Unique Russian Dialect Recorded in Alaska

article

When my Cognition fails me.....

Today I didn't recognize the word DENIAL reading words in the picture in the previous post (about the linguist's mind).

I even looked it up in the Dictionary!!! and was shocked to learn that I know it! !!!!! But of course I know it!!!!!
But I read it the way we read German words - it sounds the way it is written, or Latin...
Why so?...this question is vexing me now....

I do know that the verb is DENY and the noun is DENIAL. i know it like the ABC in my native language. But....What makes it slip from my perception and deceive me?
I read it over and over again and every time my eyes come to this borederline in the word between "N-I" I want to pronounce it as [ni] and not [nai].
TRIAL is no hindrance for my perception but DENIAL is...
There should be something about the universal structures I have in my mind, some other parallels unknown to me yet that make me stumble before reading it correctly...
The MIND...a mysterious creation....

INSIDE THE MIND OF A LINGUIST.....

What would you say to that??! :) :)

http://language.home.sprynet.com/lingdex/lingview.htm

E-Learning Resources

Here is a good article for those teachers who are involved in E-learning/teaching process.

I myself have not created many online materials, but for some online tests and the English Language Olympiad "Think, Feel, Act GREEN" (Moodle), the latter I enjoyed doing very much!!!
I wish I could work in a team of those teacher who could cooperate and instruct me how to do many things in e-format especially so that I have been developing my own course of Teaching English to Dog-lovers and Specialists which is presupposed to be taught online first.....
4 Ways To Perform A Post-Course Evaluation Analysis

And many others at: www.elearningindustry.com

TBL and PBL (2)
Task-based learning and Project-based learning

So, to cope with the Fishbone activity students work in groups.

To me the ideal variant is a group/team of 3 students: 2 are too few for collective thinking, 4 are a bit too many and besides students tend to work in pairs within the group of 4 and then just sum up their results so there is no real discussion.
Of course the way you organize it depends on how large your class is.

The same important is the changeability of a group  as it will be tedious if the same students work in one and the same group the whole year round.
The first time make this process comfortable for them, let them make groups on their own, then you can do it yourself knowing students' level and preferences.

The same well you can try it when there are students of the same language level in a group and when their levels are different.

Sometimes when the students are very close friends and very emotional persons at that, their working in one team can result in a very noisy atmosphere and a little bit of a chaos about the way they are working and interfering with the others'.
So, psychology matters!

YOU FEEDBACK IS ALWAYS WELCOME!!

TBL and PBL
Task-based learning and Project-based learning

Here is a very good and educative article which clearly shows the differentces and benefits and possible difficulties:
https://www.teachingenglish.org.uk/article/tbl-pbl-two-learner-centred-approaches?page=2#comment-206204

First about TBL 
From my experience I can say that TBL is an approach which you cannot simply avoid if you want to make your classroom student-developing and interesting both for your students and yourself. How do I use it?
First, I use it at that stage of working in class when my students already learnt basic vocabulary (and grammar) material and more complicated tasks for developing critical thinking, etc can be introduced.
Then, it can as well be used with beginner students but as their languagebasis is still limited you should be a bit more careful in selecting problems envisioning how students can deal with them with the vocabulary and grammar knoewedge they have.
As an example, you can find an interesting text related to the topic your students are studying at the moment and use TBL working with this text.
One of the techniques is using Fishbone: Fish head is result, fishbones are causes.

This cause-effect activity helps students:
- to work through every detail in the text
- to apply their critical thinking abilities in processing and organizing information related to the problem
- to make a many-sided analysis of the problem
- to make a schematic representation of the problem which is easily stored in mind and, well, it is usefull this way for the exam-preparation process when  you can easily remember what you can and should talk about in case you have to talk about this problem
- to understand what you personally think about it.
.....
How to use it

Fish head - students word the problem raised in the text, the way they see it,
Fish bones - students word the issues mentioned in the text (the most important facts) that "bulid" this problem.
Divide the students into Groups and each group should come with its Fichbone scheme after the discussion.

But let's talk about Group worki n the next post!
YOUR FEEDBACK IS ALWAYS WELCOME!!:):)