Table Of ContentINDEX
02 03
INTRODUCTION YOU SEE THINGS; AND YOU SAY ‘WHY?’
Rafael Àngel Bosch Sans BUT I DREAM THINGS THAT NEVER
Conseller d’Educació, Cultura i Universitats WERE; AND I SAY ‘WHY NOT?’
Montserrat García
President of APABAL
04 06
COLLABORATIVE LEARNING: FYI: AN OVERVIEW ON NETSPEAK
JUST LIKE PLAYING SUPER MARIO BROS Gabriela Torrens Ansell
Donna Shaw
08 12
CLASS MANAGEMENT KEEPING THEM ON THEIR TOES
Tom Maguire TEACHING ENGLISH TO YOUNG
LEARNERS
Nina Lauder
14 16
THE EUROPEAN SECTION JOLLY PHONICS COMES TO MALLORCA!
AT ARCÀNGEL SANT RAFEL SCHOOL Coral George
Tina Pons and Marta Gual
18 20
ECOLINGUAE SHORT STORY READERS AN EOI
Francina Maria Perelló Carbonell EXTENSIVE READING PROPOSAL
Clara Sureda Vilar
24 28
CULTURAL AND COMMUNICATIVE ENGLISH AND TECHNOLOGY
APPROACHES IN ADULT EDUCATION Catherine Cobb Castrec
Magdalena Balle Garcia and Antònia Vidal Nicolau
30 32
THE EUROPEAN SECTION PROJECT IN OUR SCHOOL . . .
IN PRIMARY AT CP REINA SOFIA PARENTS ARE ACTORS
Francisca Garcias Obrador Aina Sendra Sánchez and Aina Trias Roca
34 36
A SIMPLE TASK: “GROWING”A A VISIT TO LA CASA
FUNDRAISER SALAD DE ROBERT GRAVES, DEIA
Margalida Hennechart Sarah Brierley
38 40
ACE: ACTIONS & REACTIONS DEL CONTE AL PORTAFOLI
TO A GRUNDTVIG PROJECT MULTICULTURAL: UN EXEMPLE
Elena Calafat Polo DE TASCA COMPETENCIAL
Magdalena Balle, Montserrat García
and Catalina Mestre
PRESENTACIÓ INTRODUCTION
Podem imaginar la llengua anglesa com un pas- We can picture the English language as a passport that
saport que obri moltes portes. Per començar, i opens many doors. To begin with, and this is a well-
això és molt sabut, conèixer-la implica poder known fact, knowing it implies being able to aspire to
aspirar a nous llocs de feina. A més i ara diré una new work options. In addition -and here I ‘m resorting
altra cosa que frega el tòpic, l’anglès et converteix to an idea which borders on a cliché- English allows
en un viatger ben armat, preparat per fer-se you to become a well-equipped traveller, ready to be
entendre més o manco arreu. Tòpic o understood more or less anywhere. Cliché it
no, però, no calen més arguments per may be, but we need no more arguments to
valorar la importància d’aquesta llen- help us appreciate the importance of the
gua i de l’assignatura que impartiu. subject you are teaching.
I, així i tot, encara queden arguments: But, having said all that, there are indeed
sobretot, l’enorme cabal de coneixe- other arguments: above all, there is the huge
ments que només són accessibles en volume of knowledge that is accessible only
anglès. Pens en la magnífica tradició in English. I’m thinking of the magnificent
literària de la llengua anglesa, és clar, literary tradition of the English language, of
però també en la constant i inabasta- course, but I’m also talking about science,
ble producció científica que es pro- whose unceasing output, that is not within
dueix en aquest idioma. Convençut the reach of most of us, is undertaken in
que la curiositat és el motor més English. Convinced as I am that curiosity is
potent dels individus, aquest valor em resulta the greatest driving force for individuals, this particular
molt atractiu. Amb accent d’Esporles o de feature of its worth is really appealing to me. Whether
Cambridge, manejar l’anglès és, en definitiva, it is with an Esporles accent or a Cambridge one, a
manejar coneixement. mastery of English means a mastery of knowledge.
Tot això és el que moltes generacions d’alumnes All of this is what many generations of pupils owe to
deuen als seus professors d’anglès. Un col·lectiu their English teachers. A group of people who step by
que ha anat polint les seves eines pedagògiques step, year by year, have gone about sharpening their
passa a passa, any rere any, i que ja fa temps que pedagogical tools and who have been enjoying a level
ha assolit un grau de professionalitat admirable. of professionalism that they reached some time ago.
