NEWSLETTER SPRING 2010

      TESOL-UKRAINE

TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES IN UKRAINE

CONTENTS

Co-editor’s greeting .………………………… …………………………………………………..2

ENGLISH UNDER GLOBALIZATION:

Time Management in Independent Language Learning. Tetiana Pavlova, Candidate of Sciences, Associate Professor, National Aviation University……………………………………………………..3

PROFESSIONAL DEVELOPMENT RESOURSES :

Using Podcasts for Teaching and Learning. Thomas Tasker, Senior English Language Fellow…..11

It Became a Tradition. Kateryna Uryvalkina, Senior English language teacher of Nizhyn Agrotechnical Institute, Chernigiv Region ……………………………………………………………14

Why We Need Demonstrative Lessons. Oksana Chugai, M.A., Head of Foreign Languages Dept,

Gymnasia “Euroland” of EuropeanUniversity………………………………………………………..17

NEWS AND VIEWS.

TESOL-Groups’ Partnership. Antonina Zaytseva, teacher- methodologist of Myrhorod specialized

English school №5, Poltava oblast TESOL coordinator...........................................................................

Welcome From ETRC………………………………………………………………………………23

Teacher Training Workshops and Presentations at ETRC………………………………………24

Exam and Test Preparation from Pearson Longman…………………………………………….25

ANNOUNCEMENTS………………………………………………………………………………26

CO-EDITOR’S GREETING

Dear TESOL-Ukraine Newsletter readers,

I would like to thank those who have submitted articles for this issue. Now we are looking forward to XV TESOL-Ukraine Conference “English Learning in the Context of the Long-Life Education.”

This issue #15/1 is dedicated mainly to the teacher professional development under rubrics: ENGLISH UNDER GLOBALIZATION, PROFESSIONAL DEVELOPMENT RESOURSES and NEWS AND VIEWS.

Tetiana Pavlova, Associate professor, National Aviation University, shares the optimistic perspectives of using a new, internationally hosted online learning and assessment system for English courses. The name of Person Longman Project is MyCuttingEdgeLab, which is especially designed to give students and teachers the maximum benefit out of computer-based instruction.

Thomas Tasker, Senior English Language Fellow, gives an overview of Podcasts and Podcast Activities. Starting with simple listening activities, students may create their own podcasts reporting on the goings-on in their school or university, in English. The author gives description of the first steps and gives useful links for everyone interested in using technology in the classroom.

Kateryna Uryvalkina, Senior English language teacher of Nizhyn Agrotechnical Institute remids us about the importance of improving professional skills through the interactive activities in teaching grammar. Thomas Santos, Regional English Language Officer (RELO) for Ukraine, Armenia, Azerbaijan, Belarus, Georgia, and Moldova, was invited to Nizhyn pedagogical University and conducted presentation “Effective Frameworks for Teaching Grammar.”

Oksana Chugai, M.A. Head of Foreign Languages Department, Gymnasia “Euroland” of European University, makes the teachers think about the necessity of sharing experience by means of giving demonstrative lessons. She is sure that, in spite of being challenging, it is an opportunity to transcend teaching methods.

Antonina Zaytseva, teacher- methodologist of Myrhorod specialized English school №5, recalls advantages of a two-year common project of TESOl groups from Myrhorod and Dnipropetrovsk. Their partnership includes exchanging letters, emails, artworks, as well as using Skype for communicating.

And as usual, our Newsletter is full with the announcements of upcoming events! Please, pay attention to the deadlines!

OksanaChugai TESOL-Ukraine Newsletter co-editor on behalf of the TESOL-Ukraine Editorial Board

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ENGLISH UNDER GLOBALIZATION:Tetiana PavlovaCandidate of Sciences, Associate Professor,National Aviation University,TESOL-Ukraine regional Leader

Time Management in Independent Language LearningLittle has been written in the literature about Independent Language Learning and Time Management. There is a new development such as the Internet as a resource for language teaching and learning with the principles of Independent Language Learning.

IntroductionAt present, Internet sites put on-line by independent, autonomous and self-access language learning centers vary considerably in the amount and type of information they provide for their various types of users. This technology promotes autonomy by offering the possibility of the flexible way to learn and teach English in self-study. It gives a wide range of options and roles offered to the learner.These days we have piloted the on line Pearson Longman Project MyCuttingEdgeLab. It is a new, internationally hosted online learning and assessment system for English courses. This convenient, easily navigable site offers a wide range of language-learning tools and resources designed to go hand in hand with the Cutting Edge series. As all Longman Interactive Multimedia Courses, it is designed to give students and teachers the maximum benefit out of computer-based instruction saving their time and effort. Students work with contemporary and engaging video, audio, animations, and extensive practice activities to develop essential skills. The interactive learning is ideal for language labs, the classroom, self-study, and distance-learning programs.

This study examines Independent Language Learning research, a part of Second Language Acquisition (SLA) theory, and its relationship to language learning on the Internet, a part of Computer Assisted Language Learning (CALL). With SLA research as a basis for investigation of CALL, the paradigm search of the next decade can be a quest for methods that complement our fundamental understanding of the language experience learners engage in through CALL activities. It is hoped that the evaluation by learners in this study complements our understanding of this small part of the above language learning experience.

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Specifically we look at previous work in the fields of 1) independent language learning, 2) the learner in independent language learning, 3) the teacher in independent language learning, 4) time management and 5) how work on independent language learning relates to Computer-assisted Language Learning.

