The etas journal the magazine for english professionals

JournalTHE ETAS

T H E M A G A Z I N E F O R E N G L I S H P R O F E S S I O N A L S

ESP - TEACHING ENGLISH FOR SPECIAL PURPOSESTEACHER-TO-TEACHER PROJECT Matopo Primary School

Volume 27 - No. 3 • Summer 2010

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NEWSETAS Organisation 4Editorial 5Past President’s Report 7Nominations 9IATEFL Conference in Harrogate 22ETAS Teacher-to-Teacher Project

News From Matopo Primary School, Zimbabwe 26Faces of ETAS: Support Report 28Faces of ETAS: Teacher Feature 28ETAS 27th AGM and Convention - Call for Papers 29SIG Day 2010 36

SPECIAL SUPPLEMENTESP - Teaching English for Special PurposesNever was there so much knowledge and experience in so small a spaceEditorial 10‘Only connect’: where ESP meets ELT 10ESP? Method or myth? Field or fallacy? 11A very special school, indeed 12From climate change ... to alternative cars 14Technical English developments 15Encouraging people in the workplace to learn essential

language and communication skills 15Legal English: feel the fear and do it anyway 16Twelve stages in ESP course design 17It’s not the length that matters, it’s the quality 18Flying Solo 18A is for Angioplasty 19Medical English teacher; medical background: patient 19A telephoning course is a telephoning course is a telephoning course… or the importance of your needs analysis 20Contributors and Biodata 20

MEMBER MIX“How are you?” isn’t “How do you feel?” 27

REGIONSWorkshop Reports 30 Forthcoming Events 32

SERVICESLibrary Updates 34Library Order and Check-out Form 35Library Questionnaire for ETAS members 32Membership Administration 38

Contents

Index of AdvertisersBergli Books 21Cambridge University Press 6Castle's English Institute 21Flying Teachers 40Hull's School 36Macmillan 8Oxford University Press 2Pearson Longman 33University of Cambridge ESOL 37

Volume 27 - No. 3Summer 2010Publisher:ETAS English Teachers Association SwitzerlandRue de l’Hôpital 32, CH-1400 Yverdon

Publications Chair:John Raggett, Nods

Editorial Board:Carol Gipson, ZugNicola Martignoni, QuartinoCeres Pioquinto, MuriAlison Taylor, WilDiane Theobald, Biel/BienneLee Wennerberg, Berg

Graphic Design:Ron SumnersSumners Graphics, Baaremail: [email protected]

Printer:Kalt-Zehnder-Druck AG, Zug

ISSN: 1660-6507

Price for non-members: CHF 20.–

Circulation: 1400

Advertisements:To place an advertisement in ETAS publications, please contact ETAS Administrationemail: [email protected]

JournalT H E E T A S

T H E M A G A Z I N E F O R E N G L I S H P R O F E S S I O N A L S

© Each article in this ETAS Journal is the property ofits author(s) and may not be reprinted without priorpermission of the author. Opinions expressed bycontributors to this Journal do not necessarilyreflect the policies of ETAS or the opinion of theETAS Committee.

Articles, letters and reviews are accepted on thebasis of appropriateness and general interest toETAS members.

The publication of an article or advertisement doesnot necessarily constitute product or serviceendorsement by ETAS. The ETAS Journal teamreserve the right to alter or edit for reasons ofclarity or brevity.

mailto:[email protected]


And it’s always such a pleasure and goodfun. Life, after all, whether in a state ofsuspended animation or not, is far tooshort to be taken seriously.

So, many thanks to Alison Wiebalck, SueWood and all the contributors to the ESPSpecial Supplement. Indeed, as ever, many thanks to all the other valuedcontributors, supporters, sponsors andadvertisers, without whom none of thiswould be possible.

John Raggett

An apologyOn page 41 of the Spring Journal two book reviews were credited erroneously.It was Elizabeth Ulrich who reviewed NewCutting Edge and it was Laura Camachowho reviewed Primary Colours – Pupil’sBook 4 and 5.

As the Editor, it was my error and I apologise unreservedly.

JR

Book Reviews“A critic is someone who knows the way butcan’t drive the car.” So said the celebratedcritic Kenneth Tynan (1927-80). Well, you can prove him wrong.

You may have noticed that there are noreviews in this edition of your Journal. That’sbecause there is none. Nicola Martignoni, our Book Review Editor, is feeling lonely andwould love to hear from you. She has got lotsof books to review. Indeed, a full list can befound on the ETAS website. Just go to www.e-tas.ch/services/books-to-review, it’s that easy. Or you can give Nicola a ring on 091 795 11 66 or contact her by email at [email protected]

As a reward for your endeavours, you get tokeep the book you review. And your views are important.

Every Wednesday, when I look at the greatclock in Bern, I am reminded of the part it played in Einstein’s early musings on relativity. He formed the notion that for a photon of light leaving the big hand at 12 o’clock, it would be, forever, 12 o’clock.Time slows down the faster you go. And it stops altogether when you reach thespeed of light.

But our lives aren’t like that, are they?They’re the other way round. The faster wego, the faster time goes. There’s alwayssomething to do. Then when you’ve donethat, there’s something else to be done.And, before you know it, the day, the week,the year’s gone. On the other hand, for my Dad, who’s 92, life passes him by veryslowly. All his friends are dead and it’s only going down his local pub every night,for a couple of pints of Guinness to guardagainst anaemia, that keeps him going.

So, I have developed a strategy to find anequilibrium between these two extremes.This Editorial is being written on theanniversary of my birth. But it’s not a birthday. In 2003 I stopped having birthdays.

Stopped, that is, until 2018. That’s whenmy wife will have caught me up. Then we’llbe the same age, our lives will be in syncand I can start having birthdays again. But, in the meantime, in this state of suspended animation, I can be busy andstill have plenty of time. Makes perfectsense, doesn’t it? Doesn’t it?

Well, it’s certainly been useful this year.Straight after the AGM, there was the SIGDay Programme to sort out. That’s for theETAS SIG Day 2010, 11th September 2010,Kantonsschule Zürcher Oberland,Bühlstrasse 36, Postfach 1265,8620 Wetzikon. Don’t forget.

Then, straight after that, there was this, the Summer Journal, to pull together. Butthat’s ETAS – always something going on.

Editorial

ETAS Journal 27/3 Summer 2010 5

“ Even while they teach, men learn.”

Seneca

ETAS Office and LibraryPlease note the special office hours in July and August:

Monday 9 - 12 a.m., Tuesday 2 - 4 p.m., Wednesday 9 - 12 a.m.The Office and Library will be closed from 5 - 9 July and 2 - 9 August.

Enjoy the summer!

Sketches for the Summer Journal provided by Mark Fletcher

NEWS

http://www.e-tas.ch/services/books-to-review


Past President’s ReportHere we are again, wrapping up our teaching for our well-deserved summer holidays, renewingour ETAS (and IATEFL) memberships, readinganother spectacular Journal, and, hopefully, afterdipping into that subject, getting motivated to trymore ESP lessons.

Alas, first things first! Our membership renewaldeadline is July 31st. Before you leave for greener pastures this summer, please renew your ETAS (and IATEFL) membership and save us time and money by taking care of this matterbefore August.

As you may have noticed, we’re trying a differentrenewal system this year. For this reason, we haveincluded in this issue the document you need touse to pay your membership dues. Please readthe information on this page carefully.

Some good news for our prospective members!We now offer retired and student memberships –at about half the price of individual membership.If you qualify, or if you know someone who does,please take advantage of this exciting new offer!

If you’re not an ETAS member yet, join us today.Your membership contribution will help us reachour goals and enable us to offer you the servicesyou want and need.

If you are an ETAS member already, why not consider joining the ETAS volunteer team? The Committee Nomination Form is on page 9. If you don’t feel ready to join that executivegroup, we have dozens of committees to matchyour talents. Please contact me so we can discuss how and where we can put your creativeenergies to good use.

