Newsletter:Newsletter Spring 2014 Print
From the Committee
From the Editor...
Winter ade, Abschied tut weh
That's how one of my daughter's nursery rhymes starts and those words really hit the spot. Spring has come with a bang, more summer-like than spring really. It's 2014 and, like bears coming out of hibernation, I've returned to work after a year off. The time pressures of that (when can I go back to sleep again?) have meant that I've taken the decision to step down as newsletter editor. The baton has been handed over to Margaret Fletcher, who, if you haven't met her yet, you probably will soon! So the newsletter gets a spring cleaning, a dusting out of corners (where did I put that article?) and sweeping up of (forgotten) emails, a washing of its face. Judith Ellis and I are still here, up on our shelves, to support Margaret in her new role and we are looking forward to the freshness that she brings.
This edition starts off a series on teaching methodology with Judith raising the question of whether we need methodology at all. Look out for follow-up articles over the course of the year. Exciting events are being planned, in particular BESIG in November. Not to mention, we've got lots of new books from Hueber/Macmillan to review - do check out the lists and see if anything appeals!
As always, we welcome any contributions or comments sent to email@example.com
From the Chair
I was elected chair of ELTA-Rhine for the first time last year and I would like to say a big thank-you to the committee for making it not as scary as it first seemed!
In 2013 we had an exciting eclectic mix of events, such as technology in the classroom, communicative language teaching, grammar, EAP with Oxford University Press, needs analysis, corpora and using one-minute videos, to name a few.
Some of our presenters were very well-known faces in ELT: Scott Thornbury, Vicki Hollett, Evan Frendo, while others came from our own ranks – Mike Hicks, Rob Beaudoin, Erica Williams.
2014 is already promising to be an inspiring year, not in the least because of BESIG taking place right here in Bonn on the weekend of the 14-16 November. The organizers will be looking for assistance in stewarding and hosting participants, so if you are willing, please get in touch with us.
Keep an eye on the e-list and the website for news of upcoming events. We look forward to seeing you soon!
From the Treasurer
You will be aware that there are changes concerning direct debits due to the changeover to “SEPA”. To meet the legal requirements SEPA brings with it, ELTA-Rhine needs to make some changes and upgrades to both the software and paperwork used to administer the association.
As a result of these changes, we are also taking the opportunity to do some much needed “spring cleaning” of the membership database. We want to ensure it is up to date, accurate and complete so that we can plan better and give members value for their membership fee.
With this in mind, if you have not received, or have not yet returned the “Membership Information Update” letter that was posted earlier this year, then please contact me via: firstname.lastname@example.org
Look forward to seeing you at some events.
Thoughts on teaching
There is one thought that won't let me go. It surfaced at an event conducted by Margaret Rosenberg back in 2010, at which she explained the different learner types and gave examples of how to adapt our exercises to cater for them. At the workshop, I found out (not to my surprise, although I'd never given it much thought before) that I was a highly visual type. And we also learned that visual types are the most likely to succeed in school because a majority of teaching caters to learners who can react to information presented visually.
I've since realised the truth in that statement. And worse, I teach the way I learn. Despite attempts to incorporate other types of exercises (mix and match, all sorts of listening/video, games and activities involving movement), these play a secondary role. I end up teaching for visual students because I am one myself. I spend a lot of effort on creating worksheets that look good, I think about how I would write something on the board, I use colours to point out different tenses, key words, new vocabulary, in short, highly visual teaching.
What about the students who aren't? Am I subconsciously excluding them because I don't understand how they learn? Am I, through my exclusion/inclusion, deciding who will succeed and who will not? What effect will this have in the future, on future students and future teachers? What else influences the way that I teach?
This led me to reflecting on how many influences we are exposed to as teachers. What we saw as learners, what we learned in teacher training, feedback from professional development, peers, workshops, articles, videos and so on. I am extremely curious to know what influences me and what my own perception of teaching is as a result. The answer to that question is not easy.
I return to a topic that I covered in a TESOL course several years ago: an analysis of the previous teaching methods/methodologies. How has language been taught in the past? We've all been influenced by these. In this article, I'd like to look at the oldest and still alive and kicking: the Grammar-Translation method.