1. Independent Language Learning

Independent Learning is defined by Jeffries (1990) as:“Learning in which an individual or group of learners study on their own, possibly for a part of parts of a course, without direct intervention from a tutor. This can involve learners in taking greater responsibility for what they learn, how they learn, and when they learn. It can also lead to learners being more involved in their own assessment. Independent learning is likely “to be most effective when at least some support is available.” Pearson Longman MyCuttingEdgeLab Project supports this requirement of the definition by the on line distant course hosted at http://elt.ws.pegasus2.pearsoned.com/Pegasus/frmLogin.aspx.It allows to preview the content and functionality that the entire course will have. This document will guide you through the following features:1. Entering MyCuttingEdgeLab (Instructor) A. Access the course with a single login page 5 B. Your landing page page 62. Assigning Activities (Instructor) C. Assigning pre-created activities page 7 D. Creating and assigning your own activities

page 9

3. Completing Assignments (Student) E. Viewing Assignments via the Course Calendar

page 12

F. Completing an automatically-graded activity

page 13

G. Completing a writing activity page 144. Assessing/Grading Assignments (Instructor) H. Reviewing & grading a writing activity page 15 I. Using the gradebook and reports page 165. Table of Contents page 17

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This educational Internet site aims to give learners responsible autonomy at different levels, for example by explaining the advantages of independent learning, or by providing them with tools to make them less reliant on a teacher, for example e-mail and text conferencing for communication with native speakers audio texts of the language they are learning, so that they are not reliant on the teacher as their only source of authentic second-language communication.

Thus the learner can become a ‘producer of his society’ by becoming part of and contributing to the society (virtual group) that is formed by users of the Internet. Learners are encouraged to assume responsibility for their own learning by taking part in the above process, and also by being responsible for the frequency, duration and pace of their studies.

Content Models

Content views of learning and philosophical views of independent language learning can be linked to each and form a theoretical basis for autonomous language learning on the Internet. Cognitive models of human learning can be related to the navigation system of the Internet and this relationship can be utilized in independent language learning. The hyperlink navigational system of the Internet takes advantage of the cognitive processes of connection, accretion, articulation and solidification. Briefly, in ‘connection’ weak cognitive links are created between new and old knowledge.

Time management of autonomy mainly seeks to prepare the learners for learning by equipping them with such technical skills, for example by giving information on learner strategies and learner training. An example of the technical link is that learners can be trained to formulate hypotheses about English, and then test them. For example,

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learners can formulate a hypothesis about the standard greetings and signing off formalities is done in e-mail messages, and then test them by communicating with their e-mail pen-pals. The Longman Internet site allows learners to investigate their own personalities by analyzing their learning styles, to analyze and perhaps modify their attitudes towards learning without a teacher, and to modify their behavior by learning the behavior of a more independent language learner.

Learners should have control over both their own learning and the institutional context of the learning. The degree of a learner’s autonomy grows, he or she becomes more critically aware of the social context of learning the target language, time to learn the material and efforts.

Assigning Activities in the Project (Instructor)

MyCuttingEdgeLab allows instructors to assign work for a particular date. Because of the large number of assignments that are required in a language course, one of the goals in developing the system was to make the “Creating Assignments” process as easy and flexible as possible, taking into account that the majority of instructors choose several activities or groups of activities for a specific day and that it is not efficient to assign a series of activities one-by-one.

You can get to the Assign Content page in 2 easy ways:Click on Assign Content button on the calendar in Today’s View.ORClick on the Course Content tab at the top of the page.The box on the left contains the content for the entire course, organized to mirror the chapter organization of the Students’ Book. All of this content can be assigned to students.Let’s assign activity 1 Word partners to be due tomorrow:

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NoteYou can see everything you’ve assigned for a particular day under the calendar on the right. If there are several activities listed, a scroll bar will appear on the page.

NoteIf you want to see an activity before you assign it, just click on the menu button that appears when you hover your mouse over the name and click “Preview.”

NoteIf you would like to tell the students something before they complete the exercises, click “Add a Note.”Note

You do not have to select the items first in the sequence. You can select the date first, then the item(s), followed by Add to selected day.

1. Click on Workbook Exercises to open the folder.

2. Click on Module 1.3. Check the small box next to

Module 1 Workbook Exercise 3 - Short answers (a tick should appear in the box).

4. Click on tomorrow’s date on the Calendar on the right.

5. Click Add to Selected Day in the center of the screen.

6. Now do the same for Module 1 Workbook Exercise 17 Essays - Responding to News.

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a) Shown is the opposite of hidden; that is, when an item is shown, it can be seen by the student. When it is hidden, students cannot see the item. When shown, an item is also available for an instructor to assign.

b) Assigned means that students will see the item in their view of the course as “assigned” by the instructor. It will appear in View All Contents and on the Calendar. Unassigned means that students will see the item only in the View all Contents. The item will not appear on the Calendar.

c) Order can be used to change the order of items within the box.

CREATING AND ASSIGNING YOUR OWN ACTIVITIES Now, let’s create and assign an activity of our own:

• Go back to the “My Course” page by clicking on course content.• Click Add Content from the Assign Content box toolbar.• Choose “Test”• Write an activity name, let’s call this one “Exercise 3A” • Click Save and Continue.

2. The learner in independent language learning

Students’ Perceptions of the Appropriateness of Self-access language Learning is given in the Table below:

StatementStrongly Agree

Agree DisagreeStrongly Disagree

Don’t Know

1

Learners find self-access learning easy

3.14 46.77 23.66 2.22 22.18

2

Ukrainian learners see self-access as a Western method of education

5.55 61.55 14.42 2.59 14.23

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Note

You can unassign activities if you make a mistake.