If the articles in this issue manage to stimulateyou to think about your classroom experiencesand come to a richer awareness of their significance, then part of our goals will havebeen achieved. In particular, I hope the ESP articles in this Journal whet your appetite formore info on that special interest area.

Finally, this column is decidedly brief because I hope to see you all at the SIG Day on Saturday,September 11th in Wetzikon. The SIG DayProgram included in this mailing outlines thecomprehensive workshop and networking offersthat the ESP SIG and eleven other SIGs have puttogether for you. As usual, the tough decisionwon’t be whether to attend or not, but which workshops to choose.

See you in September!

Amy JostPast President


“Technology: the knack of arranging the world so that we need not experience it.”

Max Frisch, Swiss novelist and playwright

NEWS

Membership renewal informationIt’s time to renew your membership for another year (July 2010 – June 2011).An invoice (with payment slip) is sent out together with this Journal. If you have already renewed for next year, or if you have informed us that you wanted to cancel your membership, then there is no invoice enclosed (if in doubt, contact us at [email protected]).

Thank you for supporting ETAS through your membership this past year. With this support we will continue to provide the services which ETAS isproud of, such as:

• three excellent Journals• two annual national events: the SIG Day and the AGM• regional workshops organized in the ETAS Regions• Special Interest Groups (SIGs) and networking opportunities• an up-to-date website and e-newsletter with international, national and local information

• a postal library service for ELT materials (within CH only)

Please also note these additional points:

n Joint IATEFL membershipAs an Associate Member of IATEFL (International Association of English ofEnglish as a Foreign Language), ETAS can offer Basic IATEFL Membership toits Individual members for only CHF 40. - (one-year membership / normalprice = £45). Conditions:• Be a current Individual member of ETAS• Payment for both ETAS and IATEFL membership must be received by 31 July. Any later payments will not be credited towards IATEFL membership

• It is not possible to join that scheme at another time during the year. It will be possible to renew the joint membership next year at renewal time

• Please note that the Basic IATEFL membership does not include any IATEFL SIGs

If you’d like more info about IATEFL, check www.iatefl.org

n Email addressesThe email address we have for you appears on the payment slip (centralpart). Please check it and send any corrections to [email protected]. If youhaven’t provided us with an email address, please consider doing so, sothat we may also contact you that way if needed.

n ETAS membership detailsContact details of ETAS members are on a list which is available in printedform to our members. ETAS Associate Members (EFL publishers, etc.) canbuy the list and use it for commercial purposes. If you do NOT wish yourname and details to appear on the list, please inform us ([email protected]).

We look forward to your membership renewal – by 31 July!

Should you decide not to renew your membership, please let us know by 31 July ([email protected]). Thank you.

Considering joining ETAS? A membership application form is on page 38.


http://www.iatefl.org




Nominations to the ETAS Committee 2011 – 2013

Nominations

If you wish to nominate someone, please complete the form below and send it, no later than 18 August 2010, to:ETAS Administration, Rue de l’Hôpital 32, CH-1400 Yverdon

Nominations are invited for the following positions on the Committee:• President• National Coordinator• Publications Chair• Public Relations Chair• Secretary• Web Chair

JOB DESCRIPTIONS:President

• Acts as spokesperson for ETAS• Keeps the membership informed of decisions taken and goals set by the Committee by means of the• President’s Reports in the Journals and at the AGM• Is responsible for calling the AGM and for writing the agenda• Acts as coordinator for all Committee activities and organizes regular meetings

National Coordinator• Liaises between the Committee and the Regional Coordinators• Ensures that the Regional Coordinators are informed as to their role within ETAS• Is responsible for communications and coordination among the Regions

Publications Chair• Is both coordinator and editor of all ETAS Journals and publications• Liaises between the Committee and the Editorial Team

Public Relations Chair• Promotes ETAS in Switzerland and internationally• Organizes press coverage of national events and ensures ETAS is promoted in as many national

and regional events as possibleSecretary

• Takes minutes at ETAS Committee meetings and deals with correspondence• Assists in editing and compiling national events workshop reports

Web Chair• Administers the website• Liaises between the Committee and the Web Team• Trains and assists ETAS members and employees in remote admin of the website

I wish to nominate for the ETAS Committee:

Name

Address

Telephone Fax

Email

For position of

Proposed by

Telephone Fax

Email

Signature

Seconded by

Telephone Fax

Email

Signature

Nominee’s Signature

About the Nominee*

*Please include here a brief description of yourself including nationality, academic background, teaching experience and ETAS experience.


NEWS

IATEFL Conference in Harrogate

22 ETAS Journal 27/3 Summer 2010

April 6th - 11th, 2010Imagine the ETAS AGM and Convention multiplied by a hundred and you’ll get an idea of what it’s like to attend an IATEFLConference. The sheer number of participantsand workshops on offer was overwhelming,and it can be rather exhausting trying to fit so many activities into a few days. Still, I wouldn’t want to have missed this amazing event.

I was lucky enough to be able to attend thepre-Conference dinner on Tuesday night withour Past President, Amy Jost. I met everyoneon the IATEFL Committee and quite a fewother very interesting people. The highlightwas a short after-dinner talk by none otherthan David Crystal, whose wit and polisheddelivery style make him a favourite amongstTEFLers of all breeds.

The next day I took part in the BESIG pre-Conference event. Again, it was a chanceto catch up with friends and acquaintancesand to hear the latest on what’s going on inthe world of teaching Business English … or is it teaching English for business? Thisis the perennial question, and we BESIGerscan spend many happy hours debating it.

Then it was Thursday and the Conferencekicked off. I can’t possibly list every workshop I went to, but a few stand out in my mind: the Plenary Session on Friday morning by Kieran Egan, who talkedabout the process of students’ cognitivedevelopment (sounds deadly boring but,believe me, it was not); Scott Thornbury’stalk on the secret history of methods, which was as enlightening and amusing as only Scott can make it; Peter Gundy’spresentation on urban myths and Englishgrammar, which left me more confused than ever but with a lot to think about; anda very interesting presentation by RunyararoMagadzire, a professor from Zimbabwe whotalked about the challenges of educatingstudents from rural areas in her country,obviously a topic very close to my heart. Oh, and then there was the MacmillanGlobal event, accompanied by copious supplies of wine. I’d like to tell you moreabout it, but it’s all a bit of a blur.

On Friday, our Teacher Development Chair,Steph Wimmer, had a brainwave: let’s interview Scott Thornbury and publish thetalk in our Journal. And we did. It was somuch fun and quite interesting to find outmore about how teacher trainers are usingDogme, inspired by Scott’s unflagging promotion of this controversial method.

The chance to rub shoulders with so manyof the movers and shakers of the EFL world, plus the opportunity to meet so manyfascinating people from so many places:that’s what it means to go to an IATEFLConference. A wonderful, glorious experiencethat I can wholeheartedly recommend.

Cindy HauertETAS Vice President, Treasurer andBusiness English SIG Coordinator

At this year’s IATEFL in Harrogate one of the biggest ‘buzz’ topics was that ofTeacher Training Unplugged. After watchingan inspiring workshop from AnthonyGaughan and Izzy Orde, I decided this waswell worth an interview. A few hours laterI’d managed to hook up with Anthony, Izzy,Scott Thornbury and our very own CindyHauert in a hotel lounge where we sharedearly evening drinks and a candid chatabout what it means to ‘unplug’. I’mdelighted to share the insights from thischat and you can be sure this discussionwill continue in one way or another atfuture SIG Days.

Stephanie WimmerETAS Teacher Development Chair

Anthony Gaughan is a teacher trainerbased in Hamburg, Germany. He hasworked as a language teacher for 15years and worked on CELTA for the pastfive years.

Izzy Orde has worked as a teacher inGermany since 2001. She has worked inteacher training for the past five years and works as a CELTA tutor, as well asproviding in-house teacher training.

Scott Thornbury is a world famous EFLauthor and trainer.

