NFL in the Tropics

Yes, Virginia, everybody, it seems, was talking about the Super Bowl 49 (those Xs and Ls confuse me – XLIX). I’ve never been into sports in general, sometimes I think the players score a “SHUTDOWN” instead of a “TOUCHDOWN”. What did I tell you?

But for my English classes I MUST at least know what the Super Bowl is, where it’s being played and which teams are participating.

It’s a great class warm-up activity having students Q&A about the championship. Over the past 5 to 10 years, the interest in the NFL has grown exponentially here in Brazil, with both ladies (a few) and gents (majority) buying the jerseys of their favorite teams, footballs and any other imaginable gear.

Well, listen, a teacher’s gotta do what he’s gotta do to pique his students’ interest. We use the statistics to practice numbers and TV commentaries to practice their listening.

So if that’s what it takes for them to learn verbs such as: pulling for, rooting for, cheering, supporting, etc. and use them in correct sentences… Wow. That’s made my day.

We can also see sports terms used in business or everyday life. A simple list can be found here but the teacher can get the students together and make their own lists – gridiron, Hail Mary, game plan, jerseys, etc: http://www.dummies.com/how-to/content/common-football-terms-to-know.html

NFL

In the past I would mostly complain about this cultural fad imported by the local bourgeoisie and would grunt comments such as “why don’t we import respect for property, a fast legal system, less corrupt police, work ethics, etc…” But now I must say that Doris Day was right when she sang “Que será, será”. “Whatever will be, will be, the future’s not ours to see, que será, será”.  So… let’s take advantage of this passion and learn some English along the way. If I succeed in getting them to improve the pronunciation of some names and positions, I’ll say it’s been worth it.

Touchdown!

Mo

Setting our priorities straight

Reading today’s Estadão newspaper, Eliane Catanhêde wrote in her column  that our President instead of going to rub shoulders with Global Leaders in Davos, chose to go the “31st inauguration” of Bolivia’s patron saint, aka President, Evo Morales. Catanhêde emphasized that the ceremony was no news and it was neither the first nor the last time Morales was being inaugurated as president of that neighborly country.

That led me to think of our priorities and allegiances when learning a language. To learn a second language living in the country where it’s spoken ubiquitously is already a great challenge but to learn it as a Foreign Language requires even more commitment and dedication. You have to go the extra mile many times.

I always encourage my students to listen to internet radio, watch the news, read books or newspaper articles or blogs in whatever subject they like but in the language they’re studying.

And, naturally, attend classes.

This morning, student AC once again, stood me up. She said she was stuck in traffic. she has a 60-minute class, I waited for her for 70 – SEVENTY MINUTES- and she hadn’t arrived yet. Note: it’s not the first time it happens.

Once a wise (although a little horny) Caribbean gentleman told me: “Whatever you really want to do, you will find the Time and the Money to do it”. In other words, setting our priorities straight.

So now when interviewing new students I’ll add to my protest chant:who_are_we_women_what_do_we_want-179258

What do we need? To learn English.

What do we really want? (fill in the blanks).

Cheers,

Mo

Present not so Perfect

A feature of the English language that many Brazilian students find hard to use is the Present Perfect Tense – students usually grasp the concept: it uses the auxiliary HAVE or HAS and the main verb in the PAST PARTICIPLE. In Brazilian Portuguese, this tense can be used but most of the time we use  either the simple past or the simple present to refer to a situation. Examples: Faz tempo que ele mora aqui. “He’s lived here for a long time”. Ele saiu agorinha mesmo. “He’s just left.” So, in order to get them used to the new tense I have them practice it in Affirmative, Interrogative and Negative Sentences Example: I have been a teacher since 1986. Have I been a teacher since 1971? I haven’t been a teacher since 1971. Usually the students grasp the idea of duration – since 1989 / for 26 years, etc. Something that started in the past and comes to the present. Something that’s not over yet,present-perfect or that’s been finished recently. Let’s say that’s the basic usage of the Present Perfect. So we explain that usually with key words like since, for, yet, Present Perfect will be used. Is it a prescription? Yes. Does it work? Theoretically, yes. The students do the exercises fine. But when they’re in open conversation they drop these pearls: “I didn’t have a vacation, yet” or “I didn’t went to Poland, yet”. Bear in mind I’m talking about Advanced Students. Despite the bad rep grammar drills have nowadays, until someone comes up with a US$ 30,000 language pill, there will always be the necessity to practice until your Present is Perfect.