3

Self-access is an effective method of learning for Ukrainian students

5.91 59.52 13.49 2.03 17.56

4

Ukrainian students like self-access learning

2.96 31.42 24.95 2.03 36.78

3. The teacher in independent language learning

The teacher sets out three types of information that the independent language teachers should provide for students. Firstly, information on various language competences used in authentic English communication to help the students set their objectives and evaluate their progress. Secondly, information on how to learn languages to help the students with their learning strategies. Thirdly, information on resources that students can use in their learning. Independent language learning specialists are few in number compared to classroom specialists, and are geographically widely spread out. Independent Language Learning Internet sites allow such specialists to keep in touch by providing e-mail and list addresses and disseminating new ideas such as the inter-university Virtual Language Learning.

4. Progress & Time management

Learners’ analysis of their disposition towards Time Management in independent learning was analyzed basing on the Figure below.

DDISPOSITION AND ABILITY TO

IPut a tick beside which statement you agree most with, the one on the left (a), or the one on the right (b):

EP

1

Analyze one’s own strengths / weaknesses, language needs

ND

(a) I think it’s the teacher’s job to correct all my mistakes.

(b) It’s good for me to find out my own mistakes whenever possible.

E 2 Set achievable E (a) I want my (b) I want to find out

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Ntargets and overall objectives

Pteacher to tell me what to do to learn better English.

for myself what I have to do to learn better English.

DE

3Plan a program of work to achieve the objectives set

ED

(a) My teacher should tell me what exercises to

(b) I want to choose for myself what exercises to

N 4Exercise choice, select materials and activities

Edo and what books to read, etc.

do and what books to read, etc.

C E

5Work without supervision

N

C

E

I don’t think it’s useful to do speaking activities in pairs or groups if the teacher isn’t listening to my group all the time.

I think speaking activities in pairs or groups are useful, even when the teacher isn’t listening to my group.

6Evaluate one’s progress

The teacher should give us lots of tests and show us how well we have learned.

Tests can’t tell you everything. You know yourself if you’ve been learning well.

The ability to take charge of one’s learning includes the ability to assess that learning, both to evaluate its effectiveness, and as a guide to further study. The learner does not define his needs a priori, but works them out empirically as he goes along. Autonomy is enhanced when learners are encouraged to self-monitor and self-assess. Self-assessment has five purposes. Firstly, learners have greater responsibility for assessment of their proficiency and progress; secondly it lets them diagnose their strong and weak areas; thirdly it lets them compare their present level with the level they wish to obtain; fourthly it helps them become more motivated; and lastly it helps them to develop their own criteria for monitoring their progress.

5. How work on independent language learning relates to Computer-assisted Language Learning

Pearson Longman Pilot Project MyCuttingEdgeLab sets out the reasons for using information systems such as an Internet site for promoting autonomy in language learning - information systems and information technologies can promote the development of learner autonomy to the extent that they can stimulate, mediate, and

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extend the range and scope of the social and psychological interaction on which all learning depends. We set up some criteria of independent computer assisted language learning.Firstly, learners can choose to work alone, with help or in classes. Longman site users can work alone, with the help of other users or a tutor by e-mail or conferencing, or in ‘virtual classes’ with both other users and a tutor conferencing together. Secondly, that learners decide when and how often to come. Thirdly, that learners can come on their own or with a friend, which is true in two ways, as they can work with a friend beside them at their computer, or with a friend using another computer in another place. Fourthly, that learners should be able to choose which medium to use. The Longman site is on one medium, computers, but tells its learners how to use other mediums such as films, books and newspapers. It is technically and pedagogically more effective to provide learners with integrated interactive on line tools. These tools are e-mail for ‘higher order’ writing skills; concordances to use to see how expressions and structures are used in authentic situations; and on-line language resources such as dictionaries and thesauri. All these, and instructions on how to use them, are available from the Longman site. In the full version of MyCuttingEdgeLab, there will be powerful, easy-to-use tools for designing a single online gradebook for each class. For the pilot version, MyCuttingEdgeLab comes complete with tools for viewing student results on each activity and generating reports to track student progress.

Conclusion The most preferred means of language learning amongst different mode of learning is e-learning. In e-learning process, the communication for learning happens via the online mode and this calls off the necessity of physical nearness. The usage of e-based tutors, web cameras, messengers, and online student communities have made it possible to have online interaction not only efficient but also effective and time saving. Moreover, the person learning the similar language has got the option of time selection and can carry it on at his/her own convenience.There are many advantages of online language learning tuitions:

Flexibility: Many people find it difficult to cope up with fixed time due to office or family commitments. The online language tutorials have facilitated the learner to choose the time and place which is convenient to him. Access: Online aid in the form of e-learning has created wonders for people from where access of foreign language is not possible. Students of rural areas can connect to such modes avoid traveling and gain knowledge from tutor staying far away.Parent's Supervision: Most parents do not wish to send their children to late evening classes as they think it is not safe. Online mode brings an end to all such worries.Comfort: Learning and completing a new language sitting at home can be possible with online mode, comfortable surroundings and stress free, one can enjoy the lessons.