Steph:The first question, turning to Scott.Could you tell us a little bit about whatteaching unplugged is? You’ve recently co-authored with Luke Meddings a bookentitled Teaching Unplugged. What isTeaching ‘Unplugged’?

Scott:Well, Teaching Unplugged, the book, grewout of Dogme ELT, the discussion list in a sense which grew out of an article that I wrote over 10 years ago. It drew an analogy between the Dogme film movement at the time, which advocated a trimmed down, low-tech, human centredcinematography. I saw this as a usefulanalogy for what I saw at the time, as ateacher trainer working in InternationalHouse Barcelona, as being a dependencyor over-reliance on materials, particularlycoursebooks but not just coursebooks.Also the kind of technologies which werestarting to appear and are now tending to dominate our lives as teachers.

Teaching Unplugged, which came out last year, was a sort of synthesis of the thinking that had emerged out of that veryrich discussion that had taken place overthe past ten years. It is an attempt tocrystallize some of the elements of theDogme teaching movement and boil it

down to some basic principles that couldbe applied in any context. And also showpractical applications, classroom activities.

Steph:So that’s Teaching Unplugged; what is‘Teacher Training Unplugged’? And why did you decide to ‘Unplug’?

Izzy:Maybe we should start with the ‘why’, I think.

Anthony:We were a bit like Scott was ten yearsago, becoming a bit disenchanted with lessons that he was seeing based oncoursebooks and materials. We werestarting to become a bit disenchantedwith the lessons that we were seeingoccasionally on CELTA teacher trainingcourses that we ran. We felt that the lessons were less successful than they could have been because of an over-reliance on materials, handouts,extreme forward planning and then forcing the students through the planrather than making any adaptations.

We feared, first of all, once the traineeteachers had left and started teaching in that way, they’d lose their jobs prettyquickly because the students would nottolerate it. And we found it professionallya bit dissatisfying. We also found thatthere was a certain stress developing within us because we thought we weredoing our best to produce teachers who taught in a way that we liked, yet occasionally, despite our best efforts, we seemed to be producing teachers whowere teaching in ways that we didn’t like.

IATEFL: the interview

Cindy Hauert with Scott Thornbury

NEWS


Then we asked ourselves some hard questions about why that could be. We real-ized that our system, the CELTA course thatwe had designed and adapted over time,wasn’t well geared to producing the sort ofteachers that we intuitively wanted to betaught by. Teachers who listened to theirstudents, teachers who responded to their students, teachers who were flexible. Teachers who didn’t go in with a fixed plan.

And so we decided that we needed to dosomething about that. Our first attemptswere to change the systems, to add moredetails, to try to make it clearer what wemeant. That just made the problem worse.The trainees just got more stressed withthis overload of course superstructure. Andthen we started to realize that we werebehaving in the very way that we detested!

Izzy:We weren’t practising what we preached.

Anthony:And that was making us unhappy. So wedecided to rip the plugs out, metaphoricallyspeaking, and change things.

Izzy:So we had this feeling and when we cameto IATEFL last year, Anthony went to thelaunch of Teaching Unplugged. He got thebook, read it in the week after IATEFL andcame back to Hamburg. “You’ve got to read this,” he said. “How do you feel aboutunplugging CELTA?” With some time andreflection, I thought, this might be theanswer to the problems and frustrationsthat were building up.

Anthony:I should say at this point that I’d previouslyseen Scott talk and I’d read things online. I knew about the book and the questionhad kept coming back to me: “Yes, but can novice teachers do it? And, moreimportantly, can they be taught to do it?And can you design a training course along those lines?” The questions were inthe room. So finally when the book cameout, it gave me the impetus to really say,“Well, why don’t we try it?”

Izzy:So we sat down with a blank sheet andasked ourselves, “What do we need to dofrom the beginning, where do we need tostart?” One of the things I find really interesting is we realized that we’d beenstarting (on our courses) perhaps with the wrong things. We’d been starting withstandard staging for receptive skills andclassroom management. Things which aretotally foreign to a novice teacher. And wethought, let’s start (the course) with things that aren’t totally foreign. Let’s

start with listening to somebody – which is something we all do. Let’s start with getting conversations going, which is something we all do. And let’s start byenabling trainees to say, “OK, this is something you (the student) said. Let’s try and make this better,” and that’s alsosomething that we do when we’re talking to somebody who doesn’t speak English. If we don’t understand we might say, “Ah, so you mean… .”

Steph:Recasting or rephrasing.

Izzy:These are natural things, so why not startwith these skills, which people bring to the CELTA course already? But in trainees’minds these skills are not given much priority. They think, “I’m coming to a CELTAcourse and I’m going to learn all thesetechniques and I’m going to learn all thisgrammar.” And so we started with theseskills and found very simple ways to unplug our input so we were getting thetrainees to focus on these skills.

Steph:This sounds fantastic and very admirablebut I’m sure what many people will askthemselves is, how do you then fulfil thecriteria that you need to fulfil in order to get people through the CELTA?

Anthony:Well, I think there’s a bit of a logical fallacyor a false belief that just because you’vegot criteria you can only fulfil those criteriain certain ways. We found that if you startto encourage novice teachers to work inthe way we’ve described, then they startworking with their students. As soon as thetrainees start to work on their students’language or engage their students, thenthey are automatically going to displaybehaviours that link to criteria.

Our job as trainers is surely to look at what we see and map it onto criteria. Notto have a set of criteria and hammer thoseinto our trainees. It’s our job to interprettheir behaviour, not their job to conform tovarious criteria. Because a criterion is justa descriptor and it can be realized or operationalised in myriad ways, so we just need to be more flexible. I think thatthe actual CELTA award allows plenty of latitude for that but it’s human error thatmakes it this monolithic, institutionalizedthing. People believe that you can’t dothings differently, therefore things aren’tdone differently.

Steph:So could you say that just as in the normal regular language classroom we canaddress grammar points in the Dogme

way, exactly the same principles can applyin a Teacher Training context?

Anthony:Absolutely. We changed our mindset, then it was easy.

Steph:I suppose what a lot of people might sayis, “Well, that sounds great, but what aboutthe results? Are they still passing? Has itaffected the results?”

Anthony:Well, I have to admit that we do have fewercandidates as a percentage now who getPass grades. There are three pass grades -Pass, Pass B, Pass A - and Fail. And sincewe shifted to an unplugged methodology we have had fewer Pass candidates butthat’s only because we’ve had more PassBs and notably Pass As as a percentage of our grouping.

Steph:Wow.

Anthony:You can’t extrapolate from this, it may justbe chance, you may just have candidateswho are more capable but it’s suggestive.

Steph:It certainly is.

Izzy:And Teaching Practice students have explicitly told us and the trainee studentsthat they really like the lessons.

Steph:You’ve obviously had some success withthis on a CELTA course, but how would this be applicable in a broader teachertraining context?

Izzy:It is definitely applicable. As a trainer I havebecome far more confident on the CELTAcourse to deal with issues as they come up and I have experienced this happeningequally on courses that I run as an in-house teacher trainer with experiencedteachers. I think that it could be applicablein lots of different contexts.

Anthony:It’s obviously difficult when you’ve got institutional pressures that are intolerant of perceived different approaches. That’ssomething that needs to be overcome indifferent ways. But I do find it interestingthat, for example, in the UK in state education there is a slow move away fromextreme criterion reference testing from a very young age and from performancebased indicators, and so on. It’s a slow


IATEFL Conference in HarrogateApril 6th - 11th, 2010

return to a less empirical age but it allowsthen more conversation, it allows moreengagement with the ideas that the students bring to the room.

So if it can happen there, why can’t it happen anywhere else? At the moment I think we’re slowly returning to a more conversational, human period. With less ofan attempt to be quantative and scientificand this belief that you can define whatteaching competence is, then scale somebody on that competence. Essentiallyit’s always a human judgement, so why can’t we be human about it?

