E-mail Addresses

Nanette Bouvier - nurlnz1(at)gmail.com

614-745-6767

Abdi (Abdifatah Nur) - fatah103(at)gmail.com

Amanda Nickles - ajnickles(at)yahoo.com

Angela Falk - arfalk(at)gmail.com

Ani (Ojala Mwalimu) - iampanafrican(at)gmail.com

Bill Seligman - wseligman(at)live.com

Brock Lawley - knightbrock77(at)yahoo.com

Carolyn Alane Cline - carolynalanecline(at)gmail.com

Changqing Ding - sherryding68(at)yahoo.com

Charles James - chuckejames(at)yahoo.com

Constantina Clark - clarks09(at)ix.netcom.com

David Campbell - dave.campofthebell(at)gmail.com

Gary Sellers - gary_sellers(at)mac.com

Jennifer Wallace - jennifer.wallace86(at)gmail.com

Jeremy Stoltzfus - jeremyandjanell(at)gmail.com

Kate Campbell - katec1(at)hotmail.com

Kelly Lawley - madamelauley(at)yahoo.com

Kenna Minamyer - kenna.minamyer(at)gmail.com

Nikol Kotevski - nikol.kotevski(at)gmail.com

Tiffany Sipe - screech104(at)hotmail.com

Veronica Koch - kochvr(at)yahoo.com

Zachary Young - zachary.young91(at)yahoo.com

Important website from Prof. Bouvier

Hello Good People,
Wednesday at 10:30 Prof. opens the first Great Debate at O-State!!!!!

The website is

http://literacyworks.org/mi/assessment/findyourstrengths.html


Also, she mentioned the book: Qualitative Reading Intervention. Get the latest edition.


Boa Sorte!

Chapter 5 Question 10: What is language function?

Question: Chapter 5 Question 10
What is language function? Give to examples of language function.

Answer on page 76 of book ‘How to Teach English’
A language function is a purpose you wish to achieve when you say or write something.

The book’s example of is if you want a student to come on time to class tomorrow you could say:
Get here on time next class if you know what’s good for you.
I suggest you get here on time next class.
Next class? On time, OK?


You would use these depending on the context of the speaker, person being spoken to, and their mutual context.

If you want to express apology:
I’m sorry.
I AM sorry.
I didn’t mean to do that.
My ‘b’.
Sorry.

If you want to express satisfaction:
Wow, that’s great.
Wonderful, I liked that.
That’s good.

S5 Chapter 5, Q3

1. What is a Simple Sentence?

A sentence with only one independent clause and it contains a subject and a predicate.

Ex: The baby laughed.

Question #6 Chapter #5

Zachary Young

Question #6 from Chapter #5

What are three types of pronouns? Give an example of each.

The three types of pronouns are personal pronouns, reflexive pronouns and relative pronouns.

Examples of personal pronouns are: 'I', 'you', 'he', 'she', 'we', 'they' and 'it'

Examples of reflexive pronouns are: 'myself', 'yourself', 'himself', 'herself', 'itself', 'ourselves', 'yourselves' and 'themselves' in sentences like 'I cut myself'

Relative pronouns are used to introduce relative clauses, examples of relative pronouns are: 'who', 'whose', 'where', 'which', and 'that' in sentences like 'I saw a stripper who was wearing a national costume'

S7 Chapter 7: Teaching Reading Q. #3

Sorry for the late post y'all! :/


Principle 1: Encourage students to read as often and as much as possible.
To sum up (or restate) the little said about this principle in the text: the more you read the more you learn.

Principle 2: Students need to be engaged with what they are reading.
Helping students find enjoyment in their reading will build a positive connection with it and accelerate their learning.

Principle 3: Encourage students to respond to the content of the text (and explore their feelings about it), not just concentrate on its construction.
When students react to the reading in a personal way, they become more engaged with the text and the language itself.

Cp.7 Q. 2

I'm a bit confused as to if we're e-mailing these or posting them, but I guess I'll do both? Sorry it's later than Wednesday....

Q: Which three reading skills should students acquire?

1) Scan - students should not read every word and line, they are searching for particular bits of information

2) Skim - to get a general idea of what it is about, but once again not concentrating too hard on specifics

3) Reading for Detailed Comprehension - looking for detailed information or picking out particular examples of language use

Pg. 100-101

S8 Chapter 8: Teaching Writing Questions #3

Which two activities from the writing suggestions on pages 118-120 of How to Teach English do you like best? Why?

I prefer the use of brochures and post cards. Young learners can learn to how to write to friends and loved ones in the target language. Also, another activity I like to have the students do is using music and pictures. This allows the students to use their imaginations while learning another language.

5:5 pg 68-69 What is an auxiliary verb?