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PROFESSIONAL DEVELOPMENT RESOURSES

Thomas C. Tasker

A grantee of the U.S. State Department programSenior English Language Fellow

Using Podcasts for Teaching and Learning

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tct118@psu.edu Using Podcast s for Teaching and Learning A podcast is a group of audio files freely available to everyone with access to the Internet, organized under a common theme by an author. As a listener, you can search for podcasts that interest you or your students on a wide array of topics, e.g. EFL, sports, politics, travel, cooking and music. Think of podcast as a radio show you can listen to anytime you want on your computer, with new episodes available as soon as they are published. So every time the authors of the podcast post a new episode, you’ll receive it automatically on your computer. To listen to a podcast, you’ll need a place to store it such iTunes, and you’ll need to subscribe to it. A podcast is also something students can create and post online. Again, anything that could be heard on the radio is a potential topic for a podcast. Students could interview people at your school or in your town, produce dramas with monthly episodes, begin a weekly school news program, or host music programs just to name a few examples. To get you started producing podcasts, take a look at some of websites listed below. You’ll need a program to record your voice, a program to help you create a file the Internet can read (an .xml or .rss file), and server space to store your files. To get started listening to podcasts, you will need to download iTunes, a free audio playback program where you can store all you digital music, movies and podcasts. Follow the iTunes link below under “Useful Links”. I t’s free! Once you have iTunes installed, click on “iTunes Store”. Even though it’s a store, podcasts are free. Towards the top of the screen, find the tab “Podcasts”. Click on the tab once to see the menu of podcast categories. Find a podcast you’re interested in, click on it, then click “Subscribe”. Finally, look for the category “Podcast” on the upper-left part of the screen, under “Library”. This is where your new subscriptions will appear. Now you can download as many episodes as you want. Useful Links http:/ /www.apple.com/ itunes/download/ (this is the best application to subscribe to podcasts and store all your digital music, and it’s free!) http:/ /audacity.sourceforge.net/ (an simple application to record your voice and save as an mp3 file, which is the best audio format for creating a podcast) http:/ /www.podcastalley.com/ (one of the many places you can go to search for podcasts) http:/ /userwww.sfsu.edu/~ nshelley/ resources.html (lots of tips for teachers) http:/ /www.apple.com/downloads/macosx/audio/podcastassistant.html (writes xml code) http:/ / radio.about.com/od/podcastin1/a/aa030805a.htm (a step-by-step tutorial to create your first podcast) http:/ /calper.la.psu.edu/cmc/ index.php (a website with lots of computer mediated classroom activities.) CALPER = Center for Advanced Language Proficiency Education and Research.

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Podcast Activit ies

1) Report to the class

Description: In this activity, students find and listen to a podcast on a topic they’re interested

in (from Podcast Alley, iTunes or a similar site). In class, they describe (orally or in writing)

what they heard from the podcast and make a recommendation to the other students whether

they should listen to it or not. If students have their own blogs, they could write a mini-review

of the podcast on a blog post, and attach the link to the podcast.

2) The Podcast Newspaper Report (from CALPER)

Activity Objectives: In this activity students create podcasts reporting on the goings-on in their

school or university, in English. The podcasts can be posted to a potentially authentic

audience, not just other students but speakers of English who may be interested in the

school. The purpose of the activity is for students to practice production and integrate their

language study with community participation.

Description: In this activity, students work in small groups or pairs to develop podcasts about

activities in their school or university. These can focus on academics, sports, visual and

performing arts, research, etc., whatever they think might be interesting to an audience of

expert/native speakers of the language of study. The project can be a large final project that

everyone completes at once, or groups can complete their podcasts at staggered times

through the semester as a series.

Teacher Instructions

1. Explain the project to the students. Discuss the project, the steps involved, the

schedule, and what should be reported on. Put students into groups and have each

choose a topic.

2. Make sure students are familiar with the production logistics of podcast production; this

might be done in the lab period when the project is introduced.

3. As a class, analyze the structure of podcasts, for example an opener, introductions,

headlines, etc., by listening to currently available podcasts. Discuss group roles, for

example producer, reader, and technical advisor. If needed as an intermediate step,

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create a single podcast together, with groups of students working on the individual

segments.

4. Have groups write out their podcasts and send them to you and/or peers for reviewing

and editing. More advanced students can just provide outlines. This can be done on a

wiki or collaborative document.

5. Present the podcasts to the class when they are finished or as a final presentation. To

promote accountability and participation, have students evaluate each others'

products, or even take a quiz on the material.

Other activit ies

As I mentioned above, anything you can do on the radio you can do in a podcast. As you

listen to more podcasts, think of how you could get your students to produce similar shows.

Kateryna Uryvalkina

Senior English language teacherof Nizhyn Agrotechnical Institute, Chernigiv Region

It Became a Tradition

Everybody knows that today English language is as popular and important as never. Without question Modern English, sometimes described as the first global “Lingua franca”, is the dominant language or in some instance even the required international language of communication, science, business, aviation, entertainment, radio and diplomacy. Approximately 375 million people speak English as their first language. Linguistic professor David Crystal calculates that “non-native speakers now outnumber native speakers by a ratio of 3 to 1.” In 90 countries of the world English language is either a second language or studied widely. And Ukraine, luckily, is not an exception.

Although the need to learn foreign languages is almost as old as human history itself, the languages and methods of studying them are changing and, of course, they got in the field of vision of the teachers of foreign languages. Not by chance the role of a teacher of the English language at schools, lyceums and higher educational establishments is invaluable, as he/she not only teaches students, but also helps them to realize gladness and happiness from possibilities of intercommunication. A teacher, who realizes his /her pedagogical capabilities creatively, develops and strengthens

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his/her internal bent for self-improvement – just this kind of teacher of English is needed in modern schools nowadays.

With the purpose of improving professional skills, knowledge and confidence through the interactive activities in teaching grammar, of communication with the native speaker, the teachers of English language of Nizhyn district and town schools, regional lyceum of Nizhyn pedagogical University named after Mykola Gogol gathered for teacher-training seminar in the quiet reading room of Nizhyn Agrotechnical Institute. This teacher-

training seminar was dedicated to a very important branch in teaching English language – grammar. It was conducted by Thomas Santos, Regional English Language Officer (RELO) for Ukraine, Armenia, Azerbaijan, Belarus, Georgia, and Moldova. By the way, it was the seventh teacher-training seminar for the teachers of English language of Nizhyn district schools delivered by the native speakers from the USA and Ukrainian trainers. We all remember English Language Fellows Ann McAllen, John Silver, Jennifer Herrin, RELO officer Lisa Harshbarger, “English” Newspaper Editor Tatiana Mykhailenko and, of course, we are thankful to all of them for their great help. Thomas Santos’ presentation was dedicated to grammar and called “Effective Frameworks for Teaching Grammar”. It was chosen not by chance. In fact, without knowledge of grammar there can’t be communication of full value between people.

