Reader's Digest

The vultures are circling round Google Reader. Those two nice men at Google are pulling the plug on it in July.

So I took the opportunity to jump before I was pushed, and I had a look at what the Linux community has for blog readers. I tried out four different readers from the standard Ubuntu repositories. All of them were either stand-alone apps or extensions of mail clients, by the way.

My standard home-office machine is an ageing Gateway with 512 MB RAM. I'm currently running Lubuntu 11.04. And what runs on Ubuntu doesn't necessarily run on Lubuntu, which is a much more Spartan desktop environment. So I wasn't making it easy for the candidates ;)

And behold the white smoke over St Peter's - we have a reader.

yarssr is popular, but got stuck starting up on my antediluvian machine.

There are extensions for the Thunderbird and Evolution email clients, but I had never used either. I tried both and had trouble setting up the main apps on which the extensions depend.

(By the way, I've heard good things about the Firefox extension for RSS, but I don't use Firefox at the moment, so I didn't try.)

Blam installed and worked fine, with one big but. I was able to import my subscriptions, but simply as a list, and I'll be buggered if I'm going to spend 20 minutes putting them all back in their categories.

And the winner is Liferea.

If you need to do lots of fancy things, read the specs and reviews first. However I just need a pretty simple application. And liferea seems to do the simple stuff fine. It has the same three-pane view as Google and most other readers, so no surprises there. It's not as fast as Google, but I only noticed the lag when marking-as-read all the hundreds of old posts.


And importing my subscriptions in the right folders was pretty simple. You download a file called OPML from GR and import it to the new reader. Google it.

If you hear of more, let me know.

Till then, byeeee.

PS While writing this on Google Blogger, I noticed that the autocorrect doesn't recognise the word "blog". Tee hee.

A Touring Exhibition

Q: What do the following all have in common:

two dead birds
a scrubbing brush
carrots, oranges and onions
a double-sided comb
a doll's leg
a nylon net
injectable saline solution
pink rubber gloves
a wooden frame
millions of transparent organic thingies?


[Do decide your answer before scrolling down.]


A:

Well
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They form part of a touring exhibition called "Beach After Storm" which I was lucky enough to be invited to earlier this week.

Aren't they just lovely?

Here's another unsigned work by the same artist:

Have you ANY IDEA what the third one might be? Here's a closer look:

PS Yes I know this is supposed to be an EFL blog, but I am on holiday at the moment :)

All the best,

Le Garçon de la Plage

And then there were four

Just a short explanatory note. This young lady is to blame for the shocking drop in activity on this blog over the last few months. Emma joined us two weeks ago. (And this is the first moment I've had to blog!)

Anyway, I'd be obliged if you kept me on your subscriptions list; I will be back here as soon as circumstances allow.

Oh and the earrings - I know. It's the done thing here and I got outvoted. ;)

Three and a half people.

This year has brought a change for me. I have taken over from my partner Sonia at her own English school in our small town, and left - with some regret, and not necessarily forever - Workshop in Santiago.

I'll miss the adult groups and the freedom to teach largely what, and how I like. On the other hand, I won't miss the commute and the longggggggg days away from Sonia and Jamie.

The main reason for this move may be visible in the Jan van Eyck photo below.

So I've got a bit less autonomy - I have to do a lot of recovering the local schools' curricula - and less chance to do dogme. Students mainly come so that they can get through exams. End of story.

I hope to do a bit of  brainwashing students into communicative learning in general, and specifically IPA, decent note-taking and function-fluency. I'm pretty sure none of them will have come into contact with any of these before.

However I intend to keep writing up post-plans and my usual assortment of worries, failures, triumphs and half-baked ideas.

And here, for the moment, is where I'd like your valuable opinion.

I made these cards to practice compound nouns with an upper-int group. I brought them into class and... er, nothing much happened. We made a few compounds up, but there was no dynamism, nor any inspiration on my part. What brilliant ideas have I missed? How can we turn these scraps of paper into a scintillating lexical activity?






Oh, to be filed under off-topic....

I've been test-driving Puppy Linux, yet another Linux variant, which is so small and light that you can carry it around on a pendrive. When you boot up with the pendrive in, it installs in the RAM of yer computer, not yer hard drive!!!  It gets touted as ideal for old computers, and since I run a rest home for tired and abandoned PCs, it was only a matter of time before I got round to trying it out.

And first impressions are that on my two senior citizens it runs like greased lightning. Rocket-powered greased lightning. On amphetamines.

 And also you can use your own operating system on somebody else's computer without leaving a trace after you've gone. How cool is that? I'm thinking it might be hell of a useful for people who have to do a lot of conferences using other people's gear.

Internet it found instantly - wired and wireless; multimedia and general stuff seems to work flawlessly. I haven't had the time (see first photo above) to try out printing and scanning yet, or how to install other software, but watch this space. Especially if you have a PC that predates the Iron Age.

What's Words Worth?

This August I was teaching mainly secondary school kids who had failed school English exams in June and had to retake them in September.

