Have a right Attitude and be a winner
H A R D W O R K %
8 1 18 4 23 15 18 11 98 Only.
But
A T T I T U D E %
1 20 20 9 20 21 4 5 100
So a person with right ATTITUDE is always a winner!
Wednesday, December 13, 2006
stani's paper presentation
Activiity based Drills and task oriented Exercises
A. Stanislaus
English is taught all over the world, by all sorts of teachers to all sorts of learners. Schools and classrooms vary enormously in their wealth and their provision of equipment. Learners are very different from place to place. But, whatever the conditions in which you are working, there is one resource which is universal and unlimited: the human mind and imagination. This is probably the one single most valuable teaching and learning resource we have. Nothing can replace it. In even the most ‘hi-tech’ environment, a lack of imagination and humanity will make the most up-to-date and sophisticated resources seem dull; conversely, the simplest resources can be the most exciting and useful. Hadfield & Hadfield (1999)
In the first and the previous RETIF( Regional English Teachers and Inspectors Forum) here at Bukha, I presented an action research report on ’Using modern techniques in teaching English in the Sultanate of Oman’ for which there was overwhelming support and appreciation. Teachers became aware of such materials in the field of education. Many of the teachers responded positively and began to use CALL (Computer Assisted Language Learning) in their classrooms.
Now, this time I worked sincerely and earnestly right from the time the new academic year began. I started working on the idea of designing ‘activity based drills and task oriented exercises’. This is only for our learners.
The classroom environment each individual have created in our schools need not be the same everywhere. The materials seem to be the same but there are differences in both the users and the environment. Therefore there were some practical difficulties in using CALL in some schools and by some teachers.
‘Going beyond text book’ was the need of the time (five years ago) in English language curriculum in the country. ‘Our World Through English’ (OWTE) is at its fag end in many schools in the Sultanate of Oman. ‘English For Me’ (EFM) is fruitful and is found successful. Language teachers going through the training found it meaningful and enriching. The need of change has been the need of the time especially in the field of language learning.
Language teaching and learning process goes through a continuous change, time and again, in order to be successful in its mission. We, the teachers of English language, are here with the motive to adapt changes, if we think that the change will bring success in our system.
Having crossed successfully a little more than a decade, in this noble profession I personally found ‘adaptation’ in accordance with the rhythm of our pupils would make our mission fruitful and interesting.
Our ultimate aim must be our pupils’ language learning. They should have happy schooling. Whether they accept or not we are their guides, their philosophers and their well wishers. We need to be visionaries. We should be clear in what we are doing. Our way of teaching, the materials we use in the process and the way we assess our pupils should be authentic in their nature because we are accountable for what we do.
Activity based drills
Origin:
Drills and Exercises were in use in ‘Linguaphone’ method of teaching English. The Linguaphone Institute in London introduced such systems both in L1 and L2 learning. As the years passed by, there was a tremendous response to this system of language learning. In my second year of teaching (1991) I was teaching English as a second language for a group of youngsters using Linguaphone method and it attracted many more students. Within a couple of years I founded a spoken English institute named ‘Lincy Lingua Lab’ in India. The journey of search began…
I began to research my classrooms and continue to learn a lot from my pupils
Lamia Al-Sinani and Buthaina Al- Baluchi at ETIC in Muscat (1999) suggested us to do something similar to these drills in their presentation on ‘Those Ten Minutes Left’.
There is a formidable range of materials published worldwide for teachers of English as a Foreign Language. However, many of these materials, especially those published in English-speaking countries, assume that the teachers using them will be working with smallish classes and have abundant resources available to them. Also many, if not most, of these materials make implicit culturally-biased assumptions about the beliefs and values of the teachers and learners. Allan Malley (1999).
This situation is ironic in view of the fact that the vast majority of as a foreign language classrooms do not correspond to all these conditions.
Typically, classes are large, resources are limited, and teachers have very few opportunities for training and professional development. Also, the cultural assumptions of teachers and learners in many parts of the world may vary quite significantly from those of materials, writers and publishers.
‘Activity oriented drills and task oriented exercises’- is an attempt to address this situation. These drills and exercises are typically for our pupils here in the Sultanate. The drills and the exercises are self explanatory. They are directly referred to the activities and tasks of the text. The language is accessible and none of them require sophisticated resources. Instead they call on the basic human resources which all teachers and learners bring with them to class. The language points covered are ones found in a typical situations and topics are those which form part of everybody’s daily lives, for example families, homes, and leisure activities.
I have tried to offer a framework for teachers who need more training and support. The hope and expectation is that such teachers will begin by following each drills and exercises quite closely but, as their confidence increases, will adapt and add to the techniques presented here, responding to the particular needs and abilities of the learners.
As teachers we need to recognize the strengths and weaknesses of our learners. We also need to know the nature our learners’ English. Moreover we must concentrate on our learners’ progress.