At the beginning of the seminar Thomas Santos offered the English teachers to recollect theories in grammar a bit, and then he passed to the practical examples and interactive activities in teaching English grammar. As a basis of his seminar T. Santos chose “Perfect Tenses” because this group of tenses is one of the most difficult in English grammar for Ukrainian students.

So, at first teachers together with Tomas Santos discussed the question “What is the role of grammar in a communicative approach?” It is worth of mentioning that teachers of foreign languages recognize the importance of teaching grammar, but very often they associate grammar only with the form and communication with the meaning, and thus, they can’t see how these two aspects easily fit together, and very

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often students and teachers forget about the use of the grammar structure. Thus T. Santos helped the participants of the seminar to appreciate the fact that grammar not just form and meaning. Indeed, while grammar involves form in order to communicate, language users also need to know the meaning of the form and when to use them appropriately. At the end of the discussion, the teachers came to the conclusion that in fact, it is sometimes not the form but the meaning or appropriate use of a grammatical structure that represents the greatest long-term learning challenge for students. For instance, learning when it is appropriate to use the Present Perfect Tense instead of the Past Simple Tense, or Present Continuous instead of Future Simple Tense. To understand it better, T. Santos presented the three dimensions of form, meaning and use in the form of a pie chart to show their interrelationship. After that the participants were asked to do the activities which helped them to illustrate “How is the grammar structure formed?”, “What does the grammar structure mean?” and “When or why is the grammar structure used?” At the end of the first part of his presentation T. Santos emphasized that helping students learn to use grammatical structures accurately, meaningfully and appropriately is the task of the teacher of the English language. “A person will be able to communicate meaningfully in English if he/she recognizes the undeniable interdependence of grammar and communication,” said T. Santos and passed to the second part of his presentation.

The participants of the seminar were involved in different activities which demonstrated the interdependence of three grammar dimensions (form, meaning and use). At the end of the seminar the teachers played different games, which helped to use effective methods in teaching grammar.

Two hours of communication with Thomas Santos flew very quickly. On completion of the seminar T. Santos answered questions which interested teachers and got the invitation to visit Nizhyn once more. The picture made for the memory and the impressions left after the communication with T. Santos will always be remembered by the participants of the seminar.

But it was not the end of T. Santos’ stay at Nizhyn Agrotechnical Institute. He also met with the students of Economic and Management Department and was interviewed by two students – Vika Terebun and Vita Fesenko. These two girls, the students of the second course of Economic and Management Department, played the roles of the journalists and asked T. Santos different questions. Before the meeting the girls were excited because for the first time in their lives they communicated in English with the native speaker. They were afraid that they could make some grammar mistakes or they could not understand Mr. Santos. But it turned out that the girls’ excitement was in vain. Thomas Santos, a very sociable

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and simple man, answered the girls’ questions with great pleasure. From their interview the girls got to know that T. Santos was born in the smallest state of the USA – the Rhode Island which has several nicknames, such as “Little Rhody”, “the Smallest State”, “the Plantation State” and others. But like many Americans, T. Santos likes to travel and has already visited some countries of the world. He worked in Hungary, Korea, Morocco, Czech Republic, Bangladesh, Slovakia and some others. Answering the question about the education, the girls got to know that before he became a teacher, T. Santos was a professional actor, holding a Master of Fine Arts Degree in performance from the University of California, San Diego. Also he holds a Master of Teacher Degree from the School for International Training where he also taught for ten years. The question “What problems in teaching English language have you already noticed, working in Ukraine?” made Mr. Santos think a bit but then he answered, “In my opinion, one of the main problems is a phonetic aspect, because teaching English language takes place in the artificial conditions. Students and teachers, especially from village schools, do not often communicate with the native speakers. It is possible to learn by rote the grammar rules or to learn by heart topics, but it is difficult to imitate the pronunciation, intonation of the English language without listening to the native speaker.” As everybody, T. Santos has a dream – to retire on pension and settle either in London or Paris, but now – work and once more work. We wish all your dreams come true, Mr. Santos.

The minutes of intercourse ran very quickly and time to part with the Regional English Language Officer came. But there is a hope that this meeting was not the last, new acquaintances, new impressions are waiting for the teachers of English language from village and town schools of Nizhyn.

The main result of this meeting is that it enhanced the teachers’ understanding of English grammar, expanded

their skills in linguistic analysis and developed a pedagogical approach to teaching English grammar that is built on three dimensions. In their “Thank You Letter” to Mr. Santos the participants of the seminar wrote, “Your workshop "Effective Frameworks for Teaching Grammar" gave us some very brilliant ideas about how to present and teach grammatical structures in effective ways. We usually have many difficulties in presenting grammar (Present Perfect Tense in particular) and it was very important for us to understand how grammar works and what grammar exercises should be used to get good results. Our meeting was extremely useful for us because we had a chance not

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only to listen to a perfect expert in teaching grammar as you are, but we had a chance to speak to a person whose mother tongue is English. Unfortunately, most of our local schools are rather far from Nizhyn and we have no opportunity to gather very often and hear really good English. Such meetings as we had with you, help us to improve our professional teaching skills and practice English. And it was a great pleasure to meet such a friendly and lovely man with his own brand of humor.