Lost and Found in Translation

This morning while I was listening to Richard Vaughan’s Podcast recorded in Madrid, Spain (http://www.ivoox.com/podcast-richard-vaughan-live_sq_f180769_1.html),  he mentioned an incident decades ago at a company where he was teaching. He was having lunch with a fellow American and when that “Puritan” American saw that every table had a bottle of “Agua Sin Gas” – chapitas-tapas-corona-sin-uso-agua-de-mesa-con-y-sin-gas-13606-MLA75273278_3475-Ohe was in shock at the level of sinfulness in a Catholic country. Yes, Virginia; you know “agua sin gas” simply means “still water” not the opposite of “holy water”. Another teacher started his lesson asking his students very tongue in cheek: “Today we’re going to be talking about Great Tits. Do you know what tits are? And one Spanish student shyly translated: “tetas”. After all laughed the teacher explained that he was going to be talking about birds and GreatTit002vocabulary related. In the UK many people know lots of birds species- it’s a national pastime, while most people in Iberian countries, for example, know very few bird species.

Translation activities in class were swept under the carpet for many years in favor of total immersion in Language 2. However, the knowledge the student has of their own mother tongue and culture can and should be used to help them tread around the traps of the language they’re now learning.

A simple exercise that I enjoy giving my students is getting them a hFound_in_Translationeadline and first paragraph of the day’s newspaper in their language and ask them to tell me the gist of the story in English. Then they’ll try to translate the sentence. Finally they will write it down (it could be assigned as homework if they ever had to do it).

I remember years ago a teacher of French (of course he HAD to be French) told my wife that a foreigner would NEVER learn to write as a native speaker. That statement is open to interpretation since many people can’t write well in their OWN languages. But I raise another point: does the average learner of a second language need to write like a native speaker or simply be able to write in a clear and objective way?

That leads us to what happened in France this week – all my students saw, heard and read something about the cowardly terrorist attacks in Paris and other areas. So many words came up for translation – Muslim, Censorship, Threat, Grey Area, etc.

As we could see this week some things never get lost in translation.

#JeSuisCharlie

Mo

Teaching Down Memory Lane

Distance and time make the heart grow fonder, they say. And that’s quite true. Today I remembered out of the blue a time back in the late 80s and early 90s, yimagees, not even cellphones were around back then. Which meant that I had to call in the school every day (at the time we didn’t have a landline at home – they were expensive and distributed in a very limited area. You could wait for years until the state phone company – Telesp – installed your phone or buy it on the black market). So I’d go to a pay phone some 4 blocks up my street to make a call and if the school wanted to contact me there was my next door neighbor’s phone who graciously would take down any messages. And if a student cancelled the class some 2 or 3 hours before the set time, I would have wasted my trip to that company. No flowers on the way, huh?

I was teaching for 2 language schools in São Paulo specialized in In-House Teaching. They’d hire a teacher, “train” them for 1 week and place them in different companies – usually multinationals like Unilever, DuPont, etc and the teacher would work with small groups of 4 to 5 people or 1-1 lessons. Little has changed in this industry regarding how teachers are selected – 1st – can you speak English? … 31st – can you teach?image

One of the schools, I can’t remember their name, let’s call it “Hello Brazil”, was located on Vanderlei street in Perdizes, a rather hilly area of São Paulo. Since I didn’t have a car at that time, I can assure you I was in very good shape going up and down those hills.

The school followed the “communicative approach” – a typical mantra in language teaching for the past 30 years – just talk and if possible throw in some grammar points. But with a twist: since teacher turnover was and still is pretty high in the language industry – many people choose teaching because they’re between jobs (if Brazilians), or need to fund their travels (if foreigners)- the school had come up with an interesting method – The students would keep a folder for the teacher in their office and teachers would be assigned to specific students on a daily basis – so that students would not be attached to any single teacher (the reason given was that in that way, students would be exposed to different accents, really?). Of course the system had its holes, some students liked my classes more and demanded I should be their regular teacher. They could tell the difference between a TEACHER and a person who teaches. The teacher at the end of every class would write a brief comment on what had been covered that day so the next teacher would have an idea. Of course, some teachers, need I say that?,  would forget to jot down any input or wrote in a secret code no one could understand.

