez galement consulter sur EduFLE l'article consacr la ralisation d'un journal scolaire en classe de FLE ainsi que les conseils proposs sur le site de l'Institut franais de Rabat.

Les mdias francophones sur InternetDu ct de la presse francophone, le portail de l'Union de la presse francophone propose des liens vers les principaux titres diffuss dans les pays francophones. Sur son Portail jeunesse, l'Organisation internationale de la Francophonie (OIF) conseille galement des journaux de tous les continents aux jeunes francophones.

La presse pour les jeunesPlusieurs sites proposent une information spcialement calibre pour les jeunes lecteurs. Parmi eux, on trouve Les Cls de l'actualit Junior, un quotidien destin aux 8-12 ans, France Jeunes, ralis par et pour des adolescents, ou encore le Journal de Victor, "l'espace pingouin des petits citoyens". Enfin, la section jeunesse du quotidien rgional franais Le Tlgramme de Brest publie des articles crits par les jeunes et donne aux enseignants quelques conseils pour utiliser la presse en classe.

Squences pdagogiques partir de la pressePour dbuter ce tour d'horizon des outils pdagogiques disponibles sur Internet pour

les titres de journaux. Notez galement que le CRDP de Crteil organise chaque anne un concours de Unes qui invite les participants raliser la "une" de leur journal d'aprs des dpches et images d'agence reprsentant l'actualit d'une journe. Ce concours s'adresse aux jeunes francophones des coles, collges et lyces. De nombreux mdias consacrent une partie de leur site Internet l'exploitation pdagogique de leurs missions ou articles. TV5 ddie ainsi tout un programme l'apprentissage et l'enseignement du franais avec TV5, tout comme RFI dans sa rubrique Enseigner avec RFI en franais (RFI propose galement un concours de fiches pdagogiques autour de ses missions de radio), ou encore France 5, qui dans "Ct profs" propose des fiches pdagogiques autour des programmes diffuss sur la chane. Les journaux franais accordent galement une part importante l'ducation sur leur site, l'image du journal SudOuest, de Ouest-France - journal rgional trs forte diffusion, qui se propose de faire dcouvrir le journal aux enseignants et aux lves - ou encore du Tlgramme de Brest, autre journal rgional franais, qui prsente des fiches pdagogiques pour analyser et comprendre la presse, tudier la "une", faire un journal scolaire, etc. Enfin, nous vous invitons parcourir le document ralis par des enseignants de langue de l'acadmie de Nancy-Metz autour du thme "La presse crite comme outil de remdiation en franais et en langues" : une partie des actions

Crer un journal sur InternetVous souhaitez publier votre journal sur Internet mais vous n'tes pas un expert en TICE ? Journal-FLE est l'outil qu'il vous faut ! Conu pour les enseignants qui souhaitent mettre en place un journal de classe sur Internet dans le cadre de leurs cours, cette solution gratuite cl en main possde de nombreuses fonctionnalits didactiques : suivi des rvisions, vrificateur d'orthographe, encyclopdie libre... Vous pourrez galement choisir d'utiliser le logiciel Webzinemaker qui permet de faire un journal en ligne et de constituer une quipe de rdaction, grce un systme de publication en rseau. Les enseignants qui matrisent mieux les TICE pourront dcider de crer leur propre site : ils trouveront sur le site de l'IUFM de Versailles quelques conseils utiles sur la manire de monter un journal et de le publier sur Internet.

Initier ses apprenants l'criture journalistiqueAvant de vous lancer dans la cration d'un journal, vous pourrez commencer par initier vos apprenants aux spcificits de l'criture journalistique. Le site Rdaction de Rescol propose ainsi un cours de journalisme lectronique en ligne pour les jeunes reporters francophones. Pour sensibiliser vos lves au vocabulaire propre la presse, consultez le glossaire des termes de la presse crite ralis par le Centre de liaison de l'enseignement et des moyens d'information (CLEMI), ou encore les documents pdagogiques proposs par le ministre franais de la Culture et de la Communication autour du jargon de la presse, des mots des mdias et des titres de presse. Enfin, si vous souhaitez

IMHNIAIA EHMEPIA IA TON KAO TH ENOH EKAIEYH I: . - T E: . : . A: MEMI AE, 23, A, T.: 210-5240728 E: M AE .