Auxiliary verbs are 'be', 'do', and 'have.'

Modal Auxiliary verbs are 'shall', 'should', 'will', 'would', 'can', 'could', 'may', 'might', 'must', and 'ought to'.

Auxiliary verbs are used with main verbs in affirmative sentences, negative sentences and question formation.

Contractions are often used with auxiliaries.

ex. I would never have guessed it if I hadn't seen him.

Modals are used to express the speakers judgement about something.

Modals are used in conditional sentences.

ex. "If it rains (condition), you'll get wet (result)."

Chapter 6-Question 1

Chapter 6-Question 1
Explain the difference between mistakes, slips, errors, and
attempts.
Below answers are from page 62 in How to Teach English.

Mistakes are when students do not use correct English.

There are three categories of mistakes.
A. Slips are mistakes in which students can correct themselves after the mistake has
been pointed out to them.
B. Errors are mistakes which students cannot correct by themselves. The student needs the
mistake and correction explained to him or her.
C. Attempts are a category of mistakes where students try to say something but do not know how to say it.

Chapter 5 Question 4

What is the difference between countable and uncountable nouns? Give 3 examples of each.

Countable nouns are things you can count and can therefore be made plural.
Examples: apple(s), can(s), dog(s)

Uncountable nouns are things that you cannot count and cannot be made plural.
Examples: furniture, comfort, kindness

The answer to Chapter 5: Question 7

What is the difference between a definite and an indefinite article?
'The' is the definate article and it is used when there is only one of something (the President) or when a reader or listener already knows what person or thing is being talked about (e.g. I saw a dog in the yard yesterday...the dog was brown). It can also be used for specific groupings of things (e.g. the great white shark, the human race, the wall street occupation, etc.) These are all general groupings but specific in the sense that they are grouped together.
"A' and 'an' are the indefinite articles and are used in more general cases (e.g. A person was injured.) They can also be used for grouping things (e.g. A good restaurant is hard to find in that city.), or people (e.g. A good lawyer does not exist.)

Has Multiple Intelligence Test Link been posted yet?

Hi Everybody! Has the website been posted that has the test we are supposed to take regarding the Multiple Intelligence Test. Maybe I just missed it, but if I did, could someone send me the link? Thanks! -- Constantina

Just some humor....

I don't know if you've seen this, but I came across it awhile back. It's a Korean teacher trying to teach English profanity.

http://www.youtube.com/watch?v=qeZ-94yub3k

test overview

Below are the notes I had for test review. Please excuse spelling/grammar/any other errors as I wrote these for me.
good luck!

I. page 6, Language teaching approaches 1-4
also: silent, series, direct method, community (translators)

II. pagina 18: How people learn

III. VAK: why is it important, what implications does it have for learning:

IV. page 26 -29 what is multiple intelligence

V. page 36-37 know the characteristics of age groups

VI. 78: Classroom management: proactive vs. reactive

VII. 154: vocabulary: Dolch list? why is it important 75% of printed english passage contain the dolch list

VIII. pg. 164: pronunciation: explain difference bw vowel and consonant, blocked open, what is a phoneme, what is a sylable

IX: 171: IPA-Intl phenetic alphabet

X: Why not use a telephone right away? Because telephone don’t use high and low pitches

XI: how to give proper dictation 1. listen/model 2???????????

XII: model reading, choral reading, paired, reading, individual reading, silent reading

XIII: three stages of questionsing: direct (don’t have to comprehend), indirect, applied

XIV: 275: guided writing, free writing, what is structure of essay

stages of dictation

Hello Good People,
Can somebody post the stages and explain dictation?
Thanks

great book for medium-high Beginners

Hello Good People,
In reference to the books...
Jeremy mentioned a book set in the Ohio frontier.
There is also a book called Seedfolk which is set in Celeveland, Ohio. It's about a working-class, multicultural community garden and the trials and successes of the community members.

Chapter 2 Question 5

Why is flexibility important in teaching? Give a clear example.

Flexibility is essential in the classroom especially when things do not go according to plan. "Good teachers are able to absorb the unexpected and use it to their and the students advantage." An example of this would be if the students are having trouble comprehending a vocabulary lesson. The teacher needs to be flexible and adapt the lesson accordingly. This is especially true when lessons build upon themselves. If the students do not understand the basics then they will begin to feel lost. Another example is when technology is a part of the lesson plan and for some reason it is not accessible. Being able to adapt the lesson without the use of technology is important. I have often found that technology fails so, instead of wasting valuable class time, being able to adapt and keep the lesson moving is essential.

Jennifer Wallace

Welcome to Oxford Seminars TESL 1644 (1)!

All are free to post thoughts, videos, pictures, and concerns related to our class according to Oxford Seminars rules and regulations.