sexta-feira, 31 de janeiro de 2014

In case you missed it Jan 31


WORLD – The Ukraine – Ok, so maybe it might not matter to you what is going on in this small former Soviet State, but after several weeks of brutal protests with multiple random arrests of civilians and the country poised for civil war, what does the President do? He takes sick leave. Come on, seriously?


A screengrab from YouTube video of a 'rolezinho' in Sao Paolo

BRAZIL – Hanging out was not so fun if your favourite place is a shopping mall, especially if you were in Sao Paulo this week. No sweat, the excitement could be coming to a mall near you. Here is what the BBC had to say…


The Vince Lombardi Trophy is flanked by the helmets of the Seattle Seahawks and the Denver Broncos before the head coaches' news conference Friday, January 31, in New York City. The Broncos and the Seahawks will play for the trophy Sunday at Super Bowl XLVIII.

SPORT – The NFL season comes to a glorious or should I say frigid end this Sunday in New York. With temperatures sure to drop well below the zero mark the Denver Broncos and Seatle Seahawks are set to vie for the title in a rare ``white Superbowl``. Who`s your pick? 


Watch this video

SAY WHAT? This Chinese tycoon`s offer to any man in the world caught my attention this week. His $65 Million dollar dowry to marry his lesbian daughter – any takers?

terça-feira, 28 de janeiro de 2014

Leave your excuses at the Door!



We make many excuses to avoid fulfilling our responsibilities and if we stop to think about, the reasons, it is because they are normally boring and aren’t rewarding. We should try to change some daily activities and make them better to make our life easier and good. 

Today I was really tired, and I was not sure if it was a good idea have a class at the end of the day, especially English. First because after a full day’s work you just want go home and relax and recharge your energy for the next day, the second reason is, you automatically think “Oh, I have to think and speak in another language” and after you think “It’s just a one class, there isn’t problem miss it, next week I will study more (lie)”. 

So I skipped the excuses and I went to the class. Was difficult keep motivation after the work, but I tried. Magically, in 5 minutes I just forgot all excuses and stopped thinking about anything different than the conversation in the class. I was having fun with the colleagues and the teacher. I forgot the time and enjoyed the conversation practicing my English. At the end of the class I stopped to think what made me so happy, and I had the conclusion that when I have fun in class, everything is easy and good, and I learn. The class was amazing, we learned a lot I could see how important it was for me to forget the excuses, and skip the obstacles. 

Next class I may have the same problems, I will probably feel tired, I will have some excuses, but now I have the feeling that it is just the beginning, and in the end I will be better than now. I am pretty sure that the class is better, when you are relaxed and having fun. The mix of the teacher, the students and the content have to be a perfect combination to have fun. 

If you want learn something, specially a new language, you should go, day by day and maintain the effort to continue. It’s not easy and isn’t something you can see the results clearly. So enjoy your time, skip the excuses, be strong and try to relax and have fun.

domingo, 19 de janeiro de 2014

How 007 Inspired my English



Technically, English was not my Mother tongue, Singhalese the native language of Sri Lanka was. And although English was spoken to me from birth and my first words were in English, my real learning of the language began when I arrived in Canada at the age of two. I was fed on both languages growing up, but as few people spoke Singhalese the language never stuck. English therefore became my first language and as I learnt it at school, it was a little later that I was introduced to a certain fictional character that would shape the way I use it today – Bond, James Bond.

I know what you might be thinking; ok maybe you should consider getting a life. In addition, where you may not be incorrect, indulge me a moment. For most who learn English as a second language, influences come from a myriad of sources – literary, music and movie icons come to mind. For me, the love affair with the language came from the barrel point of a Walther PPK, courtesy of Her Majesty’s Secret Service.

James Bond always had a flare for words, a knack for women and cool toys, and one might assume that as a heterosexual man, the middle criteria would be the most important – ok it was and likely still is, but it was the former that shaped my usage of the language. It began quite early, I remember the first time I watched ‘’Thunderball’’ with my Dad and the scene in which he is dancing with the female antagonist and then places ‘’Fiona Volpe’s’’ body in a chair after she is shot, and says; “Do you mind if my friend sits this one out? She’s just dead.” I thought to myself, this person always knows what to say and how to say it. It was his humour - the English understatement and his choice of words, which hooked me. Now don’t get me wrong, I am not suggesting that I am some sort of William Shakespeare or George Orwell, far from it in fact, but somewhere between puberty and that time watching Bond flicks, my use of English had become influenced by this character for good.

Bond’s style of speaking and use of the British Understatement was inspirational. Here are a few tidbits for your inspiration:

Octopussy

Bond: [Handing a wad of Indian cash to his accomplice.] “That should keep you in curry for a few weeks.” 

[Bond is dragged from a river onto a tour boat.] 

Woman on Tour Boat: “Are you with our group?” 

Bond: “No, ma’am, I’m with the economy tour.” 