Activity based drills and task oriented exercises are communicative in their very nature. They continue or extend where the activity books have stopped. They transfer information (information gap). “A communication exercise in which each of two paired students have information which they must orally relate to each other in order to fill in the “gap” in the information they have. (taken from internet)
The past five years of experience teaches me to adapt and accommodate different methods of teaching together with the present valuable approach.
One of the key elements of communicative methodology has undoubtedly been giving students practice…
These emphasis on activities are intended to replicate important aspects of real-life language use in the classroom, and are based on the conviction practicing “doing things” with language that will be more fruitful than practicing language forms that are out of context(Morrow, K. & Schocker, M.(1997) (Using texts in a communicative approach, ELT Journal 41/4,p.248).
On adapting materials Salem H, Mohammed S., Ahmed H., and Juma M. (2004) at ETIC in Muscat too made some valuable suggestions on why to adapt some materials. According to them we need to adapt materials that are:
· more localized i.e. more specific to pupils’ interest, life experience and culture.
· more communicative i.e. create a need to use the language
· more individualized i.e. teacher adapts to fit the needs of his class
They finally suggested some principles to put into practice by the language teachers. They are:
· flexibility to adapt
· finding opportunities to be creative
· participating in intensive workshops about adaptation and
· taking into account the authenticity of the materials.
As teachers we need to be “motherese”, “parentese”, “caretaker” and be a “kidwatcher” (Interactionists) in our conversation with our learners. The drills are of similar types so as to feel at ease and motivating the does to be reasonable.
My pupils needed these types of drills-
1. to come closer to the text in the context of their own
family, town or village, social institutions and the schools
2. to get acquainted with spoken materials that they learnt
3. to give more spoken practices
4. to pay attention to individuals in the classroom
5. to focus more on the pupils who need remedial help
6. to encourage pair work
7. to give a strong base in the task oriented structures
8. to make pupils to feel at ease in doing the drills in sheets
9. to involve pupils in systematic record keeping
10. to motivate pupils in language learning
11. to create interest in English the most important need.
12. to make use of the gap( ! ? ! ) at the end of the lessons
13. to provide different opportunities to become more
confident
14. to revise the grammar and the structure
15. to change the classroom atmosphere
16. to reinforce outstanding pupils and
17. to find a place for communicative approach within the
Before we begin to use such materials we need to ask ourselves the following questions:
1. Is it a controlled or free activity?
2. Does it focus on the meaning of the form?
3. Does it encourage fluency or accuracy?
4. Is there a real life purpose and is there any information transfer?
5. Is there an outcome? For example is there any pupil production?
6. Do we use language in a purposeful situation so that there a meaningful outcome?
7. Does it enable pupils to bring the outside world to the classroom?
8. Does it capture pupils’ attention and evoke their motivation, Focus on fluency rather than accuracy?
9. Does it allow them to speak freely and use their own language?
Task oriented Exercises
Task based exercises are different than Activity oriented drills in their aim and function. The importance is given to grammar rather than spoken drills. It reflects learners’ ability to recall the grammar point they have learnt.
Highlights:
1. All the sheets are designed in a particular format.
2. Units, activities and tasks they refer to are mentioned.
3. Pupils have to write their names in every sheet they work on.
4. All the sheets need to be dated so as to file them in order.
Approach:
1. Use OHP for a difference
2. Tell pupils that these drills and exercises they work on
will be used for informal assessment.
3. Explain the grammatical point of each drill and exercise.
4. Make sure that the learners do not just copy the answers.
Conclusion:
This is one of the few attempts to address the problems of the ‘silent majority’ of the teachers, and few resources to work with.
Make necessary changes and enjoy teaching. Find the gap; fill in with these types of drills and exercises. Hope you too will design such drills and exercises according to the local need of your pupils and enrich your pupils’ English language learning.
I have designed them and copied them in 3.5 floppy so that you can modify and change any such drills and exercises which you feel are to be modified and changed according to the need of your pupils. Of course teachers should have the right to do so! You are accountable to what you do. You are responsible for all that you do.
References
1. Hadfield & Hadfield (1999) Simple Speaking Activities, OUP
2. Interactionists theory of language learning
3. Lamia S., & Buthaina (1999) ‘Those Ten Minutes Left’ in ETIC
At Muscat
4. Linguaphone Institute Limited, London
5. Malley A. (1999), Foreward : Hadfield & Hadfield’s Simple
Speaking Activities, OUP
6. Morrow, K. & Schocker, M.(1997)(Using texts in a
communicative approach, ELT Journal 41/4, p.248).
7. Nixon C. & Tominlson M. (2001) ‘Primary Activity Box’ CUP
8. Nunan D. (1989) Designing tasks for the communicative
Classroom, CUP
9. Salem H., Mohammed S., Ahmed H., & Juma M. (2004)
‘Adapting Materials’ a presentation jointly done at
ETIC in Muscat
A. Stanislaus
English is taught all over the world, by all sorts of teachers to all sorts of learners. Schools and classrooms vary enormously in their wealth and their provision of equipment. Learners are very different from place to place. But, whatever the conditions in which you are working, there is one resource which is universal and unlimited: the human mind and imagination. This is probably the one single most valuable teaching and learning resource we have. Nothing can replace it. In even the most ‘hi-tech’ environment, a lack of imagination and humanity will make the most up-to-date and sophisticated resources seem dull; conversely, the simplest resources can be the most exciting and useful. Hadfield & Hadfield (1999)
In the first and the previous RETIF( Regional English Teachers and Inspectors Forum) here at Bukha, I presented an action research report on ’Using modern techniques in teaching English in the Sultanate of Oman’ for which there was overwhelming support and appreciation. Teachers became aware of such materials in the field of education. Many of the teachers responded positively and began to use CALL (Computer Assisted Language Learning) in their classrooms.