Once again, thank you very much for your presentation and beautiful ideas you have left for us.

We are looking forward to meeting you again.”The famous proverb says “It is never late to learn” and, dear teachers, let us

follow these words because we are teachers of English language.

Oksana Chugai

teacher of English

Gymnasia “Euroland” of European University

Why We Need Demonstrative Lessons

The most extraordinary thing about a really good teacher is that he or she transcends

accepted educational methods.

-Margaret Mead

I’ve never thought about such profession as a teacher. My first education was

connected with biology. Later I graduated from Pedagogical Dragomanov University,

but it never occurred to me what unique job I had. Twelve years ago I started teaching

kids in the kindergarten. I grew up with my pupils and now I am a class supervisor of

10-formers. Looking back, I see colleagues who helped me understand what it is about

– to teach. Even if the subjects are different, it is always something special you can

learn from a colleague, especially an experienced one.

We know that young teachers always ask lots of questions which are impossible to

answer all at once. I remember advice of a colleague, simple and concise, “How to

teach? Just read Teacher’s Book very carefully - you can find everything there.” When

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you start, you should read Teacher’s Book and follow instructions, using educational

methods developed by generations of teachers. Do not think you are a king or a queen

at the lesson – master the basic steps first. But then, using the same methods on

different levels, with different classes, you can see what you can do to use them more

efficiently, what works well, what doesn’t work at all.

What is a demonstrative lesson? Some think it’s a show for supervisors, a show

which is completely useless, when students and teachers learn their roles by heart and

just role-play. In my opinion, such lessons are useless indeed, they don’t teach anybody

anything. Moreover, it is obvious – the students are not interested, nothing new for

them to learn. But, hopefully, it’s not common nowadays. A demonstrative lesson, as

well as an ordinary lesson, should be challenging, but not too difficult; interesting, but

not entertaining; alive, but not messy. Besides, different skills should be involved –

reading, speaking, listening and writing. So, by means of transcending accepted

teaching methods a good teacher may do magic things in the classroom.

The best way to learn about teaching, to see how theory is implemented into

practice, is to be present at real lessons to analyze, compare and reconsider. The post-

graduate students of Kyiv Grinchenko University had such an opportunity attending

demonstrative lessons at gymnasia “Euroland” of European university.

As a matter of fact,

teachers of English can

work with kids as well as

teens or adults. Teachers

in gymnasia “Euroland”

implement this possibility

into real life – they deal

with primary, secondary

and high-school students.

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So, the guests from Grinchenko University were invited to the primary school and

gymnasia.

To start with, Oksana Chugai conducted the lesson with the 10 – formers

“Advertising: from Persuasion to Refund,” where students were trying to solve

mysterious powers of adverts. The focus of the lesson was mostly on the possible

shopping problems customers have. The teacher conducted an auction – students could

buy only correct sentences, which was a nice break they needed before completing

listening task. Tatiana Strashnova invited the guests to the lesson “Crazy Inventions”

with the 11 – formers.

The students presented

projects where they

creatively used the

keywords and phrases on

the topic. Using of the

Interactive Whiteboard

was beneficial for

students, it added to the

material brightness and

vividness.

Marina Grigorian turned her lesson “Jobs” into a colourful fairy-tale with games of

different kinds, role-plays and other activities, where children could develop practically

all skills. Nelly Kuzenok worked with the youngest – the 2-formers. They demonstrated

their reading and writing skills, which seem to be the most difficult for young learners.

The teacher easily encouraged shy kids to speak in front of the guests using flashcards,

toys and other visuals.

Finally, the guests from Grinchenko University and teachers of gymnasia could talk

about teaching methods, books in use, organization of the learning process, advantages

and disadvantages of different types of assessment at the lessons of English and lots of

other important issues.

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Personally, I can say that the main source of inspiration for me as a teacher of

English is using Pearson Longman teaching materials. It’s not only the Teacher’s Book,

but other materials such as Grammar Time, Round-Up, CD-s, DVD-s, CD-Rom Test

Master of the corresponding levels, naming only a few.

In conclusion, I would like to express hope that we could transcend some of our

teaching methods by means of giving demonstrative lessons. Yes, it is challenging, it

takes pains to concentrate your experience in one lesson, but it gives you chance to

become a really good teacher and help others.

NEWS AND VIEWS

Antonina Zaytseva

teacher- methodologist of

Myrhorod specialized English school №5

Poltava oblast TESOL coordinator

TESOL-Groups’ Partnership

“School Partnership” is the title of the common project of two TESOL groups from

Myrhorod and Dnipropetrovsk. We have been working at it during two academic years.

The first activity was sending

letters and e-mailing to the

would-be pen-pals from the

partner schools. I met a TESOL

member teacher-methodologist

from Dnipropetrovsk specialized

English school № 22 Valentyna

Shvydka at one of our TESOL

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gatherings and we decided to continue the project. What is more, our TESOL group felt

quite experienced in this activity having fruitful partnership with Uzhorod and Lviv

TESOL partners.

The next event was artworks exchange. Students of both cities created and exchanged

the artworks about Christmas and New Year. We had a Skype talk kind of air bridge

which made the relations more exciting and encouraged the students to meet some day

in one of the cities. Valentyna Shvydka as a coordinator of the project paid a visit to

Myrhorod English Resource Center which is also the office of our TESOL group.

Teachers of our schools keep

exchanging methodological

experience, innovations and

ideas as to trouble-makers such

as independent external testing

through skyping and meeting at

the TESOL gatherings. We are

planning attendance of the

technology seminar at Kyiv

English Resource Center having

the invitation from Lilya Shylo.