Steph:Well, I have to say I’m really excited aboutthis and really look forward to hearing more about this in the future.

Cindy:I would love to hear how this could beapplicable to DELTA courses.

Scott:This is one that’s engaged me because I’ve done Dogme sessions as a one-off on both CELTA and DELTA courses. What’sinteresting is there’s much less resistanceat the CELTA level than the DELTA level and part of the reason is that they’ve (the CELTA candidates) got no baggage.

With all this history of using and dependingon coursebooks, you then tell them thatlanguage teaching is not about teachinggrammar in a chalk and talk way, rather it’s about creating language learning opportunities in the classroom and runningwith them. For a lot of people that makesperfect sense.

When I’ve taught on CELTA courses, oftenhalfway through towards the end of thecourse after they’ve been grappling withcoursebooks for the last 3 weeks, somebody comes and says, “Well, you don’t actually have to grapple with coursebooks.” They think, “(sigh of relief)Oh, what a relief. You mean, it’s OK?”

But when you go into a DELTA coursethey’re propped up with this apparatus,their materials, and they think they ought to be constantly making materials or usingmaterials. So on a DELTA course when wefirst started this Dogme approach we weresaying, “Come on, you guys. Do more withless and it’ll create spaces in your lessons.”

Steph:How did they react to that?

Scott:Huge resistance. They would say, “No, no, Icouldn’t possibly do that.” It was like, “Whatif I run out?” And we’d say, “Well, just talk tothe students.” And they’d say, “About what?”

We’d say, “Imagine you were outside theclassroom, what would you say?” Of courseit’s easier said than done. People in DELTAsituations, of course there’s a lot at stake.They’re being assessed constantly. It’s verydifficult to be spontaneous and naturalwhen there is somebody sitting in the backof a room ticking boxes.

Anthony:And is it fair to say that on CELTA courses in terms of achievement, you imagine a rising scale as the course proceeds, whereas with DELTA it’s flatlined, from thebeginning to the end? You are more or lessgraded against the same competence levels. You either get above the benchmarkor you don’t. And it doesn’t matter if it’sWeek Four or Week Eight on an intensivecourse, is that fair?

Scott:Yes, I think it’s very fair to a certain extent.But I think DELTA courses, like CELTA courses, are run very differently in differentcentres. There’s always a tension on DELTAcourses, even more than on CELTA courses.There’s a tension between it being a developmental course and it being an evaluated assessed course. A kind ofcareer efficiency measure. We always triedto treat our DELTA courses, and they stilldo in IH Barcelona, as a developmentalprocess, which just happens to beassessed. But there is a tension there.

What’s interesting now, as Dogme becomesa kind of orthodoxy, is that people aredoing Dogme lessons endlessly as part oftheir experimental practice. So it’s almost a standard thing to do a Dogme lesson aspart of a Diploma course. It’ll be interestingto see if in, say, ten years’ time, tutors onDELTA courses say, “Well, that’s not experimental anymore, that’s what everybodydoes. Here’s a coursebook, that would beexperimental!”

But the question of resistance is interestingand for me, listening to Izzy and Anthonyyesterday has confirmed the suspicion I had that there is less resistance on pre-service courses unless you’ve gotteachers who may have taught in anothercontext in a very transmissive sort of way. Most CELTA candidates are very openand adaptive.

Anthony:But what’s interesting is that we get candidates coming to us from all over theworld and from parts of the world whoseeducational traditions, from their ownreports, are transmissive and authoritarianin terms of methodology. They deliberatelycome to learn to do something different but because of their educational history,however many thousand hours they’ve got

in the classroom, they find it difficultbecause it goes against the grain.

Steph:It’s a habitual pattern.

Anthony:Yes, they want to be different but they find it difficult to be so. So you get thatkind of resistance that isn’t necessarilyintellectual resistance.

Izzy:I think it’s difficult sometimes to be awareof what your own beliefs really are. We’vehad situations where you’ll talk to someone and they’ll say, “I think this andthis and this and this.” But what they do is very different and they are not aware ofthis discrepancy.

Anthony:As time goes on I become increasinglyaware of which high school teachers I’mmodelling myself on tacitly and it’s quitefrightening actually.

Steph:There’s some research that’s been done in psychology that looks at what are calledmirror neurons.

Scott:Oh yes.

Steph:It’s very fascinating. It suggests that theneurons in your brain actually start to mirrorthe behaviour, feeling and attitude of whoever is in front of you. That says a lotabout how we are as trainers and teachers.

Scott:And that links to what Izzy was sayingbefore, about this mismatch between theway that you train and what your objectivesare. And when you align the way that youtrain with the way that you want people toteach, you are setting an example. What I liked about what Anthony and Izzy weretalking about yesterday is that right fromDay One, Hour One of the course, there’sthis kind of input built in. So they’re doingin the training sessions what they will bedoing hopefully in the teaching sessionsand thinking about the whole process, setting up these loops that run rightthrough the whole course.

Steph:Yes, it’s often not what we say or what we receive in terms of verbal advice but actually the way people are.

Scott:Exactly. People learn from role models andthat kind of thing much more than peoplebeing told a lot of stuff.

NEWS


Anthony:And at the end of the day, what we’re doingis not remotely innovative. Like you weresaying earlier today and have said before,there’s nothing new under the sun. We’reusing loop input, we’re using modelling anawful lot, we’re using conversations a lot,we’re using brainstorming a lot and elicitation, those kinds of things. These are standard issue, these have beenaround for donkeys’ years and all we’redoing is using them in a fairly radical wayand not allowing other stuff to get in theway. We’re modelling, asking questions,leaving silence for them to think about it, or talk about it. We are demonstrating - well, not even demonstrating – we’re reallyteaching the people who the trainees aregoing to be teaching and then asking them to pay attention and tell us what they notice.

Steph:This is a small point but quite a lot of people are uncomfortable with silence anduncomfortable with pausing and unable toactively listen; it’s a skill.

Izzy:That’s why we start early.

Scott:Izzy’s earlier point is actually a good one in that these are actually skills that webring from real life, these social skills, andthey’re underestimated. Some people arenot very good at them; you weed them outprior to the course. But it’s not rocket science. I keep saying that all the timeabout language teaching - it’s not rocket science, it’s not a very sophisticated discipline. Yet it requires sophisticatedsocial skills; eventually it requires sophisticated language analysis skills butthat’s not going to happen overnight. Butthe ability to listen, respond, reformulate:these are not a million miles away fromwhat we do in any type of social context. If you’re good at talking to kids and scaffolding what they’re saying, withoutwishing to belittle language learners, you’re probably good at dealing with language learners.

Steph:It’s almost as if we have so many conceptsof what being a teacher is that the concepts get in the way.

Scott:Absolutely, there’s a lot of baggage that webring into the equation. Again it’s maybeweeding out at a pre-course stage and asking people, “Who was the teacher youmost admired at school and why? Whatwould you like to emulate?” And if they say, “It was Mr. Biggins, the maths master

who drilled us and caned us,” then I’m not quite sure that they’re cut out for this.

Anthony:There is obviously an issue there becauseat the interview stage we’re making valuejudgments about candidates, deciding whowe think is going to be able to succeed. For whom is our course well suited? Andthat decision has to be made.

Izzy:I don’t know whether we’re saying to whomis our course well suited so much as towhom is being in a classroom and teachingpeople well suited?

Steph:It seems the most important basic aspectis that the person should have good people skills and social competence.

Scott:Yes, that was the thing at the beginning ofyour session yesterday, asking us to thinkabout what the criteria for an A grade candidate are. One of the things that cameup with the group I was with was that it’snot only pedagogical skills but also socialskills and the recognition that there’s ahuge amount of overlap between the two; then exploiting the social skills for pedagogical purposes. So a training coursetries to bring those two things together.You’ve got to have the pedagogical skills,you’ve got to be a good manager. You’vegot to know your language analysis, etc.,etc., but it’s not a separate thing fromsocial skills. These skills can be blended to achieve the same objective.