Now, this time I worked sincerely and earnestly right from the time the new academic year began. I started working on the idea of designing ‘activity based drills and task oriented exercises’. This is only for our learners.
The classroom environment each individual have created in our schools need not be the same everywhere. The materials seem to be the same but there are differences in both the users and the environment. Therefore there were some practical difficulties in using CALL in some schools and by some teachers.
‘Going beyond text book’ was the need of the time (five years ago) in English language curriculum in the country. ‘Our World Through English’ (OWTE) is at its fag end in many schools in the Sultanate of Oman. ‘English For Me’ (EFM) is fruitful and is found successful. Language teachers going through the training found it meaningful and enriching. The need of change has been the need of the time especially in the field of language learning.
Language teaching and learning process goes through a continuous change, time and again, in order to be successful in its mission. We, the teachers of English language, are here with the motive to adapt changes, if we think that the change will bring success in our system.
Having crossed successfully a little more than a decade, in this noble profession I personally found ‘adaptation’ in accordance with the rhythm of our pupils would make our mission fruitful and interesting.
Our ultimate aim must be our pupils’ language learning. They should have happy schooling. Whether they accept or not we are their guides, their philosophers and their well wishers. We need to be visionaries. We should be clear in what we are doing. Our way of teaching, the materials we use in the process and the way we assess our pupils should be authentic in their nature because we are accountable for what we do.
Activity based drills
Origin:
Drills and Exercises were in use in ‘Linguaphone’ method of teaching English. The Linguaphone Institute in London introduced such systems both in L1 and L2 learning. As the years passed by, there was a tremendous response to this system of language learning. In my second year of teaching (1991) I was teaching English as a second language for a group of youngsters using Linguaphone method and it attracted many more students. Within a couple of years I founded a spoken English institute named ‘Lincy Lingua Lab’ in India. The journey of search began…
I began to research my classrooms and continue to learn a lot from my pupils
Lamia Al-Sinani and Buthaina Al- Baluchi at ETIC in Muscat (1999) suggested us to do something similar to these drills in their presentation on ‘Those Ten Minutes Left’.
There is a formidable range of materials published worldwide for teachers of English as a Foreign Language. However, many of these materials, especially those published in English-speaking countries, assume that the teachers using them will be working with smallish classes and have abundant resources available to them. Also many, if not most, of these materials make implicit culturally-biased assumptions about the beliefs and values of the teachers and learners. Allan Malley (1999).
This situation is ironic in view of the fact that the vast majority of as a foreign language classrooms do not correspond to all these conditions.
Typically, classes are large, resources are limited, and teachers have very few opportunities for training and professional development. Also, the cultural assumptions of teachers and learners in many parts of the world may vary quite significantly from those of materials, writers and publishers.
‘Activity oriented drills and task oriented exercises’- is an attempt to address this situation. These drills and exercises are typically for our pupils here in the Sultanate. The drills and the exercises are self explanatory. They are directly referred to the activities and tasks of the text. The language is accessible and none of them require sophisticated resources. Instead they call on the basic human resources which all teachers and learners bring with them to class. The language points covered are ones found in a typical situations and topics are those which form part of everybody’s daily lives, for example families, homes, and leisure activities.
I have tried to offer a framework for teachers who need more training and support. The hope and expectation is that such teachers will begin by following each drills and exercises quite closely but, as their confidence increases, will adapt and add to the techniques presented here, responding to the particular needs and abilities of the learners.
As teachers we need to recognize the strengths and weaknesses of our learners. We also need to know the nature our learners’ English. Moreover we must concentrate on our learners’ progress.
Activity based drills and task oriented exercises are communicative in their very nature. They continue or extend where the activity books have stopped. They transfer information (information gap). “A communication exercise in which each of two paired students have information which they must orally relate to each other in order to fill in the “gap” in the information they have. (taken from internet)
The past five years of experience teaches me to adapt and accommodate different methods of teaching together with the present valuable approach.
One of the key elements of communicative methodology has undoubtedly been giving students practice…
These emphasis on activities are intended to replicate important aspects of real-life language use in the classroom, and are based on the conviction practicing “doing things” with language that will be more fruitful than practicing language forms that are out of context(Morrow, K. & Schocker, M.(1997) (Using texts in a communicative approach, ELT Journal 41/4,p.248).