Sao Paulo was already a gigantic city at that time and the offices of many corporations were based in the southern part of the city. Centro Empresarial de São Paulo – was oimagene of those office complexes located far from the school office or my home. Classes started at 12 noon so in order not to be late I’d make plans to arrive at least 30 minutes early. When the winds were in my favor I could even get there 1 hour earlier but what would I do while waiting? The “ground floor” contains stores and restaurants and some couches where I’d sit for a while and doze off. Security was already an issue back then. I guess it’s always been a biggie in São Paulo, it’s just gotten worse. So they had security guards walking around the corridors and hallways keeping an eye on anything or anyone suspicious. More than once they would wake me up asking if I was feeling ok. I don’t recall any drooling nor nightmare fits in my sleep (which doesn’t exclude their occurrence). The fact is that the guards were instructed not to allow any “loitering” in the premises. Basically you had to keep walking or they’d invite you to leave. At the right time I’d go upstairs to meet the students for their class and immediately vacate the building as soon as classes had finished.

Those days helped me build  and improve my teaching skills which no university would have been able to do.

Cheers and Teach well,

Mo

Prêt-à-porter lessons rock

new-years-resolutions

The New Year is finally here and getting old by the second. Preparing my first set of lessons for this coming week. The Idealistic Teacher (or dreamer) will make a resolution to prepare individual lessons customized to every single student. The Awful Teacher will teach whatever the textbook he has been told to use presents. The Realistic Teacher will create some lessons but will also take advantage of the abundance of material available online and adapt to his or her students’ needs. Ready-to-use lessons are a real blessing for every busy and tired teacher.

Take for example the lesson on New Year’s Resolutions from BreakingNewsEnglish.com (http://breakingnewsenglish.com/). The lessons always present excellent material for my classes. And they’re always free. Ok, sometimes students complain the audio recording is a little flat and monotonous but for this price… . As I said yesterday to another student – I was giving away some 200 CDs I’d had in my car which I don’t use any more thanks to bluetooth. (Spring cleaning fever in the middle of summer, go figure). And I told the students – feel free to get as many CDs as you wish. Then a student came up to me and asked – “but is it music or lessons? what sort of music? Will I like the songs?” I turned to him and replied: “Don’t look a gift horse in the mouth. No CDs for you”. I instantly became a CD Nazi. Doh.

For this lesson on New Year’s Resolution I’d start with the picture above (a picture’s worth 1000 words) as a warmer:

Do you have any resolutions for the new year? Then I could share with the students a list of the top new year’s resolutions for 2015. What’s the point in making resolutions? From previous years students are 50/50 – yes / no to resolutions.

Even though the lesson contains 26 pages I usually only print pages 4 and 7 (let’s be environmentally aware) and I can give them the listening activity from Breaking News English as a dictation (I can use the British or American/Canadian recording) and also have students fill in the gaps.

Comprehension Questions or True & False are also great tools to make students speak. Of course when a sentence is false – they must explain why.

Synonym Match is a good vocabulary practice and the Phrase Match is great for matching sentences that make sentence even if they’re not the same as in the original text.

To wrap up I give students some answers about the text and have them ask me the question. It’s my favorite exercise – because questions are a big challenge to most students. They forget word order, auxiliaries, etc. I call this exercise “Yes, No, Maybe so”, I tell them “45%” for example and they have to come up with a question based on the text. Some samples of what they would ask:

How much per cent of people make a New Year’s Resolution? There we have a good opportunity to clarify the difference between HOW MUCH and HOW MANY, for instance.

What I think is missing in the Breaking News English activities is a grammar point, if necessary I can quickly develop some activity related to the text, be it verb tenses, prepositions, phrasal verbs, etc.

As a final activity, if time allows, I can ask them questions on the matter studied and their own opinion. There. Now the teacher has a well-rounded lesson plan that will last at least 60 to 90 minutes and which mostly took him the time just to read the article. (Of course, some teachers will go to class without even having done that. Don’t get me started).

How about me? Will I make New Year’s Resolutions?

Well… I’ll try to be less anxious or afraid of new challenges or opportunities. Secondly, I’ll try not to lose my temper when I have to correct my students for the 10th time within a 10-minute frame.

Cheers and Teach Well,

Mo