Steph:Scott, Anthony and Izzy - on behalf of ETAS,thank you very much.

Article edited by Cindy Hauert and Steph Wimmer

“We all know that Prime Ministers are wedded to the truth but, like other married couples, they sometimes live apart.”

Saki (Hector Munro)


News from Matopo Primary School, ZimbabweNEWS

I’ve heard from our partners on the groundin Zimbabwe that things are really moving.Bags of cement and piles of bricks havebeen bought and transported to theschools where work will soon commence to refurbish the dilapidated infrastructures.The toilets at Matopo Primary need only alick of paint to be declared officially ‘open’.Many textbooks have already been delivered to all of the schools in the project. There’s still lots of work to bedone, but we’re off to a good start.

I’m looking forward already to our visit inOctober and seeing the progress with myown eyes. And of course the fourth annualTeachers’ Workshop Day will be taking place as well.

Here’s part of a recent letter I receivedfrom Patson Mpofu, the DeputyHeadmaster at Matopo Primary School:

DEAR CINDY. We are fine. The builders havefinished plastering the blair toilets and wehave to paint them as soon as Dennis supply us with paint. They are classic I tellyou. The builders are starting to renovateour classrooms on Wednesday the 31 Marchunder the Federer Project. We hope to doone block per term and then paint and putthe right chalk boards. I am sure the classrooms will be good by the time youcome for the workshop this year.

He ends by sending loving greetings to all of you, and I’d also like to thank everyone who has been involved in someway this year. Without you, the projectwouldn’t be possible. I hope I haven’t left anyone out.

Cindy Hauert

ETAS Teacher-to-Teacher Project

Thank you to these members who are teacher pen friends:

Thank you to these kind sponsors:

TLC Baden (who are sponsoring four teachers)Wirtschaftsschule KV BadenMartina LazaroKatherine StoneyFay RogersJayne HerzogAnn Humphry-BakerLaura CamachoCaroline RickliSharon ActonKatharina Hegy-Bürgin and Kim Bisson

Thank you once again to the Roger Federer Foundation

Thank you to Lori Kaithan and teamat Cambridge ESOL Winterthur/Zürich for donating materials

Thank you to these members whodonated their birthday presents:Brigitte Zulauf and Rosemarie Allemann

Nicola Feyen Sarah PralongMelony LooscheldersAdrian Zingg HendeyClarisse SchroederRosemarie AllemannRose Nassif Travers Sally AthertonCristina MaritzCaroline RickliCecilia Böttger Colleen MurrayMartina LazaroAnnalisa GhidossiOlivia BüchlerKatharina Hegy-BürginUrs Kalberer

Astrid IscherLaura CamachoAlison RappazGabriela GrafCaroline GrünigAnn Humphry-BakerLuisa LuratiKatherine StoneyAmy JostBrigitte Zulauf Christine AnjriLinda SalaminTracy Hauri Sarah Giles Tessa OsbornePaul DummettKim Bisson

Nancy BuckRuth JacobChristina WorkmanGael Barnea Michelle EliasekAnne O’BrienKristine GermannAndrea RüeggerRyan MetzerElena YourassoffAstrid Carigiet Aggeliki Christou Black Sharon ActonRachel von WerderElisabeth van den Heuvel andCatherine McFaddon

Faces of ETAS: Support ReportRebecca Mantle

Rebecca Mantle is a Cambridge UniversityPress Senior ELT Advisor for Switzerland.She is a familiar face at ETAS events andat the next SIG Day (Sept. 11th, Wetzikon),Rebecca will be hosting a workshop. It’s workshop B11 and it’s entitledRediscover Reading.

Rebecca comes from Birmingham, England,where they speak with a very distinctiveaccent, although Rebecca bears no traceof it. She obviously went to the rightschool before going to Cardiff University to read French and Spanish with EuropeanStudies. During her time at university,Rebecca started teaching. She taughtEnglish to Air France employees.

However, after graduating in 1999, she didn’t teach; she worked in Sales for threeyears. This was in London, first for IBM,then for L’Oréal. After that, it all gets a bit complicated. There was this boyfriend,

you see. He got a job in Neuchâtel. SoRebecca came to Switzerland after doingher CELTA in Madrid. She taught English in Neuchâtel, in school and in-company. Two years later, she did the DELTA at IH London.

After teaching another year, she got a job with another well-known international publishing house where she worked fortwo years. She got married and took theopportunity to spend six months inSingapore in 2007. Then it was early in 2008 that she got a job with CUP and she’s been settled ever since. Rebeccahasn’t given up her studies, though. At the moment she is studying (online) atAston University for her MSc in TESOL. Oh, and preparing her SIG Day workshop. I can’t wait.

John Raggett


Faces of ETAS: Teacher FeatureRosmarie Zysset

Many of you will recognise RosmarieZysset. She is one of the charming ladieswho helped with the registrations at thisyear's AGM. That Saturday morning wasthe first time I had met her. As it turnedout, like most ETAS members, she has a fascinating history.

Rosmarie comes from Unterkulm inAargau and she did not train as a teacher.After leaving commercial college in 1968,she worked in Rome and Florence as an au pair and learned Italian. Then shewent to Brussels to work as a trilingualsecretary (French, German and Italian) in an import-export business.

The next, obvious, move was to work as a waitress in a Swiss restaurant, theAlphüsli, in Montreal, Canada. There, she could speak French and learnEnglish. It was here, also, that she mether future husband. He was such a tallguy that Rosmarie thought he must beCanadian. He didn’t know where she

came from. So it took a while and it cameas a big surprise when they discoveredthey were both Swiss.

To cut a long story short, they came back to Switzerland in 1972 and marriedin 1973. Obviously, when you marry yousettle down. This, they did, for five yearsin Rocky Mount, North Carolina, US of A.And it was here that their daughter wasborn in 1977.

The three of them came back toSwitzerland in 1979. And it was then that Rosmarie started teaching at theMigros Club School, first in Zofingen, AG, where her two sons were born (inZofingen, not the school), and then inBiel/Bienne, which is where she is now.And her connection with ETAS meant thatwe were lucky enough to have Rosmarie help us at the AGM.

John Raggett

NEWS

“Money isn’t everything but it sure keeps you in touch with your children.”

J. Paul Getty

NEWS


ETAS 27th AGM and Convention29 - 30 January 2011, Lucerne

CALL FOR PAPERSIf you would like to offer a presentation for this event, please complete the form below and return (preferably by email) by Friday July 30th to:

Kathy Hatch, [email protected] National Events Chair, Zimmereiweg 1, 8965 Berikon, Switzerland

We are happy to receive proposals for theoretical or practical workshops and talks. At previous conventions,workshops where practical classroom ideas are presented have attracted most participants. At the same time,there is a real demand for workshops dealing with methodology, language, culture and teacher development. We cannot, however, guarantee a minimum number of participants.Speaker's technical equipment requirements: please pass on your requests by Friday 26th Novemberat the latest. Any requests received after that deadline cannot be guaranteed.

Name of presenter:

Institution/Affiliation:

Sponsor:(Please state if you would like ETAS to sponsor you*. You will be informed by email at the end of August whether your proposal has been accepted or not)

Address:

Tel:

Email:

Address of presenter (if different):

Email of presenter (if different):

Type of presentation: (e.g. paper, talk, workshop, publisher’s presentation)

Duration: 45 min. 60 min. 90 min. 45 + 60 min. 60 + 90 min. 45 + 90 min.