On adapting materials Salem H, Mohammed S., Ahmed H., and Juma M. (2004) at ETIC in Muscat too made some valuable suggestions on why to adapt some materials. According to them we need to adapt materials that are:
· more localized i.e. more specific to pupils’ interest, life experience and culture.
· more communicative i.e. create a need to use the language
· more individualized i.e. teacher adapts to fit the needs of his class
They finally suggested some principles to put into practice by the language teachers. They are:
· flexibility to adapt
· finding opportunities to be creative
· participating in intensive workshops about adaptation and
· taking into account the authenticity of the materials.
As teachers we need to be “motherese”, “parentese”, “caretaker” and be a “kidwatcher” (Interactionists) in our conversation with our learners. The drills are of similar types so as to feel at ease and motivating the does to be reasonable.
My pupils needed these types of drills-
1. to come closer to the text in the context of their own
family, town or village, social institutions and the schools
2. to get acquainted with spoken materials that they learnt
3. to give more spoken practices
4. to pay attention to individuals in the classroom
5. to focus more on the pupils who need remedial help
6. to encourage pair work
7. to give a strong base in the task oriented structures
8. to make pupils to feel at ease in doing the drills in sheets
9. to involve pupils in systematic record keeping
10. to motivate pupils in language learning
11. to create interest in English the most important need.
12. to make use of the gap( ! ? ! ) at the end of the lessons
13. to provide different opportunities to become more
confident
14. to revise the grammar and the structure
15. to change the classroom atmosphere
16. to reinforce outstanding pupils and
17. to find a place for communicative approach within the
Before we begin to use such materials we need to ask ourselves the following questions:
1. Is it a controlled or free activity?
2. Does it focus on the meaning of the form?
3. Does it encourage fluency or accuracy?
4. Is there a real life purpose and is there any information transfer?
5. Is there an outcome? For example is there any pupil production?
6. Do we use language in a purposeful situation so that there a meaningful outcome?
7. Does it enable pupils to bring the outside world to the classroom?
8. Does it capture pupils’ attention and evoke their motivation, Focus on fluency rather than accuracy?
9. Does it allow them to speak freely and use their own language?
Task oriented Exercises
Task based exercises are different than Activity oriented drills in their aim and function. The importance is given to grammar rather than spoken drills. It reflects learners’ ability to recall the grammar point they have learnt.
Highlights:
1. All the sheets are designed in a particular format.
2. Units, activities and tasks they refer to are mentioned.
3. Pupils have to write their names in every sheet they work on.
4. All the sheets need to be dated so as to file them in order.
Approach:
1. Use OHP for a difference
2. Tell pupils that these drills and exercises they work on
will be used for informal assessment.
3. Explain the grammatical point of each drill and exercise.
4. Make sure that the learners do not just copy the answers.
Conclusion:
This is one of the few attempts to address the problems of the ‘silent majority’ of the teachers, and few resources to work with.
Make necessary changes and enjoy teaching. Find the gap; fill in with these types of drills and exercises. Hope you too will design such drills and exercises according to the local need of your pupils and enrich your pupils’ English language learning.
I have designed them and copied them in 3.5 floppy so that you can modify and change any such drills and exercises which you feel are to be modified and changed according to the need of your pupils. Of course teachers should have the right to do so! You are accountable to what you do. You are responsible for all that you do.
References
1. Hadfield & Hadfield (1999) Simple Speaking Activities, OUP
2. Interactionists theory of language learning
3. Lamia S., & Buthaina (1999) ‘Those Ten Minutes Left’ in ETIC
At Muscat
4. Linguaphone Institute Limited, London
5. Malley A. (1999), Foreward : Hadfield & Hadfield’s Simple
Speaking Activities, OUP
6. Morrow, K. & Schocker, M.(1997)(Using texts in a
communicative approach, ELT Journal 41/4, p.248).
7. Nixon C. & Tominlson M. (2001) ‘Primary Activity Box’ CUP
8. Nunan D. (1989) Designing tasks for the communicative
Classroom, CUP
9. Salem H., Mohammed S., Ahmed H., & Juma M. (2004)
‘Adapting Materials’ a presentation jointly done at
ETIC in Muscat
stani's poems- world
World
In this world of illusion
Affected much by pollution
Relationship without affection
Never I found any connection
People with different opinion
Shed tears while pealing onion
Unreal disagreement and fake
Who is living for whose sake
I often get struck up with words
Fail to find destination like birds
Flying unendingly thirsting for knowledge
I continue till someone do acknowledge
Till the end will continue the journey
Passing hurdles while men search for honey
A soul will follow whom I did marry
Therefore no reason for me to worry
Stanislaus A.
Madha
8th October,2005
In this world of illusion
Affected much by pollution
Relationship without affection
Never I found any connection
People with different opinion
Shed tears while pealing onion
Unreal disagreement and fake
Who is living for whose sake
I often get struck up with words
Fail to find destination like birds
Flying unendingly thirsting for knowledge
I continue till someone do acknowledge
Till the end will continue the journey
Passing hurdles while men search for honey
A soul will follow whom I did marry
Therefore no reason for me to worry
Stanislaus A.