Una bona prova d’això és, precisament, la volun- Proof of this fact is found here, precisely, in the desire
tat de treure endavant aquesta publicació: rigo- to bring this publication into being- a magazine that
rosa, ambiciosa i amb voluntat de ser útil. En un is carefully crafted, with high ambitions and a desire
moment complicat, cap esforç és sobrer; però to be truly useful. At this difficult juncture, no effort
una iniciativa així és d’una generositat que that anyone makes is superfluous, but an initiative
agraesc especialment. like this is something I am especially grateful for.
Vaig acabant, i ho faig amb una darrera defensa In closing, one last defence on my part of the impor-
de la importància de l’idioma que ensenyau. Fa tance of the language you are teaching. Not long ago,
poc, l’escriptor eivissenc Vicente Valero explicava the Ibizan writer Vicente Valero explained that as a
que, de petit, l’impressionava molt l’aspecte dels child, he used to be very struck by the appearance of
turistes que passejaven pel seu carrer i, quan son the tourists who passed along his street and when his
pare li demanava què volia ser de gran, ell con- father asked him what he wanted to be when he grew
testava: «Jo? Estranger». Aquesta fascinació per up, he answered “Me?- I want to be a foreigner” This
l’altre, aquesta voluntat d’afegir noves identitats fascination for others, this desire to attach new identi-
a la pròpia, també obté resposta en ties to our own, finds its expression in the learning of
l’aprenentatge d’un idioma com l’anglès. a language such as English.
Mirau si en dóna, de fruits, el vostre treball. Be assured, then, that your work does bear fruit!
Rafael Àngel Bosch Sans Rafael Àngel Bosch Sans
Conseller d’Educació, Cultura i Universitats Conseller d’Educació, Cultura i Universitats
APABALMAGAZINE/4
You see things; and you say ‘Why?’
But I dream things that never were;
and I say ‘Why not?’
George Bernard Shaw
More than a year ago, a group (cid:129) Encourage and foster com- others. We will make an effort
of teachers of English, be- munication between teachers to have nearly all of our activ-
longing to different educa- from different educational ities recognised with profes-
tional levels, created APABAL; sectors through an exchange sional credit points (credits
Associació de professors of experience and educational de formació del professorat).
d’anglès de i en anglès de les knowledge.
Illes Balears. The idea of this magazine
(cid:129) Help create more wide- came to us when planning
Our main commitment from spread acceptance of how im- how to let the teachers’ voice
the beginning has been to portant it is to learn English. be heard louder and more
help gain more widespread We will encourage the organi- clearly. There are plenty of
consideration of the impor- zation of courses, confer- interesting school experiences
tance of teaching and learn- ences, magazines, newslet- in the Balearic Islands that
ing the English language, as ters, media and other should be shared with other
well as to support all kinds of beneficial activities - in short, teachers who are committed
educational practice in this we will propose any activity to thinking more deeply
field. that would support good edu- about all that is involved in
cational practice in the Eng- their profession.
Other specific aims of the as- lish language teaching con-
sociation are to: text. We would like to thank you all
for your support in this very
(cid:129) Help keep methodological (cid:129) Develop activities related to first year.
training in our region up to Anglo Saxon culture, especial-
date. We pursue this goal for ly those aspects which have The strength of this associa-
teachers of English, as well as some relationship to the tion is you, teachers. ”Those
for those teaching other sub- Balearic Islands. who stand strong will stand
jects using the English lan- forever”.
guage in the public and pri- We are a non- profit associa-
vate sectors. tion, so members are essen- Montserrat García
tial to us and that means that President of APABAL
(cid:129) Promote research in the those who join Apabal will
English-teaching field. enjoy benefits such us free ac-
tivities or reduced price in
Associació
de professors
d’anglès de les
Illes Balears
APABALMAGAZINE/5
“APABAL MAGAZINE” Direcció Aina Forteza Correcció i revisió APABAL
Montserrat García Joana Salazar Sarah Brierley (ICE)
És una publicació de
Assumpta Sureda C/ Miquel dels Sants Oliver
l’associació de professors
Coordinació Àngel Molina Disseny i maquetació nº 2
d’anglès de les Illes Balears Magdalena Balle Dúctil Palma
Equip de redacció www.ductilct.com www.apabal.com
Consell Assessor Aina Carreras [email protected]
Aina Carreras Joana Salazar Impressió
Revista nº 1 Carmen Moreno Jan Wright Copysteria Institut D.L. 916 -2011
Octubre2011 Margarita Truyols Rosa Maria Viñuales C/ Alfred Bonet, 8A Baixos ISSN 2174 - 8497
Preu: 4€ Vivienne Birch Vivienne Birch 07003 Palma
COLLABORATIVE LEARNING:
JUST LIKE PLAYING
SUPER
MARIO
BROS
by Donna Shaw
After completing her degree in 1988, Donna Shawspent several
years teaching English in the UK, Australia and Portugal. In 1995, she
arrived in Mallorca where she continues to enjoy teaching children
of all ages. She completed a Masters degree in Education with
Manchester University in 2002, and regularly collaborates in the pro-
fessional development of primary teachers around Spain. Donna is
also the co-author of the primary course ‘Find Out!’ (Macmillan ELT)
and the higher level primary course ‘Footprints to English’
(Macmillan ELT).