The Spy Who loved Me

[The motorcycle henchmen flies off a cliff in a cloud of feathers.] 

Bond: “All those feathers and he still can’t fly.” 

[After structure falls on Jaws.] 

Bond: “Egyptian builders.” 

[Bond and Anya are discovered making love] 

Sir Frederick Gray, Minister of Defence: “Bond! What do you think you’re doing?” 

Bond: “Keeping the British end up, sir.” 

Bond: [After detaining Jaws with a huge magnet.] “How does that grab you?” 

Captain Carter: [As James is removing the warhead to a nuclear missile.] “James, are you sure you know what you’re doing?” 

Bond: “Well, there has to be a first time for everything.” 

Moonraker

Dr. Holly Goodhead: “You know him?” 

Bond: “Not socially. His name’s Jaws, he kills people.” 

[Bond dangles from a cable car a thousand feet up.] 

Dr. Holly Goodhead: “Hang on!” 

Bond: “The thought had occurred to me.” 

[Bond and Drax are shooting pheasants.] 

Hugo Drax: “You missed, Mr. Bond.” 

[A sniper falls from a tree.] 

Bond: “Did I?” 


Dr. Holly Goodhead: “Come on, Mr. Bond. A 70-year-old can take 3 G’s.” 

Bond: “Well, the trouble is there’s never a 70-year-old around when you need one.” 

Bond: “Bollinger? If it’s ’69 you were expecting me.” 

So, should you go out and buy the Blu-ray collector’s edition of all the Bond films? Not necessarily, but having a role model or perhaps a fictional character from the movies, TV, or even literature could provide you the necessary inspiration to fine tune your English or even kick start it. In my case it was Bond, in yours it could be Hugh Grant, Amy Winehouse, Harry Potter or Kelly Clarkson – whomever you choose, if you choose, try not imitate but rather adopt and make the style your own.

This is? Sithan, Sithan de Silva signing off!

segunda-feira, 13 de janeiro de 2014

Perceptions of different age groups

As a non-native English teacher, I’ve worked with many different age groups. From the beginning of my career, my directors saw me as a teacher that could have many kinds of groups, so the consequence of that was I had really young beginner children from the ages of 5 and 6, to more advanced levels of adults. Naturally, I loved it, as it meant more groups at the end of the month and therefore a better salary. I guess my struggle in saying ‘no’ also contributed to the highly heterogeneous mix of classes. When I became a coordinator, we tried to share the groups amongst the teachers bearing in mind teachers’ convenience and expertise. Whichever groups were hard to find teachers for, I came in. Simple.

Different perceptions I had of each age group then:

Kids: a love and hate relationship. It all depended on my level of enthusiasm and patience, and I guess also depended on the stars, because there were days when all kids just behaved in a very particular way. One hour in class with kids sometimes seemed to take up the same energy as teaching six classes of adults in a row.

Pre-teens: they were my favourite back then. A lot of energy, and they were still at the age that being friends with the teacher is cool. But I’ve always felt that teaching techniques didn’t really apply to this age group. I mean, trying a guided discovery approach ‘by the book’ didn’t prove to be very effective. For me, it was much more a matter of personality and using the rapport you built with them and trying to transfer some knowledge at the specific moments their brains were open. This moment didn’t usually last too long. With this age group, I’ve experienced the lowest marks on tests.

Teens: quite tough. Being nice to the teacher is not necessarily trendy anymore. Quite the opposite, being nasty to the teacher was many times a way of showing off and getting some laughter from peers. But I guess it really depended on the group, really. I’ve had some super nice groups, but the nastiest ones I’ve had in terms of classroom management definitely belonged to this group.

Adults: I’ve always liked teaching adults. I think mainly because if they’re sitting in the classroom, it’s because they want to be there. So inner motivation is easier to find here, and that makes a huge difference in the outcomes of a lesson. Self-discipline and higher attention span also made a positive impact in the lessons. The difficulty I found with adults in the beginning is that they were obviously more judgmental, and they can see clearly when you’re not well prepared, don’t really know what to do or when some nervousness comes in. So I’ve always felt that the pressure with adults was higher, but I enjoyed it. It motivated me to study and try new methodologies and approaches.

Nowadays I only get to teach adults, and I absolutely love it - and with time, I started to appreciate the content generated in each lesson. When students engage in the topic and start to chip in their ideas, you realize that you’re actually learning a lot from them. You have access to information that you didn’t before, different perspectives that you couldn’t see, and many times I catch myself reflecting on what they said.

What I like the most about my groups is finding the topics and creating discussion. It’s a pretty good position to be at, I’d say. You feel you have to be on top of things, kind of knowing a little about a whole range of topics, especially dealing with business students, in order to relate to what your students are saying. It’s a good feeling to know that I’m getting so much in return, even though I think my students don’t notice it. Perhaps I should tell them (note to self).