Madha
8th October,2005
Tuesday, December 12, 2006
stani's riddles
Riddles
It is a three letter word having two names of animals, one live in the forest and the other often at home. The letter in the middle is a vowel.
(To be continued)
It is a three letter word having two names of animals, one live in the forest and the other often at home. The letter in the middle is a vowel.
(To be continued)
stani's collection of acronym
Acronyms
1. ACLL- Assessing Children’s Language Learning
2. AFC- Attainment Follow up Committee
3. ALD- Advance Learner’s Dictionary
4. ALDCE- Advanced Learner’s Dictionary of Current English
5. ALM- Audio-Lingual Method
6. APE- Acquisition Poor Environment
7. ASL- American Sign Language
8. BL- Bi-Lingual method
9. CA- Contrastive Analysis
10.CAH- Contrastive Analysis Hypothesis
1. ACLL- Assessing Children’s Language Learning
2. AFC- Attainment Follow up Committee
3. ALD- Advance Learner’s Dictionary
4. ALDCE- Advanced Learner’s Dictionary of Current English
5. ALM- Audio-Lingual Method
6. APE- Acquisition Poor Environment
7. ASL- American Sign Language
8. BL- Bi-Lingual method
9. CA- Contrastive Analysis
10.CAH- Contrastive Analysis Hypothesis
11. CALL- Computer Assisted Language Learning
12. CALI- Computer Assisted Language Instructions
12. CALI- Computer Assisted Language Instructions
13. CALP- Cognitive Academic Language Proficiency
14. CBLT- Content Based Language Teaching
15. CB- Common Belief
16. CC- Current Consensus
17. CCELD- Collins COBUILD English LanguageDictionary
18. CELT- Centre for English Language Teaching
19. CLL- Community Language Learning
20. CLT- Communicative Language Teaching
21. CMC- Computer-Mediated Communication
22. CN- Code Number
23. COLT- Communicative Orientation of Language Teaching
24. CP- Controlled Practice
25. CPH- Critical Period Hypothesis
26. CT- Class Test
27. CTP- Communicational Teaching Project
28. DEAR- Drop Everything And Read
29. DM- Direct Method
30. DP- Direct Practice
31. EAL- English as an Additional Language
32. EAP- English for Academic Purposes
33. EED– Educational Evaluation Department
34. EFL– English as a Foreign Language
35. EFM- English For Me
36. EIL- English as an International Language
37. ELF- English as Lingua Franca
38. ELL- English Language Learner
39. ELT- English Language Teaching
40. ESD- English as a Second Dialect
41. ESL- English as a Second Language
42. ESOL– English for Speakers of Other Languages
43. ESP- English for Specific/ Special Purposes
44. FLA- First/ Foreign Language Acquisition
45. FLT- Foreign Language Teaching
46. GR- Grade/ Grammar
47. GSL- General Service List of English Words
48. GTM- Grammar-Translation Method
49. GW- Group Work
50. IATEFL– International Association of Teachers of English as a
14. CBLT- Content Based Language Teaching
15. CB- Common Belief
16. CC- Current Consensus
17. CCELD- Collins COBUILD English LanguageDictionary
18. CELT- Centre for English Language Teaching
19. CLL- Community Language Learning
20. CLT- Communicative Language Teaching
21. CMC- Computer-Mediated Communication
22. CN- Code Number
23. COLT- Communicative Orientation of Language Teaching
24. CP- Controlled Practice
25. CPH- Critical Period Hypothesis
26. CT- Class Test
27. CTP- Communicational Teaching Project
28. DEAR- Drop Everything And Read
29. DM- Direct Method
30. DP- Direct Practice
31. EAL- English as an Additional Language
32. EAP- English for Academic Purposes
33. EED– Educational Evaluation Department
34. EFL– English as a Foreign Language
35. EFM- English For Me
36. EIL- English as an International Language
37. ELF- English as Lingua Franca
38. ELL- English Language Learner
39. ELT- English Language Teaching
40. ESD- English as a Second Dialect
41. ESL- English as a Second Language
42. ESOL– English for Speakers of Other Languages
43. ESP- English for Specific/ Special Purposes
44. FLA- First/ Foreign Language Acquisition
45. FLT- Foreign Language Teaching
46. GR- Grade/ Grammar
47. GSL- General Service List of English Words
48. GTM- Grammar-Translation Method
49. GW- Group Work
50. IATEFL– International Association of Teachers of English as a
Foreign Language
51. IELTS- International English Language Systems
52. ILO- Intended Learning Outcome
53. KAL- Knowledge About Language
54. KOLS- Knowledge Of Language Systems
55. KOW- Knowledge Of the World
56. L1- Language (first)
57. L2- Language (second)
58. LAC- Language Across the Curriculum
59. LAD- Language Acquisition Device
60. LAL- Language Acquisition Learning
61. LDs- Learner’s Dictionaries
62. LDOCE- Longman Dictionary Of Contemporary English
63. LEP– Limited English Proficiency
64. LLT- Language Learning Tasks
65. LSRW- Listening Speaking Reading and Writing