Previous to the nineteenth century, formal learners of foreign languages learned grammar rules and looked up words in dictionaries. When language learning became a part of school curricula, this method was continued, only formalised: grammar rules were taught, example sentences provided and then texts were translated from the foreign language into the student's own language and back again. The aspects of this method are clear: focus on the construction of sentences, accuracy and in time, translation of longer texts.
My French teacher in secondary school definitely used this a lot. I can't remember ever speaking French until a couple days before my O'Level oral exam and it suddenly hit me that I couldn't speak French fluently. I could write an answer to any question, but I wasn't sure I could speak it. (My sister, then in Form 6, practised with me for two days before I felt confident enough to open my mouth). But I knew every grammar rule, had passed every test and exam in the previous five years with an A each time. I try, but cannot remember if we ever heard anything on cassette. French class was about reading texts, learning vocabulary, answering questions and grammar, grammar, grammar. To this day, certain skills in speaking, e.g. spelling (I can't spell in French as fluently as I can in German or even Spanish), pronunciation and listening are difficult for me. I feel as though, short of living in France for years as I've done in Germany, I will never get to that level in French. I genuinely believe that I could have developed those skills, but they weren't required in my French classes and so the ability to do that has fallen by the wayside.
Result? I have my students speak a lot in English, especially during the introduction and conclusion phases of a lesson. They learn the alphabet in the first lesson and I make them spell new words in English for the rest of the course. In French class? I do the alphabet, but make mistakes easily. I have to refresh it every semester before I teach it. My students don't speak as much French in my French classes as they do English in my English classes. Unfortunately for me, my lacking French oral skills are being, albeit unwittingly, passed on to my own students.
Now, Grammar-Translation has taken a lot of flak. I benefited a lot from my intensive grammar experience and, being a visual type, responded to the rules written on the board and the corresponding exercises. I loved translation and later studied it at university. Nevertheless, I see in my own teaching what the downsides of having an extreme focus on written language are. As a result, I would say it isn't bad but only if used as part of a wider concept of teaching.
I will be exploring other methods over the next few months. What has influenced you as a teacher? Were you also taught in the Grammar-Translation method? What do you think about it? Good, bad or inbetween? Send in your experiences, we'd love to hear from you.
Method in my Madness
Methodology. It’s one of those impressive jargon words that get bandied about when people are trying to show they know something about teaching. I’m not even 100% sure what it means. I just know that when I hear it, I assume the other person knows more about teaching than I do, which is intimidating. Which is, frankly, the function of most jargon, isn’t it?
I vaguely remember the word “methodology” emerging every-so-often in my teaching diploma. I remember the existence of other jargon from my teaching diploma, too. I remember quite distinctly a compulsory seminar where we had to memorise and be tested on jargon and acronyms for educational principles, institutions and, probably, methodologies, so that we didn’t look like nincompoops when we got into the school system the following year.
Funnily enough, that memory is clearer than any discussion of methodologies. I don’t think we had any. I and my fellow students went out into the world full of impressive jargon, and not the faintest idea of the “right way” to teach. It seems our teachers had enormous faith in our ability to figure that one out for ourselves. Either that, or they had no methodology in place to ensure a well-rounded curriculum.
My problem with the vast array of language teaching methods (Wikipedia lists nearly twenty, and I’m sure there are a bunch that are missing)? I’m sure many of them have merit, but they seem to come and go in fads, like flares and side-burns. If one were truly the most effective way of teaching and learning, wouldn’t it still be that in another twenty years? My gut feeling is that many of these methodologies are the result of the academic need to be continually publishing something new, controversial, and preferably something which should tear holes in the academic work of others. And then there are the publishers – for whom each new methodology is a new opportunity for a new series based on the newest system, based on the latest academic findings. I’m just not convinced that much of it actually has to do with being in a classroom full of students.
Of course, creating a patchwork methodology with the bits you like out of all the different methods and theories is probably the best idea, and will give students access to different teaching/learning styles.
Either that, or you can follow my methodology:
The Keep-‘em-Busier-Than-They-Keep-You Method.
Here are the fundamental components:
Use text books.
Find publishers you like, writers you like, and don’t try and re-invent the wheel. There are so many books out there, do you really need to be spending hours each week cutting and pasting the latest news stories and creating activities based on them? You won’t use them again – the latest news stories are next week’s bin liners. I keep hearing how much nicer it is when you bring along resources you’ve created yourself. Bah humbug. It’s nicer when the teacher is able to be relaxed and enjoy the interaction with the class, not having been up at the crack of dawn cutting out pretty pictures.