Audience: experienced inexperienced all

Equipment required:

Title of presentation:

Brief abstract (max. 100 words):

Presenter’s biodata:

* If ETAS agrees to sponsor you, you will be entitled to the following:• honorarium (CHF 75.- for 45 min. / CHF 100.- for 60 min. / CHF 150.- for 90 min.)• free registration for the Convention, including lunches on Saturday and Sunday, but excluding the Saturday Dinner• 2nd class train travel within Switzerland (receipt required)• materials (photocopies, etc.): max. of CHF 50.- per workshop

Please note that as a speaker you will still need to register for the Convention in due time, either through our website (www.e-tas.ch)or using the Registration Form in the printed AGM Programme (available in November) or simply by email ([email protected])


http://www.e-tas.ch


BADEN

W O R K S H O P :Production skills for BEC Vantage & BEC Higher

P R E S E N T E R :Tony Orford

D A T E :26th February 2010

Castle’s School in Basel boasts an impressive BEC pass rate of 96%. OnFriday, 26th February Tony Orford, who runsthe school, made the journey to Baden andpresented a practical and informative workshop on how to better prepare students for the BEC Vantage and BECHigher exams.

The key element of the workshop was theso-called ‘High Frequency Language’. This can be subdivided into three categories:

1. Receptive and productive skills: words/phrases students need to know

2. Receptive skills: words/phrases students should understand, but don’t necessarily need to produce, and

3. Nice-to-know: useful but not essential words/phrases.

The workshop concentrated on the ‘productive skills’ which students need for the speaking and writing tests.

BEC Vantage and BEC Higher Productive Skills

Tony stated that three conditions must befulfilled in order to teach a successful BECexamination course and these are:

1. Key grammar: this includes prepositions,gerunds and infinitives, and present simple and present continuous. Other grammar elements are also necessary, but the three aforementioned areas are an absolute must and the first two, in particular, are often under-taught.

2. Strategic vocabulary: certain words occur repeatedly in the BEC exams and it is therefore essential that students are provided with these. Examples are words such as: turnover, appraisal, premises, overview, etc.

3. Tools for the job: by providing students with standard fixed phrases we boost their confidence and so, hopefully, their exam performance.

Finally, Tony commented that it is possibleto pass a BEC exam with good vocabularyand mediocre grammar, but not vice versa.

The feedback was on the whole very positive, with comments such as, “One ofthe most useful workshops” and “Reallyappreciated this workshop.” We would liketo thank Tony Orford for a most interestingworkshop with contents that can beapplied in practice immediately.

Jane SaxerKey Language TrainerTLC – The Language Company

LAUSANNE

W O R K S H O P 1 :Maximizing the effective use of the black/whiteboard in the EFL classroom

W O R K S H O P 2 :Teaching speaking to adults

P R E S E N T E R S :Jayne Herzog and Joanna Watson

D A T E :7th November 2009

Writing as a teacher who has spent the lastfew years resisting, struggling with and,eventually, almost succeeding in equippingherself with the skills to tackle teachingwith technology, it was with pleasure and acomforting familiarity that I returned ‘home’in this first workshop: back to the good oldblack/whiteboard.

First things first: it was time to clean up our act. With just a few quick strokes of thepen, Jayne Herzog demonstrated how thoseof us who are a little erm... ‘haphazard’ inour black/whiteboard use could organizeour scribblings into neatly divided sectionson the board - a simple act for which manyof our learners would be extremely grateful,I’m sure.

This was swiftly followed by a number of‘time to get off your chair’ activities inwhich we were encouraged to get up closeand personal with the whiteboard: the TVclassic What’s my line? proved popular, asdid a Picture dictation and Finish the storyactivities. Lots of laughter was had by all as the brave ones among us took turns atthe board to write and draw. A Board dashgame even had us shouting out ‘voiced’and ‘unvoiced’ (for /ð/ and /θ/ words) toaid our colleagues at the board.

It was a fun and lively session, full of simple yet effective ideas for encouraginglearners to get out of their seats to interactwith each other, using our reliable old friend at the front of the classroom, theblack/whiteboard. It’s just waiting for itsmoment to shine (that is, if the previousteacher remembers to clean it).

The second workshop in this Saturdaymorning double bill gave us an opportunityto think and talk about why speaking activities for adults sometimes fall short of our intended aims, or don’t even make it off the ground in the first place. JoannaWatson led us through this analysis, providing some examples of speaking activities along the way to highlight herpoints, not, as she noted, that teachershave any problems with speaking when they get together.

For example, the yes/no/red/white activityprovided a competitive reason for speakingthat many learners (and teachers) enjoy. In pairs, ‘A’ had to ask ‘B’ questions in an attempt to get ‘B’ to say one of the aforementioned words. ‘B’ had to hold tight and answer the questions without

saying any of the four words. It’s not aseasy as it sounds, and is a good way toloosen up a shy or reticent group.

Some of the key points that I took awaywith me from this session were the importance of:

• giving learners a reason to speak• providing learners with enough planning time

• encouraging and teaching active listening skills as well as speaking (i.e. showing interest, checking, asking questions), and

• providing learners with a sense of progress (e.g. by recording them at different stages during the course and letting them listen to their progress, by keeping audio journals or by using peer feedback forms).

Many thanks to Jayne Herzog and JoannaWatson for their time, ideas and enthusiasmon a cold, wet Saturday in November.

Jane AnnereauFribourg

LAUSANNE

W O R K S H O P :How to enable our pupils to retainextensive language by using catchy songs, raps and rhythm

P R E S E N T E R :Carole Nicoll

D A T E :23rd March 2010

Carole’s experiences and struggles withteaching German and French to Scottishchildren at both private and state schoolswere that it was more difficult and challenging than she had anticipated.Hence, she developed a strategy incorporating catchy songs, raps and rhythm in order to reach her goals andobjectives. Needless to say, they proved to be very successful.

Regardless of the technological problemsencountered that morning, she managed toget her PowerPoint up and running, and itwas very informative indeed. Once started,we all spent most of our time off our chairssinging in German, Italian, Spanish andEnglish. Simplicity was the key to the exercise and it was a fun-filled learningexperience where she used her raps andrhythms to magnify the effects.

The main learning objective was to usethese songs as a way to retain maximumlanguage and eventually create a meaningfulconversation, whilst keeping the tunescatchy and rhythmic, which would appeal tochildren. She also focused on the use ofquestions within these songs, which initself created opportunities to intermix thelanguage content.

Some examples of topics covered includeddays of the week (Spanish), numbers

Workshop ReportsREGIONS



(English and Spanish), colours (English and Italian), pets (very animated indeed inItalian and English), parts of the body(German), etc. We also watched some funnybut informative videos as well as some ofher work with schoolchildren of variousages in Scotland and London. Admirably,she had also spent some time in Ugandateaching local children where resourceswere very limited. The point was it did notmatter where she taught, the strategy usedwas successful everywhere and at all levels.

She also introduced effective computerinteraction programs which can be used to learn a foreign language. It was a livelyand fun session, full of simple yet effectiveideas for encouraging students to retainmaximum language whilst having fun.

Some of the key points that I took awaywith me from this session were the importance of:

• teaching children meaningful words which they can then associate with later.These meaningful words can then be used to create a meaningful conversation

• encouraging and teaching active listeningskills as well as speaking (i.e. showing interest, checking, asking questions)

• most importantly having fun throughout and losing our inhibitions

• making effective use of raps and rhythms to ensure catchiness

• incorporating the computer into the everyday learning process where possible

• triggering musical words to enhance learning and memory.

It was indeed a well spent, fantasticSaturday morning, and many thanks toCarole for her time, ideas and enthusiasm.I am sure that we all cannot wait to putwhat we learnt to good use and experiment.A real eye-opening experience.

Naazlin BadouxForel sur Lucens

OLTEN/SOLOTHURN

W O R K S H O P :Truce is better than friction: buildingand teaching negotiating skills

P R E S E N T E R :Dr JoAnn Salvisberg

D A T E :20th March 2010

While we typically think of negotiation as abusiness skill, the truth of the matter is thatwe negotiate constantly, both in businessand in our personal lives as well. This isnot something that only affects students of Business English. It is a necessity indaily interactions to be an effective communicator and build relationships, andthis is what Dr Salvisberg stressed to ourgroup from the very beginning of this

workshop. We have to understand what itreally is, and then focus on ways to teach it.