66. LST- Listening
67. LTM- Language Teaching Methods
68. LG- Letter Grade
69. MCTI- Multiple Choice Test Items
70. MLAT- Modern language Aptitude Test
71. MM- Mastery Method
72. NA- Natural Approach
73. NCB- Non Class Based
74. NELTS- National English Language Testing Systems
75. NEMS- Non English Medium Schools
76. NS- Number Score
77. OED- Oxford English Dictionary
78. OM- Oral Method
79. OWTE- Our World Through English
80. PK- Productive Knowledge
81. PLAB- Pimsleur Language Aptitude Battery
82. RA- Reflective Approach
83. RK- Receptive Knowledge
84. SA- Structural Approach
85. SBA- Strategy-Based Approach
86. SLA- Second Language Acquisition
87. SLT- Second Language Teaching
88. ST- Semester Test
89. SW- The Silent Way
90.TBT- Task Based Language Teaching
91. TEFL– Teaching English as Foreig Language
92. TESL – Teaching English as Second Language
93.TESOL- Teaching English to Speakers of Other Languages
94. TOEFL-Testing Of English as Foreign Language
95.TPR- Total Physical Response
96.TWGN- Test Writers Guidance Notes
97. UG- Universal Grammar
98. VC– Vocabulary
51. IELTS- International English Language Systems
52. ILO- Intended Learning Outcome
53. KAL- Knowledge About Language
54. KOLS- Knowledge Of Language Systems
55. KOW- Knowledge Of the World
56. L1- Language (first)
57. L2- Language (second)
58. LAC- Language Across the Curriculum
59. LAD- Language Acquisition Device
60. LAL- Language Acquisition Learning
61. LDs- Learner’s Dictionaries
62. LDOCE- Longman Dictionary Of Contemporary English
63. LEP– Limited English Proficiency
64. LLT- Language Learning Tasks
65. LSRW- Listening Speaking Reading and Writing
66. LST- Listening
67. LTM- Language Teaching Methods
68. LG- Letter Grade
69. MCTI- Multiple Choice Test Items
70. MLAT- Modern language Aptitude Test
71. MM- Mastery Method
72. NA- Natural Approach
73. NCB- Non Class Based
74. NELTS- National English Language Testing Systems
75. NEMS- Non English Medium Schools
76. NS- Number Score
77. OED- Oxford English Dictionary
78. OM- Oral Method
79. OWTE- Our World Through English
80. PK- Productive Knowledge
81. PLAB- Pimsleur Language Aptitude Battery
82. RA- Reflective Approach
83. RK- Receptive Knowledge
84. SA- Structural Approach
85. SBA- Strategy-Based Approach
86. SLA- Second Language Acquisition
87. SLT- Second Language Teaching
88. ST- Semester Test
89. SW- The Silent Way
90.TBT- Task Based Language Teaching
91. TEFL– Teaching English as Foreig Language
92. TESL – Teaching English as Second Language
93.TESOL- Teaching English to Speakers of Other Languages
94. TOEFL-Testing Of English as Foreign Language
95.TPR- Total Physical Response
96.TWGN- Test Writers Guidance Notes
97. UG- Universal Grammar
98. VC– Vocabulary
99.VLS- Vocabulary Learning Strategies
100. ZPD- Zone of Proximal Development
--Collected by A. Stanislaus
stani's anecdotes (2)
Anecdote
1.
Once a seven-year-old Indian girl was completing an exercise with prepositions, given by her mother as a part of exam revision. For each sentence there were two choices. The first sentence goes like this:
The cat is ________ the table. (in, under), the girl filled in the sentence as: The cat is under the table. The second sentence was: The plate is ________ the table. (on, at) The girl filled in the sentence as: The plate is on the table. Not noticing the choices, her father who is a teacher of English asked her why not the plate is under the table. The girl instantly replied if the plate is under the table the cat will eat what is in the plate.
2.
Once a teacher went to the first standard and began correcting English composition about ‘cow’. She noticed:
One of the pupils had written: We get milk from cow. The teacher realized what the child wrote was correct rather than: Cow gives us milk.
1.
Once a seven-year-old Indian girl was completing an exercise with prepositions, given by her mother as a part of exam revision. For each sentence there were two choices. The first sentence goes like this:
The cat is ________ the table. (in, under), the girl filled in the sentence as: The cat is under the table. The second sentence was: The plate is ________ the table. (on, at) The girl filled in the sentence as: The plate is on the table. Not noticing the choices, her father who is a teacher of English asked her why not the plate is under the table. The girl instantly replied if the plate is under the table the cat will eat what is in the plate.
2.
Once a teacher went to the first standard and began correcting English composition about ‘cow’. She noticed:
One of the pupils had written: We get milk from cow. The teacher realized what the child wrote was correct rather than: Cow gives us milk.
