My two new methodology ideas, and they're related.

These are my new methodology ideas that I'm planning on incorporating into my teaching. First of all, I read this article that employs the communicative method. It seems simple, and she says it works well for her group classes. They read two stories and then partner A asks B questions about the story and vice versa and then they go over the stories again. (Of course, I teach private classes so far, although I'm interested in getting into teaching small groups.) But I do plan on incorporating this to the extent that I can.

I have been sort of writing an EFL book. I have some VERY rough drafts of 5-6 chapters, outlines really. But my idea is that each class should have a theme, for example: going out at night, food, family, perhaps cultural differences-I think this one could be really interesting-talking about the "latin lover", "el cariño latino" "the puritanical, paranoid American", "latin time", gringo tourists, etc. With each theme, the student learns vocabulary, and I would incorporate grammar into the class depending on the level of the student and the topic we are discussing. With food, we might learn about stative verbs (it tastes, it smells, it feels, etc.) With family, perhaps "used to" talk about how family members were in the past, ké sé sho?

Thinking of this, I was remembering a Physical anthropology class I had in the University where the instructor would teach us a concept/argument, and then terminology that went along with this argument. His advice for the exams was that when we were studying, we pick a concept and remember the "story" of that concept and so go, linking the vocabulary together, so actually with each concept you may remember five or so new vocabulary words. His advice worked quite well for me. I found it to be a good teaching method. So when I came across this today, I was surprised and said, that's it! This is great for all language students.

A pronunciation activity: the unvoiced "th"

Venting: Why is it "pronounce" and "pronunciation"? Shouldn't it be pronounce/pronounciation or pronunce and pronunciation? Why pronounce/pronunciation? English is the pits! I teach this language and spelling sucks. I used to be such a good speller before learning Spanish and moving to Chile. I now feel for my friends who had a hard time spelling back in the day (and probably still). Vent over with.

This activity takes 45-60 minutes, I find. I generally break it up during 2-3 class periods, but go with what works for you. This lesson plan is for intermediate/advanced students.

Go to this site and download the pdf version of the unvoiced "th" (Unit One: th as in think, bathroom, teeth). Strangely, the answers weren't included, but I've written them up. We'll see if I can upload them to this blog.

At some point in the activity, towards the middle or end, play "A Boy Named Sue", a Shel Silverstein/Johnny Cash song. Give your students these lyrics. All the unvoiced th words are left out. They must listen to the song and fill in the lyrics.

As a follow up the next class, my student and I read "The Father of A Boy Named Sue". It's not as good as the first song, but entertaining, just as well. The only musical version of this song I could find is with Shel Silverstein singing it. Oh my Lord! He has a HORRRRIBLE voice. I don't recommend listening to the song. Just read the lyrics.

Okay, I need to figure out how to upload word documents to my blog. Is this possible?

Edit: So I tried installing a program that would let me do this, and my compu wouldn't let me do it. I do plan on figuring this out.

The three word documents I want to put on here are:
1) the unvoiced th answers
2) lyrics to A Boy Named Sue (with the unvoiced "th" words missing)
3) lyrics to The Father of a Boy Named Sue

a list of ultra-useful EFL resources and whatnot

• Getting started? This Peace Corps Book helped get me oriented. It's a good overview for EFL teaching as it is self-described "EFL teacher boot camp".
  
• Here's a book by a Chilean military guy. (Se nota.) It is super useful for classes, with concise units packed with important grammar, exercises and answer key. I later found this book's "segunda edición" on the internet, where it corrects some errors in it. But now I can't find it. Anyway this is useful because you can print the lessons right off the internet and so can your students.
• Bomb pronounciation resources: pronounciation packets, click on PDF and print. Just that easy. Send link to students so they can use audio and speaking on their own
• Reading materials: TIP OF THE DAY: print a story off The Onion to read with your class. They are freaking hilarious, like this one which we read in a class today!
• Other reading materials: The New York Times articles are a bit long at 2 pages usually, but they are interesting. The Minneapolis Star Tribune seems to have shorter one-page articles.
• American idioms can be found here and here.
• EFL blog entry on best EFL texts for teachers Of these, I bought:

1. Practice English Usage by Swan (a grammar reference book). I have yet to use it, but I'm glad I have it and I'm sure it will come in handy in the future. I have and love these books:
2. Understanding and Using English Grammar by Schrampfer Azar and
3. Grammar in Use - Intermediate by Murphy.
   
4. Also, to add to the list of best texts: Prepositions Explained. This one is a bit theoretical. It's not designed for class use. But it is sooo useful for explaining prepositions to students. Hence the name.
5. Pronounciation Pairs by Ann Baker and Sharon Goldstein. This one is useful because the site listed above only deals with some of the consonants and vowels. This book seems to have them all.
   

• This Purdue sight has some pretty good info. For example here it explains phrasal verbs. Although, I wasn't impressed by it's info on prepositions, for example. But they hit the nail on the head from time to time
• About.com is useful for EFL as well.

more to come...