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The Janet C. Demiray English Teaching Resource Center (JCD ETRC), in cooperation with Kyiv-Mohyla Academy,

sponsored by the Public Affairs Section (PAS) of the U.S. Embassy

04070-Kyiv, 2 Skovoroda str., National University “Kyiv-Mohyla Academy”,

build. #3, room 121 tel. (044) 238-66-10

e-mail:etrc_kyiv@yahoo.com http://www.usembassy.kiev.ua/relo_eng.html

Dear TESOL-Ukraine Members! It has been 12 years since The Janet C. Demiray English Teaching Resource Center (ETRC) first welcomed its members and visitors from all over Ukraine. The ETRC is a lending library and a teacher training site for teachers of English language and American Studies. Our goal is to provide current English teaching practices, contemporary American Studies materials, and information for teachers’ professional development. We aim to improve English teachers’ knowledge of American English, assist in developing lessons and classroom teaching skills, and promote communication and professional associations among English language teachers from all regions of Ukraine. The ETRC is located at the National University “Kyiv-Mohyla Academy.” The services and resources we provide to teachers and students are made possible through the partnership between the Public Affairs Section of the U.S. Embassy and Kyiv-Mohyla Academy. The ETRC cooperates closely with Peace Corps Volunteers who work in Ukraine, the Fulbright office, the International Research and Exchange Board (IREX), American Councils, and the American Library. Activities and services at the ETRC The ETRC organizes weekly teacher training workshops and seminars conducted by American methodologists within the English Language Fellow Program, and supported by the U.S. Department of State. For many years English Language Fellows have trained Ukrainian teachers at the ETRC through the efforts of the Public Affairs Section (PAS) of the U.S. Embassy. Numerous Ukrainian teachers of English and seminar participants recall with warmth and great appreciation the English Language Fellows from different periods: Zirka Voronka, Rick Rosenberg, Bridget Goodman, Debra Fridman, Phillip Buckley, Ann McAllen and Michel Pollard, John Silver, Jennifer Herrin, Mary Martin Lane, and others. Many novice and more experienced teachers confess that participation in the methodology workshops at the ETRC has been an essential contribution to their continuing professional development. This academic year Thomas Tasker, Senior English Language Fellow, has been presenting teacher training

methodology workshops at the ETRC. The workshops are held on Wednesday evenings at 4:00 P.M., and repeated on Thursday mornings at 10:00 A.M. Teachers have enthusiastically participated in the following workshops: Alternative Assessment in the Classroom, How to Teach Pronunciation, Classroom Technology: Using Corpora, and others. One of the recent series of seminars led by

Thomas focused on Teaching Presentation Skills. This 4-session series was very popular with English language teachers. About 80 participants received certificates in the end.

Twice a month on Friday at 3:00 P.M, for the second year, the ETRC has organized Youth Discussion Club meetings for young Ukrainians. At the meetings, moderated by Thomas, university and high school students have had opportunities to discuss current issues, debate with peers, defend their points of view. For example, in honor of Martin Luther King Day, participants discussed the impact of the civil rights movement, and the challenges in creating a multicultural society. Another discussion focused on the issues surrounding Ukraine's place in the world vis-á-vis the EU, NATO, Russia and the UN. Besides methodology seminars and Youth Discussion Club meeting additional events take place at the ETRC. There are seminars by guest

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Teacher Training Workshops and Presentations Schedule Please sign up in advance to attend a particular seminar or presentation at the circulation desk, by phone (044) 238-6610, or by e-mail: etrc_kyiv@yahoo.com. Wednesday, March 3 from 4:00 – 5:30 PM Classroom Technology: Podcasting III Presenter: Thomas C. Tasker, Senior English Language Fellow, U.S. Department of State This workshop continues the work we did in the first two meetings. Teachers new to podcasting will learn how to find and subscribe to podcasts. We’ll discuss podcasting projects you can do with your students. More experienced teachers will get more practice creating both mp3 and xml files. Thursday, March 4 from 10:00 – 11:30 AM PM Classroom Technology: Podcasting III Presenter: Thomas C. Tasker, Senior English Language Fellow, U.S. Department of State (The workshop is the repetition of the one that will be delivered on Wednesday, March 3) Wednesday, March 10 from 4:00 – 5:30 PM Strategies for Teaching Listening Presenter: Thomas Santos, Regional English Language Officer, U.S. Embassy in Ukraine Tuesday, March 23 from 4:00 – 5:30 PM Presentation of a Grant Funded Project for Teachers Presenter: Ed Strauser, former U.S. Fulbright Scholar in Ukraine (More information about this presentation will be available later.) Tuesday, March 30 from 3:00 – 6:00 PM Classroom Technology Open House Moderator: Thomas C. Tasker, Senior English Language Fellow, U.S. Department of State This informal workshop is a chance for teachers to explore how to incorporate technology into their classrooms. Teachers will learn about (and practice using) message boards, wikis, blogging, Skype, chat, and Adobe Connect video conferencing. Wednesday, March 31 from 4:00 – 5:30 PM Using Blogs and Wikis in the Classroom Presenter: Thomas C. Tasker, Senior English Language Fellow, U.S. Department of State In this workshop we’ll look at how to use blogs to create more opportunities for students to write outside of class, and explore how to use wikis to promote student collaborative writing and peer editing. a) Youth Film Club at ETRC on Fridays at 3:00PM A new initiative, the Youth Film Club, will be introduced to students at the ETRC in spring. In March and April, Thomas Tasker, Senior English Language Fellow, will be engaged in a number of educational projects around Ukraine and abroad part of each month due to his extensive schedule of the U.S. Embassy outreach program. That is why in March and April every Friday afternoon, university and high-school students are invited to watch and discuss popular American movies within Youth Film Club meetings (free of charge.) Peter Wohlgemuth, an English language teacher from the U.S. has volunteered to moderate the Film Club. He has been living in Ukraine for 15 years now, teaching English and TOEFL to students. Peter will introduce each movie to participants. The screening will be followed by a discussion. To help the participants get to know more about the movies, the moderator will provide them with handouts containing useful expressions and idioms, information about cast of actors and characters. On coming to the Youth Film Club, each guest will get a number to participate in a book raffle. After the screening and discussion, the moderator will name 3 winners of the raffle chosen at random. The winners will get fiction books in English. Note: Those who attend Youth Film Club meetings will qualify for the privilege to become a Junior ETRC member and receive a library card valid for one academic year. Junior members will be allowed to borrow fiction, videos in English with subtitles, and periodicals from the ETRC library. Below please see a schedule of screenings for March.