Monday, December 11, 2006
My CV
Stanislaus Ayyadurai
Tel: 00968-26836598
00968-92719161
00971-50-4705249
thurinjipoondy@rediffmail.com
thurinji@yahoo.com
www.thurinjipoondy.blogspot.com
____________________________________________________________
Carrier Objective:
To work as English teacher
Work experience:
September ’99 till date - working as a teacher of English,
Ministry of Education,
Sultanate of Oman
June ’97 to August ’99 - worked as a teacher of English,
Sacred Heart High School, India
June ‘96 to May ’97 - worked as a teacher of English (CBSE)
Little Flower High School, Patna, Bihar,
India
January ‘94 to May ‘96 - worked as a teacher of English
Jesus and Mary High School (ICSE)
Patna, Bihar, India
Educational qualification:
* Master of Arts in English
May 1997
Annamalai University, Chidambaram, India
* Bachelor of Education
May 1995
Written: first class
Annamalai University, Chidambaram, India
* Bachelor of Arts in English, Hindi and Philosophy
October 1992,
Allahabad University, India
In service training:
* Completed successfully a 100 hour Lower Secondary Course
as a part of in service teacher training at
English Language Curriculum department
Ministry of Education, Muscat
Sultanate of Oman
* Undergone professional development training conducted as
a part of in service teacher training by British Council
Computer Training
· Have a sound knowledge about MS word,
MS excel, MS power point and MS Access
· Acquainted with ESL websites and excellent in using internet and web pages
· Have done a certificate course on 'Hyper Studio'
· Have successfully completed a short term Movie Maker Course
Course:
* Three years of Philosophical studies
St. Joseph’s regional Seminary, Allahabad
School:
* Higher Secondary Course
October, 1986
St. Joseph’s Boys’ Secondary school, India
* SSLC
March 1984
YMCA Sports High School and college, India
Literary achievement:
* Had a self spoken English Institute for the college
students ( Lincy Lingua Lab ) at Patna in India.
* Have self Spoken and Written English Language package
* Written and published many poems and articles,
in English, Hindi and Tamil
* Worked as one of the editors of GURUKUL GEETAM
in the year 1988-89
* Presented a paper on ‘India in 21st Century (religion)’
at a symposium at St. Joseph’s Regional Seminary
on 2nd March 1991 in Allahabad, U.P., India.
* Presented a paper on ‘Using modern techniques in
teaching English’ at Regional English Teachers and
Inspectors forum ( RETIF ) in February 2004.
* Presented a paper titled ‘Activity Based Drills and
Task Oriented Exercises’ at Regional English Teachers
and Inspectors forum ( RETIF ) in February 2005.
* Presented an action research report titled ‘Computer
Assisted Language Learning” at Conference for English
Teachers and Supervisors ( CETS ) in December 2005.
* Conducted a work shop for English teaching
professionals on ‘Bringing the
best out of Our Young Language Learners” at Forum of
Regional English Supervisors and Teachers ( FOREST )
in February 2006.
Participation:
* Participated in poetry, quiz, speech and essay writing
competitions and won many prize
* Participated in a number of English Language
conferences and seminars at national and
international level
Publication:
* Compiled a hymn book in Hindi titled ‘Geet Sanchai’ with 1017 hymns to be sung in the churches.
Extra curricular activities:
· Composing hymns and songs
· Reading ESL journals and books
· Browsing the websites on ESL articles
Personal Details:
Date of birth : 06.06.1968
Nationality & Religion : Indian, Christian
Languages known:
To speak : English, Arabic, Hindi, Tamil and Malayalam
To write : English, Hindi, & Tamil
Passport Details:
Passport Number: F 3944793
Place of issue: Chennai
Date of issue: 07.07.2005
Date of expiry: 15.10.2008
Present Address:
Post Box Number- 64
Dibba-P.C.-813, Sultanate of Oman
Permanent Address:
Thurinjipoondy, Valathi-S.O. 604208
Villupuram –Dt, Tamilnadu, India
References:
1. Mr. Hassan Sultan Al Hamadi
Director, Youth Centre,
Khorfakkan, Sharjah, UAE
Contact no: 00971-50-8611277
2. Miss. Gill West, In-service teacher trainer
English Language Curriculum Department
Ministry of EducationMuscat, Sultanate of Oman
Contact no: 00968-99326434
E-mail Id: gmwest99@yahoo.com
To know me better:
I am a self motivated enthusiastic person, ready to take up
any challenging job as a teacher of English. I can adapt myself to any new
environment so as to perform my duties successfully. I am ready to learn
new approaches in teaching English and update myself to outperform in
my job. I am looking forward to work in any such institutions so
as to learn while teaching. I can bring energy, efficiency and
imagination. I am continuing to look forward
for new trends and visions in the field of teaching English as second
language at any levels especially to adults who learn English for a special
purpose.
Declaration:
I hereby declare that the above-mentioned information is true
to my knowledge and I take responsibility for the same. If I am given a
chance to work in your esteemed institute, I will perform my duties with at
most care and interest so as to serve the institute and the society at large.