To begin with, we looked at an interestingreworking of the well-known Little Red Riding Hood fairytale. We all know thatstory: Little Red Riding Hood travels throughthe woods to visit her grandmother, only tobe confronted by a wolf in granny’s clotheswho (in some versions) very nearly eats her.But what if she and the wolf, instead of following the basic facts of their story,engaged in a conversation of stating theirpoints of view as to why the conflictoccurred, clarifying their understanding ofthe situation, stating what they want fromeach other in the future to avoid such conflict, creating a win-win scenario for each other, and agreeing on actions toavoid further disasterous situations?Moreover, what if, before the parting of theways, they summarize exactly what they are going to do in the future to maintain a good relationship between them?

In teaching negotiating skills, we mustremember what negotiation really is. It isn’ta contest, but a dialogue whose goal is tocreate a win-win situation for both sides. No one goes home empty-handed. And inorder to do this, students must practice all of their speaking and listening skills:

• clearly stating facts, opinions and what they want

• finding out what the other side wantsand what is important to them

• clarifying for understanding, and• agreeing and summarising.

We looked carefully at the five typical typesof negotiations (everyday, informal, formal,facilitated, and critical/political) and at a business-related case study, and practicedtwo role-plays (one related to politics/family,the other a finance/Human Resources business situation) in order to focus oneach of the needed skills.

Dr Salvisberg’s presentation was excellent,utilizing some excellent visuals and YouTube videos, as well as providing theparticipants with great resources to use in the classroom.

We would like to thank Dr Salvisberg for her thorough presentation and great ideas.It was definitely a worthwhile and helpfulworkshop for all of us.

Michelle Zuber

ST. GALLEN

W O R K S H O P :Teaching vocabulary at CAE level

P R E S E N T E R :Simon Haines

D A T E :25th March 2010

“What’s in a name? That which we call roseby any other name would smell as sweet,”proclaims Juliet in Shakespeare’s Romeo

and Juliet. The rose might smell as sweet,but ‘red round bulbed flower’ does notinvoke the same senses and feelings associated with the word rose. The importance of teaching vocabulary and thecorrect words was the topic of a workshopby the well published Simon Haines.

The joint workshop between ETAS andCambridge University Press was well attended with teachers coming not onlyfrom the St. Gallen Region, but also as faraway as Bern. With such a dynamic groupof teachers Mr Haines invited them to participate in his workshop by asking questions and having them think of the difficulties of learning vocabulary by realizing the vast amount of words theythemselves do not use. His example was‘oxter’: the area under the armpit andsometimes used to mean armpit.

A self-proclaimed hater of exams, Mr Hainesmade the attendees conscious of the difficulties and pitfalls of the Certificate inAdvanced English (CAE). Students do notonly need to have a broad and active vocabulary, but also the ability to deal withnew vocabulary. Vocabulary skills, one couldsay, were particularly emphasized becauseof the randomness of the CAE. For thissame reason, learning words in lexical‘chunks’ was also strongly recommended.Similar to learning the correct term for anobject, learning words in chunks gives students parts of sentences or ideas correctly formulated that will help them to speak faster, and speak and write in amore natural way.

An array of handouts with examples of how to better teach vocabulary and makestudents cognitive of the importance oflearning not only new words but also theirfull meaning, their usage and other wordsused in combination with the new lexicalunit gave teachers fresh tools to teachvocabulary and ensure the success of their students.

For any teacher, but especially teacherspreparing students for the CAE, this was an excellent workshop. Mr Simon Hainesmade the attendees aware of the difficultiesof the CAE and provided new tools to helpthem better teach their students. Teachersdid not leave learning how to teach to thetest, but instead, how to prepare studentsfor the randomness of the CAE, which inmany respects is very real-life - “You neverknow what you’re going to get.”

Christian Langenegger MAEnglish and German Teacher Marathon Sprachen

Upcoming workshops are listed on our website (www.e-tas.ch > Events)

http://www.e-tas.ch


Forthcoming EventsBaden

Workshop:Getting Grammar Across

Presenter:John Potts

Date:Friday 24th September 2010

Time:16.30 – 19.30

Venue:The Language Company, Baden OR Wirtschaftsschule KV Baden-Zurzach, Baden

Cost:CHF 55.- ETAS member • CHF 80.- guest

Registration:[email protected] or online www.e-tas.ch

Deadline:Saturday 11th September 2010

Workshop:This practical workshop will focus on grammar points thatyou, the participants, find difficult to analyse and/or teach.Come with a hitlist of points that you’d like to focus on, and we’ll cover as many as practicable in the time. The focus will be on language analysis, followed by classroom approaches and practice activities.

John Potts is a teacher trainer and teacher living in Zürich.He has given many ELT courses and workshops, includingextensive grammar courses for teachers. He is course director of CELTA and DELTA at TLC Baden, and his regularpage on analysing and teaching grammar has appeared inEnglish Teaching Professional since October 1999.

REGIONS

1. Is there a book that you frequently use in lesson preparation that you would recommend everyone to have?

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Once a month

3 - 4 times a year

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Never

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4. Do you have any suggestion of services or books that the ETAS Library could offer that would assist its members?

ETAS LibraryLibrary Questionnaire for ETAS members

Book titles that are already available to members can be accessed at:www.e-tas.ch/downloads/services/Catalogue.pdf

Thank you for taking the time to answer these questions. This will be helpful for ETAS in improving its service and resources for its members.

Please return to:Elizabeth UlrichETAS Library SubcommitteeSonnenbergstrasse 174573 [email protected]

SERVICES


http://www.e-tas.ch

http://www.e-tas.ch/downloads/services/Catalogue.pdf


To order books from the ETAS mail-service Librarysimply fill in the ETAS Library Order Form found on the next page (p. 35)


Library UpdatesRECENT ACQUISITIONS Please remember to quote the Catalogue Id Number when ordering a book. Thank you!

7552

7572

10408

11215

10107

15498

3012

1006

11214

14015

14012

10607

7507

Mascull B.

Mascull B.

Allum V., McGarr P.

Heyderman E. & May P.

Mackenzie I.

Raggett J. (Ed.)

Corbett J.

Hashemi L. &Thomas B.

Galvin S.

Hobbs M.,Starr Keddle J.

Baude A.,Iglesias M.,Iñesta A.

Bear D. R.,Invernizzi M.,Templeton S.,Johnston F.

Business Vocabularyin Use - Intermediate

Business Vocabulary in Use - Advanced

Cambridge English for Nursing (pre-intermediate)

Complete PET

English for Business Studies

ETAS JournalSpring 2010Vol. 27 No. 2

Grammar Handbook

InterculturalLanguage Activities

Objective PET

On Camera

Opportunities in Britain

Ready to Order

Words Their Way

For intermediate level (B1 to B2) learners of English and professionalslooking to improve their knowledge and use of business vocabulary.Second edition. Self-study reference and practice book, with answerkey, but also suitable for classroom work. With CD-ROM with interactivepractice exercises, games and tests for each unit of the book.

For upper-intermediate to advanced (B2 to C1) learners and professionals looking to expand their business vocabulary. Second edition. Self-study reference and practice book, with answer key, butalso suitable for classroom work. With CD-ROM with interactive practice exercises, games and tests for each unit of the book.

For pre-intermediate to intermediate level (A2-B1) learners who need touse English in a nursing environment. Helps develop the communicationskills and specialist language knowledge of healthcare professionals. The 8 units cover core areas of nursing such as admitting patients,medical imaging and helping patients with rehabilitation. Suitable forself-study or classroom use. (with 1 Audio CD)

Preparation course for the PET exam. Covers every part of the exam indetail. With stimulating topics aimed at teenagers and young adults.Provides an official PET past exam paper from Cambridge ESOL. (SB with answers, 2 Audio CDs and CD-ROM)

Course for upper-intermediate and advanced level students who needto understand and talk about the key concepts in business and economics. Third edition, thoroughly revised. Covers the most importantareas of management, production and marketing. (SB)

With reports from ETAS's 26th AGM & Convention in Biel/Bienne, Jan 2010.

