ELT - J Issue #2 Preview Article: Semantic Mapping Activities for the Speaking Class

-
This is the second preview article for issue #2 of ELT-J (the first issue of 2010). It's an article on vocabulary development and practice in support of the EFL speaking/conversation class. Here is a link to the article in .pdf form. You should be able to download it and view it using Adobe Acrobat Reader, or view it with your web browser--googledocuments makes it viewable with just about any advanced browser (the document looks like googlebooks). All the articles (all four) of issue #2 will be consolidated and re-published as one issue later this month.

Semantic Mapping Activities for the Speaking Class
https://docs.google.com/fileview?id=0B8LogtWAF3y8Y2YyZTNlYTktMTg0Ny00ZjdlLTgwZmItNjUxM2JjNmQxODVi&hl=en_GB


Note: All content is copyright (c) 2010 of Charles Jannuzi  and ELT in Japan, but is available for re-use, re-distribution and dissemination under the Creative Common license ( http://creativecommons.org/licenses/by-nc-nd/3.0/ ).

Comments

Post a Comment

Popular posts from this blog

Japanese publishers of EFL textbooks and materials

-
Japanese publishers of EFL textbooks and materials  Charles Jannuzi, University of Fukui, Japan Most 'western' publishers do not actually develop and produce textbooks and materials for the EFL market in Japan. Rather, they produce a lot of generic courses and supplementary material that they label 'communicative' and for 'false beginners' and hope EFL teachers here will adopt and adapt them to their classrooms. There are some problems with this approach to mass market publishing. First, many of the western publishers are not very reliable in providing support to the teachers who use their textbooks. For example, many of these publishers are reluctant to provide free teachers' manuals/answer keys and CDs/DVDs (such as for listening courses). Second, if their books are not in stock with the distributors that university bookstores use, it can be a very long time to get the textbooks--and the prices can be quite inflated. Third, using such materials is a bit...
Read more

50 ALL-AMERICAN FOODS/DISHES (ENHANCED COLLAGE)

-
Image
I have worked very hard to make the images easier to see. Will follow up with the answers soon. Here are two different-sized versions for printing. I would try left-to-right with the print, from top-to-bottom on the paper. And I would use B4 paper for making a print to hand out to students. 50 ALL-AMERICAN FOODS/DISHES (ENHANCED COLLAGE) 1. grilled cheese sandwich and tomato soup 2. apple pie 3. Boston baked beans 4. banana split sundae 5. barbecued (BBQ) ribs 6. biscuits and gravy (sausage gravy) 7. burrito 8. deep-dish pizza / Chicago-style deep-dish pizza 9. chicken corn chowder / chicken corn soup 10. chicken fillet sandwich 11. chili dog / hot dog with chili 12. chili con carne' / chili 13. chocolate chip cookie 14. cinnamon roll / cinnamon bun 15. New England-style clam chowder 16. cornbread 17. corn-dog 18. corn-on-the-cob 19. deviled eggs 20. donuts 21. Southern-style fried catfish 22. Southern-style chicken 23. bean-and-ham soup 24. hamburger and/or...
Read more

Teaching English /r/ and /l/ to EFL learners: a lexical approach (parts 1-3 final)

-
Teaching English /r/ and /l/ to EFL learners: a lexical approach (parts 1-3 final) Charles Jannuzi University of Fukui, Japan Introduction English /r/, /l/ and contrasts across these two categories of sounds are often cited as pronunciation and listening perception problems for a variety of EFL learners, most from E. Asia. The language backgrounds most often associated with these problems are Japanese, Korean, Chinese and some languages of SE Asia (e.g., Thai but also Cantonese Chinese). Other language speakers have also expressed an interest in improving their pronunciation of English /r/ and /l/, including Russian and German EFL learners. Perhaps the most well-known group to have a problem with the two categories of sounds is Japanese EFL learners. This could be because their native language background creates the most difficult problems to overcome, both in terms of listening perception and spoken production. It could also be because Japan attained affluence b...
Read more