Thanking you,
Yours Sincerely,
[ STANISLAUS AYYADURAI ]
Tel: 00968-26836598
00968-92719161
00971-50-4705249
thurinjipoondy@rediffmail.com
thurinji@yahoo.com
www.thurinjipoondy.blogspot.com
____________________________________________________________
Carrier Objective:
To work as English teacher
Work experience:
September ’99 till date - working as a teacher of English,
Ministry of Education,
Sultanate of Oman
June ’97 to August ’99 - worked as a teacher of English,
Sacred Heart High School, India
June ‘96 to May ’97 - worked as a teacher of English (CBSE)
Little Flower High School, Patna, Bihar,
India
January ‘94 to May ‘96 - worked as a teacher of English
Jesus and Mary High School (ICSE)
Patna, Bihar, India
Educational qualification:
* Master of Arts in English
May 1997
Annamalai University, Chidambaram, India
* Bachelor of Education
May 1995
Written: first class
Annamalai University, Chidambaram, India
* Bachelor of Arts in English, Hindi and Philosophy
October 1992,
Allahabad University, India
In service training:
* Completed successfully a 100 hour Lower Secondary Course
as a part of in service teacher training at
English Language Curriculum department
Ministry of Education, Muscat
Sultanate of Oman
* Undergone professional development training conducted as
a part of in service teacher training by British Council
Computer Training
· Have a sound knowledge about MS word,
MS excel, MS power point and MS Access
· Acquainted with ESL websites and excellent in using internet and web pages
· Have done a certificate course on 'Hyper Studio'
· Have successfully completed a short term Movie Maker Course
Course:
* Three years of Philosophical studies
St. Joseph’s regional Seminary, Allahabad
School:
* Higher Secondary Course
October, 1986
St. Joseph’s Boys’ Secondary school, India
* SSLC
March 1984
YMCA Sports High School and college, India
Literary achievement:
* Had a self spoken English Institute for the college
students ( Lincy Lingua Lab ) at Patna in India.
* Have self Spoken and Written English Language package
* Written and published many poems and articles,
in English, Hindi and Tamil
* Worked as one of the editors of GURUKUL GEETAM
in the year 1988-89
* Presented a paper on ‘India in 21st Century (religion)’
at a symposium at St. Joseph’s Regional Seminary
on 2nd March 1991 in Allahabad, U.P., India.
* Presented a paper on ‘Using modern techniques in
teaching English’ at Regional English Teachers and
Inspectors forum ( RETIF ) in February 2004.
* Presented a paper titled ‘Activity Based Drills and
Task Oriented Exercises’ at Regional English Teachers
and Inspectors forum ( RETIF ) in February 2005.
* Presented an action research report titled ‘Computer
Assisted Language Learning” at Conference for English
Teachers and Supervisors ( CETS ) in December 2005.
* Conducted a work shop for English teaching
professionals on ‘Bringing the
best out of Our Young Language Learners” at Forum of
Regional English Supervisors and Teachers ( FOREST )
in February 2006.
Participation:
* Participated in poetry, quiz, speech and essay writing
competitions and won many prize
* Participated in a number of English Language
conferences and seminars at national and
international level
Publication:
* Compiled a hymn book in Hindi titled ‘Geet Sanchai’ with 1017 hymns to be sung in the churches.
Extra curricular activities:
· Composing hymns and songs
· Reading ESL journals and books
· Browsing the websites on ESL articles
Personal Details:
Date of birth : 06.06.1968
Nationality & Religion : Indian, Christian
Languages known:
To speak : English, Arabic, Hindi, Tamil and Malayalam
To write : English, Hindi, & Tamil
Passport Details:
Passport Number: F 3944793
Place of issue: Chennai
Date of issue: 07.07.2005
Date of expiry: 15.10.2008
Present Address:
Post Box Number- 64
Dibba-P.C.-813, Sultanate of Oman
Permanent Address:
Thurinjipoondy, Valathi-S.O. 604208
Villupuram –Dt, Tamilnadu, India
References:
1. Mr. Hassan Sultan Al Hamadi
Director, Youth Centre,
Khorfakkan, Sharjah, UAE
Contact no: 00971-50-8611277
2. Miss. Gill West, In-service teacher trainer
English Language Curriculum Department
Ministry of EducationMuscat, Sultanate of Oman
Contact no: 00968-99326434
E-mail Id: gmwest99@yahoo.com
To know me better:
I am a self motivated enthusiastic person, ready to take up
any challenging job as a teacher of English. I can adapt myself to any new
environment so as to perform my duties successfully. I am ready to learn
new approaches in teaching English and update myself to outperform in
my job. I am looking forward to work in any such institutions so
as to learn while teaching. I can bring energy, efficiency and
imagination. I am continuing to look forward
for new trends and visions in the field of teaching English as second
language at any levels especially to adults who learn English for a special
purpose.
Declaration:
I hereby declare that the above-mentioned information is true
to my knowledge and I take responsibility for the same. If I am given a
chance to work in your esteemed institute, I will perform my duties with at
most care and interest so as to serve the institute and the society at large.
Thanking you,
Yours Sincerely,
[ STANISLAUS AYYADURAI ]
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