For grade 8 (US). Covers: nouns & pronouns, verbs, adjectives &adverbs, prepositions, conjunctions & interjections, basic sentenceparts, phrases & clauses, etc.

Contains over 80 practical activities and projects that will enable yourlearners to examine not only their own language and culture, but alsothat of others. Covers topics such as domestic and public life, child-hood, food, icons, sport, politics and body language. With CD.

Lively course designed to guide students towards success at the PETexam. Second edition. Includes a practice test booklet (withoutanswers) and a CD-ROM with further practice activities for vocabulary,grammar, pronunciation, reading, listening and writing, as well as acomplete PET test (with audio) for self-study or classroom use.

Documentary video for beginner and elementary students. Can be used alongside Snapshot or any other equivalent course. Real-life interviews with young people in Britain and America about their families, favourite sports, music, etc. (video and teacher's notes)

Collection of mini documentaries that give students an insight into different aspects of life in Britain. Ideal for students using Opportunitiesor any similar course at pre-intermediate level and above. (video, Workbook and Teacher's notes)

Elementary English for the restaurant industry. For students training tobecome or working as chefs, bartenders or waiting staff. Provides thelanguage training they need to be operational in the fast-moving foodand beverage industry. (SB, TB, WB)

Word study for phonics, vocabulary, and spelling instruction. Gives youall the tools needed to carry out word study instruction that will motivate and engage students. With DVD and CD-ROM.

CambridgeUniversityPress





ETAS

Pearson



Pearson

Pearson

Pearson

Pearson

2010

2010

2010

2010

2010

2010

2010

2010

2010

1998

2006

2002

2008

Vocabulary

Vocabulary

English for SpecificPurposes: Medical

PET Examination Books

English for SpecificPurposes: Business English

ETAS Journals

Grammar and LanguagePractice

Methodology andLinguistics

PET Examination Books

Videos

Videos

English for SpecificPurposes: Various

Vocabulary

Number Title Description Publisher Year CategoryAuthor(s)/Editor(s)

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I’ve enclosed a self-addressed adhesive labelPlease send me the following items from the ETAS Library for 23 days:

Catalogue No. Title Return by (please leave blank)

If any of the above items are not available, please send me the following instead:

Name and Address:

Tel: Fax: Email:

Date: Signature:

Please return to: ETAS Administration, Rue de l’Hôpital 32, CH-1400 YverdonTel: +41 (0)24 420 32 54, Fax: +41 (0)24 420 32 57, email: [email protected], website: www.e-tas.ch

How to use the ETAS Library

• All current members of ETAS with an address in Switzerland can use the ETAS mail-service Library.• You can order books in two ways:

1) As an Infrequent User, you fill in the printed Library Order and Check-out Form (see above) and return it to ETAS Administration with CHF 7.– in stamps (to cover postage costs) and a self-addressed adhesive label.

2) As a Priority User, you pay for postage costs in advance - CHF 35.– for six lots or CHF 70.– for twelve lots - intothe ETAS postal account. You can then order books online (www.e-tas.ch, click on ‘Services’ then ‘Library’) orby using the paper form as in 1) (but you don’t need to send stamps).

• Ordering books online is reserved for our Priority Users.

• One order consists of up to 3 items (including any accompanying books and/or cassettes/CDs). In case some books are out on loan, feel free to give additional titles. The first three items that are available will be sent to you.

• If a book you wanted is out on loan, a form will be sent to you enabling you to reserve the missing book, should you still require it. The book will then be sent to you when it is returned to the library.

• Books can be borrowed for up to 23 days.

• To request a renewal, please contact ETAS Administration before the return-by date, quoting the title, catalogue number and return-by date of the borrowed items. If the books have not been reserved by another reader, you will be given a new return-by date.

• Personal viewing is possible by appointment.

• The full list of items is available on our website (www.e-tas.ch). An update with recent acquisitions is in each ETAS Journal.


http://www.e-tas.ch

http://www.e-tas.ch

http://www.e-tas.ch


Where: Kantonsschule Zürcher OberlandBühlstrasse 36, Postfach 12658620 WetzikonTel: 044 933 08 11, Fax: 044 933 08 [email protected]

There’s also a map of the building and a link to train schedules at http://www.kzo.ch/index.php?id=468

When: Saturday, September 11th 2010, 9.00 – 18.00

Plenary Speaker: Dr John De Jong from VU University Amsterdam (sponsored by Pearson Language Tests)

Plenary title:Standards in Teaching and TestingDr De Jong will speak on three different meanings of the word standard as they are relevant to testing in general and to language testing in particular.

He will deal firstly with standard conditions for test administration.He will then discuss how to define standards of attainment. What are the goals of our learning and teaching?How can they be operationalized in assessment?Finally, Dr De Jong will examine the third usage as in ‘professional standard’ by mentioning some of the principles one should strive to uphold in language testing.

SIG Day 2010NEWS


http://www.kzo.ch/index.php?id=468

Membership:I/we apply for membership in the following category:

INDIVIDUAL MEMBER (with special rates for students and retired members):Switzerland CHF 95.- per annum

Switzerland - Student membershipopen to students* at Swiss state tertiary pedagogical institutions

I've enclosed a copy of my student ID

CHF 50.- per annum

Switzerland - Retired membershipopen to retired people** only (Swiss state retirement age)

I've enclosed a copy of my identity card or passport

CHF 50.- per annum

EU CHF 120.- per annum

Overseas CHF 145.- per annum

INSTITUTIONAL MEMBER: CHF 190.- per annum

ASSOCIATE MEMBER: CHF 420.- per annum

Payment:I/we have paid CHF into the ETAS postal account:Zürich 80-43533-3

Please send me an invoice (for Institutional and Associate Members only)

Full Name

Address

Telephone Fax

Email

Date/Signature

Membership Application FormMembership year: 1st July - 30th JuneMembership contracted between July and December = full fee, between January and June = half fee

Membership AdministrationChange of Address Form Please help to keep our records up-to-date by notifying us before you move!

Old Address New Address valid as of:

Full Name Full Name

Address Address

Telephone Telephone

Email Email

ETAS Region ETAS Region

Individual Members Only:Please indicate which ETAS Region you wish to join (tick only one):

Baden Basel Bern/NeuchâtelCentral Switzerland Geneva GraubündenLausanne Solothurn/Olten St. GallenTicino Valais Zürich/Winterthur

Please indicate which ETAS Special Interest Groups (SIGs) you wish to join:

Business English Drama & Literature

English for Specific Purposes Examinations, Testing& Assessment

Immersion/CLIL Learning TechnologiesResearch School ManagementTeacher Development Teacher TrainingTeen Young Learners

I do not wish my name to be passed on to EFL publishers

Please send information on the ETAS occupational pension fund

Please send information on the ETAS loss-of-earnings & accident insurance

For queries please contact:ETAS Administration, Rue de l’Hôpital 32, CH-1400 YverdonTel: +41 (0)24 420 32 54, Fax: +41 (0)24 420 32 57email: [email protected], website: www.e-tas.ch

Please return to: ETAS Administration, Rue de l’Hôpital 32, CH-1400 Yverdon


* Proof of student status will be determined at ETAS Administration upon receiving a photocopy or scanned copy of the potential member's student ID with the date of validity clearly visible

** Proof of retirement age will be determined at ETAS Administration upon receiving a photocopy or scanned copy of the potential member's identity card or passport with the date of birth clearly visible

SERVICES


http://www.e-tas.ch

Join us in the heart of Switzerland and enjoy the charms of Lucerne

for the 27th AGM and Conventionat Kantonsschule Luzern

29 – 30 January 2011

Be sure to reserve this date in your calendar!

Forthcoming National Event