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27 Participer la rdaction de journaux en ligneSi vous souhaitez faire participer vos apprenants des journaux dj existants, vous pourrez rejoindre un des nombreux projets de journaux francophones en ligne, comme le programme Fax ! du CLEMI, celui d'Omar le Chri autour de la Mditerrane, de Mosaque du Monde ou encore du Marque page, un cyberjournal scolaire francophone soutenu par l'Institut franais d'Istanbul. Autre projet intressant, le site CyberScol propose de faire produire des enqutes journalistiques de jeunes francophones de 12 17 ans. Ce projet permet de mettre en relation des classes d'tablissements situs dans des pays diffrents grce Internet mais aussi de proposer "un contexte d'apprentissage authentique o les lves assument les diffrents rles ncessaires la production d'un document hypermdia sur Internet dans un contexte de collaboration internationale". mdias peuvent servir de support des activits classiques d'apprentissage du franais, mais ils peuvent galement aider les apprenants dvelopper leur esprit civique et critique. Le CLEMI, qui coordonne la Semaine de la presse l'cole, est l'organisme de rfrence en France dans le domaine de l'ducation aux mdias. Son site donne de nombreuses ides d'activits pour les lves et des liens vers des exemples de journaux scolaires et lycens. Son quivalent qubcois, le Rseau Education Mdias, propose galement des ressources pdagogiques pour utiliser les mdias en classe. Au Qubec toujours, l'Actualit en classe offre des fiches multimdias interactives qui permettent l'enseignant de prsenter des faits d'actualit aux lves de 10 14 ans sous un angle qui les amne devenir des citoyens avertis capables de "lire" et d'interprter judicieusement les messages mdiatiques traitant des actualits. Une enqute dans la presse lectronique, ralise par des enseignants qubcois, permettra aux jeunes de dcouvrir si les reportages traitant d'un mme sujet contiennent ou non les mmes informations. Autre ressource intressante, le CREDAM (Centre de recherche sur l'ducation aux mdias) met en ligne sur son site des ressources et une slection de sites consacrs l'ducation aux mdias. Ralis en partenariat avec Radio France, Le Monde, l'diteur Hatier, le Centre national de documentation pdagogique (SCEREN/CNDP), le CLEMI, Le Caf pdagogique et avec le soutien du ministre franais de l'ducation nationale, de l'Enseignement suprieur et de la Recherche, Dcrypt'ACTU est ddi au dcryptage des mdias et de l'actualit. Ce site poursuit un double objectif : fournir des ressources multimdias brutes aux enseignants, aux documentalistes et aux lves et permettre aux enseignants et aux documentalistes d'apprhender avec les lves la manire dont les mdias traitent d'un sujet d'actualit. Pour complter ces ressources, nous vous invitons consulter le trs intressant parcours que Thot consacre l'ducation aux mdias. Rcapitulatif des liens cits Les mdias sur Internet

Pour une ducation aux mdiasComme nous l'avons vu, les

JT France2 : http://jt.france2.fr/ JT France3 : http://jt.france3.fr/ TV5- Actualit panafricaine : http://www.tv5.org/TV5Site/info/accueil.php TV5 - Actualit internationale : http://www.tv5.org/TV5Site/info/actualite_internationale.php Journal de RFO : http://www.rfo.fr/ Radio France : http://www.radiofrance.fr/ AFP : http://www.afp.com/francais/home/ Portail-medias.com : http://www.portail-media.com/ Portail presse : http://www.portail-presse.com/ Portail de l'Union de la presse francophone : http://www.presse-francophone.org/ Portail jeunesse : http://jeunesse.francophonie.org/liens/section.cfm?id=13 Agence intergouvernementale de la francophonie : http://agence.francophonie.org/ Les Cls de l'actualit Junior : http://www.lesclesjunior.com/ France Jeunes : http://www1.france-jeunes.net/ Journal de Victor : http://www.recre-action.net/ Le Tlgramme de Brest : http://www.presse-ecole.com/ Squences pdagogiques partir de la presse Weblettres - Presse : http://www.weblettres.net/index2.php?entree=29 FDLM - Avec vos journaux et les ntres : http://www.fdlm.org/fle/article/309/fleig-hamm.php FDLM - Les mdias sur Internet : http://www.fdlm.org/fle/article/337/mediasinternet.php FDLM - La radio, un trsor exploiter pour la comprhension orale : http://www.fdlm.org/fle/article/335/rfi335.php Activits pour travailler avec la presse : http://bjay.club.fr/travpress.htm Acadmie de Versailles - squences pdagogiques autour de la presse: http://www.presse.ac-versailles.fr/ Newsmuseum : http://www.newseum.org/todaysfrontpages/ Parcours Franc-parler - L'in