Posts Tagged ‘translation’

A bit more rich than it used to be (English language method)

24 May 2019

twitter: @eugenio_fouz

IMG_20190512_080514-1

I am trying to make classes a bit more rich by means of showing new points of difficulty in theory and practice. [Do not ask easy questions in controls such as “write the days of the week in order”, “put all the personal pronouns of object”]

Deal with some varied grammar points, some extra vocabulary packs and share sentences a bit more complicated than usual. Try to challenge students´s language skills. Include functional, useful language in the classroom. Board work. Oral chorus (pronunciation)

 

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METHOD

 

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Draft of a schedule for English language (1st term)

17 October 2015

twitter: @eugenio_fouz

irina jogg

Schedule / Planning

1st term

Subject:esl 2

*upload answers to certain exercises on moodle

October 19-23: lesson 3, audios 2, practice file 3, words, notebook, reader, verbs, conjugation, how to download a podcast**, no cell phones**, orals 1-2, exercises, translation, sms, test 10m

October 26-30: lesson 4, audios 3, orals, words, notebook, PPa, reader, flash-cards, verbs, numbers, role-playing: telephoning**, essay, basics, dictation

November 2-6: lesson 5, audios 4, words, notebook, verbs, practice file 3, practice file 4, role-playing:interviewing**, translation, sms, control 20m

November 9-14: lesson 6, audios 5, words, notebook, verbs, reader, role-playing:saying numbers**, PPa, orals, essay, basics, flash-cards, dictation, collect notebooks 5m

November 16-20: lesson 7, audios 6, words, notebook, role-playing:small talk**, numbers, orals, basics, translation, flash-cards

November 23-27: audios 7, words, sms, basics, essay, reader, dictation, PPa, translation, role-playing:spelling names or company names**, control 20m

December 1-4: exam 30m

Translation exams & option B

17 November 2013

twitter: @eugenio_fouz

 Imagen

(Mark Rothko)

 

Translation exam.- Those students who have brought their bilingual dictionary must translate the English text into Spanish language and look for the meaning of a small pack of Spanish words and idioms in order to jot down the English version onto the paper exam.

Option B.- Those students who have forgotten their dictionary might take an A4 paper with exercises on grammar, vocabulary, Basics or conjugation of verbs. For this option, marking should be inferior to translation exams.

(Sources for these tests: textbook, workbook, readers, press cuttings, the internet) 

Give me five … or twenty-five

28 April 2013

twitter: @eugenio_fouz

                           Imagen

Comment this picture, write an essay of around 30 words, listen to this audio, pay attention to grammar, do these exercises, worksheets, write the past form of some verbs, dialogue, what would you do in a specific daily situation, read aloud, read in low voice, Parallel Papers (review of basic points in grammar, press cutting, vocabulary lists, reminders, et cetera), translate these Short Messages into English, translate this paragraph into Spanish, enter and participate in Moodle, do a dictation, read a Graded Reader, do some pages in the workbook, do an International Exchange, write some articles for the fanzine at school, create a Twitter account and tweet something in English, work with the textbook, use Functional language in and out of the classroom, draw a cartoon following the instructions of your teacher, write a letter or email to a penpal

Teach & test

19 December 2012

twitter: @eugenio_fouz

One girl, Penélope C., was asked to draw her classroom and two students writing sentences on the board. This is what he did. The guy on the left must be me ;-)

One girl, Penélope C., was asked to draw her classroom and two students writing sentences on the board. This is what he did. The guy on the left must be myself 😉

I have just tried a different type language test from a new different teaching style. My focus is mainly on meaning. I want my students to understand what they are doing.

Among other activities in the test, the students must complete English words from which they are provided one or two initial letters and their Spanish meaning. We work with blocks of words by means of packs of photocopies. My students have to study and learn words and their meanings by heart.

Some of my students wrote their opinions about the new tests on a sheet of paper days ago. They confessed that some questions were not easy to understand. Also they noticed their lack of vocabulary to understand all  exercises. We both (students and teacher) must work harder with words and dictionaries.

Another point was grammar. Most students said that there was little room for grammar. And they are right, maybe I should have included a few more grammatical exercises.

The exam was too long, that´s true. There were too many exercises to do and not enough time. . This is something to be reconsidered.

The exercise on English culture was the most unpopular activity among students because they could not admit that learning the Christian name of the Queen of England or the author of Ulysses were interesting issues. On the other hand, I have the impression that they loved an exercise where they were asked to draw things such as their own desk, our classroom or their favourite gadgets, for example. (And some kids were really good at doing this).

The new tests included an English original text to be translated into Spanish language as well as short sentences to be translated into English.

There was an episode in the test named Classroom diary after our daily routines in class. I think this is important. The students see the relevance of paying attention to teachers and taking active part in class life.  There were questions on “functional language” or useful phrases and a short essay on a current topic, e.g. “write a note to your friend that you are leaving later from school” or “ advantages of having a mobile phone”.

Two more points were a reading comprehension text with questions on form and meaning and a strict exercise titled Basics focused on elementary aspects of language such as writing ordinal numbers, telling the time, listing the past participle forms of verbs, quoting all the possessive adjectives, etcetera.

Something that I have not included in these new tests was a listening comprehension text, namely a listening recording or a short dictation. I think this must be included next time.

Free style free

12 October 2012

twitter: @eugenio_fouz

 

David Duchovny

I feel fine being unpredictable. Free style teaching language, letting students not know what is coming next, asking for a lot of homework at the end of the period, walking around the classroom, controlling and checking their real work.

Basically I work with grammar, explanations on any topic, audios and textbook. Also I want my students to sing as in a choir echoing interesting phrases or messages. Reinforcement via workbooks or extra exercises.

Teaching and testing, teaching and testing. Lots of practice and homework. Loads of writing work, too. A student who doesn´t write won´t be a good one. Dictations, translations, substitution tables, …

Quick reviews and mini tests, oral skill practice and testing, parallel papers, short messages and essay writing, how to write letters or read notices. Share information and curious hunger for the British and American culture.

Reading aloud and reading in low voice (class and at home), using dictionaries and functional language in class for everything, getting marks for any task they do. Notebooks like passports full with exercises, notes, vocabulary and pictures, good behaviour in and out of the classroom, moodle participation, podcasting, etcetera.

It is a curious thing but that is a fact

12 June 2010

(Fotografía: Vicente Vicéns. LAVERDAD, 12.06.2010)

You know, when you ask a student to do something in a very specific way-i.e, you are asking in a graded reader test for short answers-then most of them will write a lot more than expected. We were reading together a good story and some students showed the teacher in the written test that they had read the book in detail. Let me show an example: one question was “Do you think Anne-Anne of Green Gables- was a quiet girl?. Say why or why not, in a few words.”

The good readers replied “No, she wasn´t. She talked a lot because she was very happy in her new family. She was a good girl for the Cuthberts”. They loved the reading activity. Students were from 4 ESO -Year 11-. They were around 15/16 year olds.

Another question dealt is translation. The students had to translate a short extract from the book printed in the test. The most worrying thing is the blank spaces they left because those meant that the task has not been completed. And that counts negatively. Another problem with translation is the every-word-translators who translate every little word in the text making the understanding of their work a dull activity. To finish, some of these students insert French words and that is definitely terrible.


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