Summer Plans: Transitioning from work to a vacation mindset

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With summer school wrapping up, I am having a difficult time transitioning from a work to a vacation mindset. Some people might not have a problem with this, but I do.

When the semester is finished, it is hard for me to stop thinking about my work and students. I am driven to come up with new teaching strategies, check my emails, and worry about my students’ continued learning. Continue reading

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Summary of the #teslONchat Alternative Assessment discussion with Marlaina Riggio

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On June 29, 2021 we gathered on twitter to discuss alternative assessments and interactive activities for ELT. The guest moderator of the evening was Marlaina Riggio (@MarlainaTweets). You can also connect with Marlaina through LinkedIn

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Meet Catherine, TESL Ontario’s Newest Career Coach

Image Source: Catherine Crawford

Post by Catherine Crawford

Do you struggle to reflect your value in your resume and cover letter? Ever wonder what exactly a hiring manager is looking for in the interview? Feeling stuck in your career and don’t know where to begin? We all seem to know there is a recipe for success when it comes to job competition, but few of us have sought professional guidance on what that is.

Let me introduce myself. I’m Catherine Crawford, a Certified Career Strategist and Resume Strategist, and I’m very excited to help support TESL Ontario members with career strategies for better outcomes.

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Listening Comprehension with the Cloze Test

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Most language teachers are likely familiar with the Cloze Test – the omission of specific words in a written passage (every 5th or 9th word, for example) to assess students’ reading comprehension and vocabulary knowledge. I have also found them to be extremely useful to teach listening skills.  

When creating your own Cloze Tests, the first step is to find a passage that is at the students’ language level or no more than —as Krashen would advise— i+1 (just ONE above the students’ comprehensible input). The first two sentences and last sentence in the passage should also be kept intact as they give students important background information about the text.

The following steps outline one possible way for instructors to incorporate the Close Test to help students hone their listening skills:

  1. Activate students’ prior knowledge by discussing the topic;
  2. Allow students to listen to the text without reading it;
  3. Introduce the written Cloze passage (no audio) for students to complete on their own;
  4. Double space the text so that students
    1. Write their guesses on the blank spaces;
    2. Have space above their guesses to later make corrections as needed;
  5. Group students to share their vocabulary choices;
  6. Play the recording a second time and ask students to compare their guesses with the audio;
    1. Students should do this on their own first
    2. Then, they should compare and share their answers in their groups;
  7. Play the audio again (twice if necessary) for students to do a final check;
  8. Share the list of correct words with students;
  9. Ask students to discuss their vocabulary choices, including
    1. Parts of speech
    2. Thought groups
    3. Spelling
    4. Pronunciation
    5. Errors and omissions
  10. Give students time to reflect and share with the whole class.

I have found that using the Cloze Test to enhance students’ listening skills gives them more opportunities to make connections between what they hear and what the written word. It also opens opportunities for sharing, practicing pronunciation, and learning from each other.

Can you think of other ways that the Cloze test could be used in the language classroom?

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An Epic Battle of the Imagination

“Why, sometimes I’ve believed as many as six impossible things before breakfast.”

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(Carroll, L. 1865. Alice in Wonderland)

Introduction

 I wrote this piece about three years ago, reflecting on an old lesson and the role imagination plays in our ESL curricula.  I believe this activity could be modified for an online classroom. If you give it a go, please let me know how it works out!

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#CdnELTchat Summary for June 1, 2021 Self Directed Professional Development with Anna Bartosik

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#CdnELTchat was happy to have Anna Bartosik (@ambartosik) share her expertise on Self-Directed Professional Development (SDPD) on June 1. Anna is an English language teacher at George Brown College, instructional designer, and PhD Candidate at OISE. Her research is in self-directed professional development in digital networks. Learn more by reading her blog: https://annabartosik.wordpress.com/.

Before we started our discussion, we had a moment of silence to mourn and remember the #215children in Kamloops. #CdnELTchat is also taking time to reflect and plan a future chat with #teslONchat later this month to talk about what we need to do in order to move forward with the 94 Calls To Action from the Truth and Reconciliation Commission, and work for #Reconciliation.

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Google Earth in your class? (Part Two)

Photo Taken by: John Allan

Last week, I talked about the application Google Earth and explained how it works. Check it out if you haven’t already! Today, I will discuss several possible activities and examples of ways to incorporate Google Earth into your language or immigration classes.
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SHARE YOUR TESL EXPERTISE AT OUR ANNUAL CONFERENCE

image source: TESL Ontario

Article by Dave Fraser

Plans are well underway for TESL Ontario’s Annual Conference, “Forging Ahead: Building New Normals Together,” to be held virtually in November 2021. We are looking forward to providing a creative, informative and exciting program of sessions covering a wide range of topics that span the entire TESL sector! 
 
The TESL Ontario Annual Conference is an amazing opportunity for you to share your knowledge, expertise and experience with your peers and to make a valuable contribution to the TESL Ontario community and beyond. We welcome your thought-provoking, practical, experiential and innovative presentation submissions for this year’s conference Continue reading

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Google Earth in your class? (Part One)

Photo by: John Allan

Google Earth is an application that some of us may have heard about or used for personal purposes. Unless you are a social science teacher, it is a sure bet that you have not tried integrating Google Earth into your language or settlement lessons. Whether it is used on the web or on a device, Google Earth is a very intuitive tool, and I thought it might be a good idea to raise awareness of some possibilities it can offer language instructors teaching fully online. Today, I will go over what Google Earth is and how to navigate the application, and in my next blog post, I will go more in-depth with ways to use Google Earth in your lesson plans. Continue reading

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