Watch best classic and contemporary movies at ETRC!

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Ukrainian non-governmental educational organization for teachers of foreign languages of higher and secondary educational establishments

The Department of Foreign Languages and Applied Linguistics

of the National Aviation University

LANGUAGE, LITERATURE AND AMERICAN STUDIES PROBLEMS

III INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE

April, 21-23, 2010 Organising Committee: The Department of Foreign Languages and Applied Linguistics of the National Aviation University Office 8.1104, Kosmonavta Komarova ave., 1, Kyiv, Ukraine, 03680

Phone number (044) 406-7146; 8 (067) 596-6517

Dear Colleagues:

The Department of Foreign Languages and Applied Linguistics of the National Aviation University and Linguistic Society «Ukraine-Language-World» invite you to participate in the III International scientific conference “Language, Literature and American Studies Problems” on April 21-23, 2010 in Kyiv, which will be held at Department of Foreign Languages and Applied Linguistics of the National Aviation University.

Languages of the conference: Ukrainian, Russian, English Panels:

Panel names and address for post correspondence

E-mail To send application form and e-copy of the abstract

Contact phone number

1. Modern problems of Literature Interpretation Mrs. Ludmyla Kostel 17, Layosha Gavro street, apt 161, Kyiv, Ukraine, 04212

liter_inter@ukr.net 8-050-440-64-66

2. American studies Mrs. Nataliya Zakharchuk 9 D, Lesya Kurbasa street, apt 91, Kyiv, Ukraine, 03194

american_studies@ukr.net 8-066-201-68-24

3. Applied Linguistics Miss. Halyna Bilokon 25, Mashynobudivelny lane, apt 132, Kyiv, Ukraine, 03067

applied_linguistics@ukr.net 8-067-596-65-17

To participate please e-mail or send by March, 9, 2010:

• Application form • Hardcopy and e-copy (disk or e-mail) of abstract in RTF format. • Registration and publication fee is – 150 UHA ($20)

Requirements for abstracts: A4, Times New Roman, font 14, interval 1,5; margins: left 2,5, right 1,5, top and bottom 2. 1-st line: name and surname (bold type); 20nd line: academic status, degree and town (to print in italics with commas). The title is printed with a line interval of (bold type). Please do not exceed 150 lines or add 30 UHA ($4.00) for each additional page.

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Fulbright Graduate Student Program

Study Objectives Your goal in the essay that follows is to limit yourself, as much as possible, to talking about what you would like to do when you are in the United States. Focus your study plan on the program of study and on the nature of the course work you want to take. Your prospectus below should be as detailed as possible, because your preparation in this regard, understanding what your project entails, is the most convincing evidence that you will be able to complete the project. Those issues of your personal accomplishments that you feel might also clearly demonstrate this will be addressed in other parts of the application, and do not need to be repeated here. It is best to write this essay on either a three or four paragraph form. Below is my sense of the best way to write it in four paragraphs. This essay will likely be the most important part of your application; it is worth taking a long time to write, and to try many different drafts before you are satisfied with it. Like your narrative vita, if it is possible, ask for help from older scholars, as they may see links and facets of your project that otherwise you might have missed. Paragraph one: Here, in a short but detailed paragraph, spell out what scholarly work you would like to accomplish in the United States. The first sentence should read something like “I wish to study in the United States so that I might (complete whatever your project is).” It is not enough to say that you would like to receive a master’s degree; a master’s degree will require that you write a thesis, and this paragraph should tell, as clearly as you can imagine, what such a thesis would be about. Spell out your project, and locate it in the realm of your field; talk, if you can, briefly, about in what way your thesis will benefit your field, and the way in which you intend to undertake it. But keep these comments brief, as you will have a chance to return to them later. This first paragraph is all about you, and your project, and will demonstrate how well you understand it. Paragraph two: Here, talk in as detailed a fashion as you can, about why this project needs to be undertaken in the States, and cannot be just as easily completed at home. Though your inclination might be to talk about how and why you cannot complete your project at home, it is better to make this claim through contrast, telling what resources and opportunities you feel might be available to you in the States. Again, if you can, talk not only about infrastructure issues (research libraries, for example), but what, if any, impact being in a foreign culture might have, and how it will positively impact your work. Paragraph three: Here, bring together the two above, and show the way general trends in the United States have very particular products in the States that might help your work. If you know of theorists, scholars, or scientists who are doing work there which is not being pursued here in Ukraine, then this is the place where you should mention them. Also, here is a place to talk about how being part of an American University might help you complete your work more readily than if you were to stay in Ukraine. It is important to note in paragraphs two and three that you are asked to not request that you be placed at a particular University. This, though, does not prevent you from making your preference known, in terms of people whose work you admire, and who you might like to work with; though this is unlikely

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