APABALMAGAZINE/6
APABALMAGAZINE/7
When I was a teenager, I wasn’t very good at video class, brainstorm ideas for a story using the follow-
games. I couldn’t hit a virtual tennis ball or drive a ing headings: characters; setting; problems; solu-
virtual car; and I was eliminated in the first few tions.Then invite the class to begin the story. Listen
minutes if the game was competitive. Not having to their ideas and record the sentences on the
gaming skills meant that I spent less time playing board, making sure that the whole class participates
than everyone else and I quickly got bored. in the process. When the story is complete, reread it
It wasn’t until recently, when I played a game called with the class and discuss revisions. Finally, the
‘Super Mario Bros.’, that I actually began to find pupils should copy the class story into their note-
video games fun. In this game, players work as a books and illustrate it with a drawing. Once the
team and combine their skills to complete a quest. pupils are confident with this type of activity, you
The game also promotes communication as the can organise them into small groups to brainstorm
players need to negotiate a plan of action as they and create their own stories. These stories can then
travel through the adventure. Suddenly, other play- be published in a class book or on the school web-
ers were willing to help me; my skills improved; and site.
I felt a lot more confident and motivated. This
learning experience has made me think about the Project work also gives pupils the opportunity to de-
importance of collaborative tasks in the primary velop collaboration skills. However, it’s very impor-
language classroom. tant to establish working rules. Pupils need to know
that everyone should participate and that all ideas
We know that children need to feel valued and se- should be heard and valued. One way of ensuring
cure in order to learn effectively. Collaborative tasks full participation is to provide different roles for
help establish a positive and supportive learning en- members of the group. Possible roles include:
vironment and train pupils to interact more confi-
dently with each other. The game ‘Elbow to Elbow’
is an easy and effective way of introducing younger
children to this kind of task. The children work with
a partner and the teacher calls out the name of a
body part that the class knows, i.e. ‘toes to toes’. The TIMER RECORDER
partners then have to touch these body parts to-
gether.
Older primary children can learn collaboratively
when reproducing a simple drawing. In this activity, TRANSLATOR QUESTIONER
one pupil has a drawing and the other, who can’t
see the drawing, has a pencil, rubber, coloured pens
and a sheet of paper. The pupil with the drawing de-
scribes what s/he can see. For examle, ‘The robot’s Finally, problem solving tasks promote collabora-
head is a square’. The other pupil listens and at- tion in the classroom because they encourage chil-
tempts to draw what is being described. Throughout dren to share their thoughts and opinions. Simple
the activity, the pupils negotiate to fulfil the task. problems include classifying objects, solving maths
The child describing the picture can correct and problems in English or putting objects in order.
clarify, i.e. ‘No, the head is a small square’ and the More complex problems include researching how to
child drawing can check information and ask for save energy in your school or designing a perfect
confirmation, i.e. ‘Is this right?´. At the end of the zoo. In this last activity, the pupils need to investi-
activity, the children compare the two drawings and gate zoo animals to find out about their habitats
assess how well they did. and identify which animals are predators and which
are prey. The pupils can think of a name for their
zoo, produce maps and posters and even design a
radio advert.
A great advantage of using collaborative tasks in the
classroom is that pupils with different levels of abili-
ty can work together. Everybody’s contribution is
important and pupils are encouraged to support
each other. As a result, children gain confidence in
a. Original drawing b. Pupil’s drawing their ability to communicate in English, are more
willing to participate, and have lots more fun — just
Collaborative writing allows pupils to share their like playing ‘Super Mario Bros.’!
knowledge and ideas and support each other in the
writing process. Dictated stories are a good idea for
introducing the class to this type of activity. As a
FYI:
AN OVERVIEW
ON NETSPEAK
by Gabriela Torrens Ansell
Gabriela Torrens Ansell has aBA in English language and literature. She has been an English teacher in primary,
secondary and adult education for more than fifteen years. At present she is working in IES Calvià in Santa
Ponça. She has participated in articles published in magazines and books on different educational matters.