If you look at their coursebooks, they contain the usual mixture of lexis, grammar McNuggets, listening and so on. But if you listen to any of the kids, they express the syllabus entirely as grammar points: "El futuro, la pasiva, las tres condicionales,..."

So there I was, repasando la gramatica. Except that my kids couldn't get a grip on it.

[Possibly because state school teaching is devoid of meaning, engagement or even practice.]

But also more simply, the kids didn't have any vocabulary. How do you expect a callow youth of thirteen summers to "do" a second conditional if they don't have the vocabulary to even find the verb? Or even know what the sentence is about. How can they if they don't know words as common as "ill" or "busy" or "dangerous"?

But, we managed to make some headway by doing plenty of group-writing in class. The following is a typical procedure I used:

We had been looking at a reading exercise based on an article about a slimming drug [ludicrous as it sounds] and had tried to consolidate vocabulary with a mind-map about health and illness. To follow this up, I boarded the phrase "How I Got Hurt" and challenged them to make up a short story, adding one word at a time round the class. With only a little intervention/guidance from me, we managed to come up with this on the board:

The last day of my holidays, we decided to go to Amsterdam. We stopped in the airport for a souvenir but we couldn't buy one because I had lost my wallet. So I went to the police and asked them for a form. They had found a wallet but it wasn't mine. Then we took it and I ran away but fell down. Then a man looked at my wallet and said "This wallet's mine! Take that! This is mine! Give it to me!"

I woke up in hospital with my leg and three ribs broken.

We followed up with a progressive rub-out-and-read exercise, which you can see here:

And as we were doing that, I realised that this would be a perfect story to act out. Though we didn't have long, we had time to perform it twice, which was perfect, given that there were six of us, and the story has three speaking parts.

I was a bit shocked to read this post by Mike Harrison just the other day, where he seemed to be arguing against personalisation. Then I actually read the thing, rather than just scanning it, and I realised we're on the same side. [Phew. Read the thing properly, Tait!] His exercises have an individual, rather than collaborative bias, but both let the mind do what it does best, which is to make connections.

Anyway, if you haven't tried collective writing before, do give it a go. You'll find that it's fairly easy to get the level of teacher guidance right, and apart from that, there's really nothing you need, except for a title. I have to say that the kids did seem to be turning up with a bit of enthusiasm rather than the usual academic trudge.

Have fun!

Picsaw

I'm just going to surface from my summer hibernation to share a curiosity with you.

If you have access to Ubuntu - or any other Linux box - you might want to cast a teacherly eye over Picsaw. It's a lovely simple little app that cuts up an image into a jigsaw. Very clean and of course, free. Available from your usual software channels.

Now I'm thinking that if the image contained text, you could make a nice little language exercise. Maybe something like this:

So there you go. Do let me know if you try it out.

PS - It doesn't seem to work on pdf's, at least on my rig, so if you've got a text document, a screenshot is the simplest way to go.

Beat the Teacher

or Finding Affordances, volume III.

I wanted to share a post-lesson plan with yous while it was fresh in my mind. This was with five ~B2 level adults.

We started off with a board game called Beat the Teacher: Teacher challenges the whole group to make a correct and coherent sentence by calling out words one by one round the class. The words go up in the order they are called out - no inserting or editing - and they can't suggest ideas to each other. It might go like this:

Abigail:         We
Brian:            went
Charlotte:       to
David:           the
Elisa:             my
Frank:           house
Gillian:          STOP

(Frank isn't allowed to call out a word and say STOP - it has to be the next person.)

In this case, it's a point for teacher, because in English you can't say "the my house".

I use this exercise a lot as a tail-ender, but today I wanted to use it at the start to see if we could generate any affordances. Regular readers of this blog will notice that affordances is the current bee in my bonnet.

(Hope you like my bonnet - Sandy Milliner made it for me ;)



Affordance One

They came up with up to lunchtime which not everybody was familiar with. I used the other board to brainstorm different uses of up. Up is a preposition of a thousand faces (OK, four or five...) so we just looked at the following -

a) the ordinary UP for higher/more: - get up, speak up

b) UP for approaching: - This guy comes up to me, a car pulls up

c) UP for totally: - clean up your room, wrap up warm



Affordance Two

We stumbled upon broken-hearted, so we took a look at this family of compound adjectives -

blue-eyed, left-footed, dark-skinned and so on.

Affordance Three

Somebody suggested since, and we clarified that it's actually two separate words:

a preposition/conjunction of time: - Since the war, Since my baby left me

and a conjunction of consequence: - Since you don't know I'll tell you.



And just to wrap up, we listened to Elvis singing Heartbreak Hotel on YouTube with lyrics, which contain the latter two affordances.

How do you go about generating affordances? Can you share any tips with us?

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Beat the Teacher

a) Yes, I know - there are several games out there with the same name.

b) It's well worth tuning this game to the level of your students, since otherwise they simply stay in their comfort zone. You can push them by adding the rule that you the teacher will give them the first word. This allows you to start them off easily with pronouns or nouns, or give them something much more challenging. Try starting off intermediate students with a gerund, or a past participle, or a conjunction and see if they can cope.