Gabriela also has years of experience as teacher trainer, and is currently doing work on research related to TEFL.
“xprnzSdnmeevery1givs2their messaging. This communication Text messaging is no more of a
errs.”* protocol is noted for its brevity threat to the English language than
(SMS stands for ‘short message the radio phonetic alphabet or
* Oscar Wilde = “Experience is the service’). SMS language is also com- Morse code. It’s just a new form of
name every one gives to their mis- mon on the Internet, especially in shorthand. Older forms of short-
takes.” social networks such as Twitter hand haven’t taken over written
(messages can’t be over 140 charac- language, so I can see no reason for
“itz a truth universalyacnowledgd, ters). “txt” to do so.
dat a snglmnn possession of a gud
fortuN, must Bnwnt of a yF.”# People who are familiar with net- Students may find it interesting to
work communication are already learn some Textese, and it might
# Jane Austen = It is a truth univer- accustomed to this language and make them feel more confident in
sally acknowledged, that a single have no problem in writing or joining a chat room where English
man in possession of a good for- reading SMS language. Although is used. Netspeak should be taught,
tune, must be in want of a wife. some people are worried that just as we teach the use of colloqui-
Textese is going to ruin the written al language for informal letters or
According to Wikipedia, SMS lan- English language, I believe that it is dialogues.
guage or “Textese”(also known as just another register that we should In a nutshell, Textese should be
txtese, chatspeak, txt, txtspk, txtk, be able to use appropriately. Just as introduced and practised in our
txto, texting language, txt lingo, or we don’t write as we talk, we don’t lessons: it’s the language of choice
txt talk) is the term used to describe write as we text – texting is for spe- when chatting, tweeting or sending
the abbreviations and slang com- cial situations, when there is no sms. It is a very specific language
monly used in mobile phonetext space and brevity is important. and it is continuously evolving. We
Single Letters Replace Single Digits Replace A Single Letter or Digit Combinations to
Words Words Replaces a Syllable Shorten a
Single/Multiple Words
be= b ate= 8 great= gr8
seeor sea= c for= 4 late= l8 You’re= ur
are= r to, tooor two= 2 mate= m8 no one= no1
you= u wonor one= 1 wait= w8 see you= cu
why= y date= d8 for you= 4u
oh= o fate= f8
the= dor da gate= g8
at= @ rate= r8
later= l8r
skate= sk8
skater= sk8r
tomorrow= 2mro
APABALMAGAZINE/8 today= 2day
APABALMAGAZINE/9
Finally, these are some of the most commonly used acronyms: know that it is not “proper” English.
Some teachers are worried that stu-
dents may get sloppy and start
using abbreviations in their formal
writing. But this is not likely to hap-
pen if we give our students a real
context within which to use SMS
language. Those teachers who are
already working with a classroom
website or a blog can add an appli-
cation to their site such as the one
provided by http://www.cbox.ws —
students can chat and message in
English under the teacher’s super-
vision in a safe environment.
If you are not a frequent user of
“Textese”or “SMS language”, you
can check Wikipedia to learn more
about it:
http://en.wikipedia.org/wiki/SMS_
language. Here are some of the
abbreviations you’ll find there:
Further reading on the subject:
Crystal, David; McLachlan, Edward
(2008). Txtng: the Gr8 Db8. Oxford:
Oxford University Press
by Tom Maguire
CLASS
MANA
GEMENT
Tom Maguirehas degrees in English (U.K.), French
(France) and Philology (Spain). He has 37 years experi-
ence teaching students and teachers at university and
secondary levels in France and Spain.
He works with APAC giving courses to trainees and expe-
rienced teachers, and mastering their EFL websites.
He is a Master Practitioner in Neuro-linguistic
Programming (Nlp) and is certified in Group Dynamics
by Michael Grinder, author and expert in group mastery.
He uses Nlp to enhance Learning to Learn strategies and
Group Dynamics to foster classroom excellence.
Website: http://tom.sinera.org
APABALMAGAZINE/10
Description:ha assolit un grau de professionalitat admirable. Una bona pedagogical tools
and who have been enjoying a level Proof of this fact is found here, precisely,
in the desire .. and it is continuously evolving. We. Single Letters Replace.
Words be = b website or a blog can add an appli- .. aim: a