If you must do current articles, make it easy on yourself.
Instead of creating a whole set of vocab and comprehension questions, underline a dozen words in the text, and ask students to define them on the fly. Or give synonyms. Or give the opposite. They’re focussing on the language, and it takes you no time at all. Just make sure you know what the word means first. You know, like “methodology”, for instance. But seriously, I had “demesne” in a particularly silly article a couple of weeks ago, and it left me at a loss for words (or, at least, a loss for this one).
Keep ʼem busy.
Do grammar, do vocab. Have a set of published resources you like using. Give them time limits for tasks in class. If they’re not all finished, the stragglers can catch up while you’re going through them. Go round the class, getting each student to give the next answer. A good way to see directly who has/hasn’t understood, and give deeper explanations when needed. Give them follow-up activities – using the structure in sentences, discussing the theme with a partner, writing a report. Give ‘em homework.
Ok, this one means marking, unless you get them working on peer assessment. But I don’t mind a bit of marking. The interesting points in the writing texts then generate my learning goals for the lesson, so I don’t need to worry too much about choosing learning objectives for the class. Having trouble with third person singular –s? The class can correct that together, and each give another couple of sentences modelling it. The report wasn’t written using formal vocab? Good. A lesson on formal/informal synonyms. Get the class thinking of as many as they can, and add a few of your own for good measure. Problems with the conditionals? Oh goody – there’s weeks’ worth of fodder there. Ooooh, this student is attempting an inversion. Nice try – we can build on that. There’s half your lesson taken care of.
This works with all levels from starters to post proficiency, because student mistakes are a gold mine. They’re their mistakes, so they take notice and feel like you’re giving ‘em what they need.
Threaten them with assessment.
This is great if you’re working towards a formal exam. It’s heads down, tail-feathers waggling. But if you don’t have formal exams, then add in informal tests – it motivates students, gives them some positive pressure, means that they will find time to do a bit of study during the week. They don’t have to be nicely-formatted tests you’ve spent hours working on. A list of verbs that take the gerund or infinitive – read each word, students write a sentence using the correct structure. Give them a context and make them write sentences in each of the conditionals (including mixed conditionals and a few inversions if you’re feeling particularly mean). Say a word, and get them to write synonyms and antonyms. No stress, so long as you remember to note down what words you asked them.
Make it fun.
Make ‘em work hard, but always allow a bit of time for just interacting and talking. For lower levels, get them to tell you about interesting things that happened in the last week. It can develop into a nice conversation topic, with other students asking questions or telling related stories. Feel free to add a story or two of your own. Have fun – laugh at your own mistakes, allow students to feel safe and comfortable about experimenting with language. Enjoy the occasional Denglish sentence – we all do it, and some of them are priceless. Sure, after you’ve had some merriment, you can make sure that you teach the correct form, but mirth is an excellent teacher.
Of course, you need to watch out for shyer, less confident group members when it comes to laughter. Don’t laugh AT students, but laugh with them in a communal and non-threatening way. Once you know them well, and they can cope with the use of humour, you may find you can laugh at them, too. They will also take the opportunity to reciprocate!
My colleagues often comment on the fact that there’s so much laughter coming from my classrooms. Some have even moved their more staid groups to other rooms further away, so as not to be disturbed. But just because we’re rowdy doesn’t mean I don’t also work them hard. My students get their money’s worth, and it doesn’t cost me sleepless nights.
But basically, what my methodology boils down to is this:
If you do as many hours of preparation as you do of teaching (or worse, more), you need to be paid twice as much, and do half the teaching hours.
Make it easy on yourself. Keep them busier than they keep you.
That First Time ….
We all have memories of ‘first times’ ... some we’d like to forget, some surprising and others connected to emotions of great variety. I’ve become increasingly aware that our students are often suffering under the stress of anticipation coupled with pressure that they’ll not reach the course goals. And that, quite simply, they’ll make fools of themselves as soon as they begin to speak. There are certain things which work for me as a means of dissolving their fears, and which I’d like to share in this article.
My first action is to dive in and say a couple of introductory sentences about my attitude to language, in German. I tell them that I began speaking German after moving here, that the knowledge I brought with me from England was almost zero, and that I’ve not had formal lessons at all. I say that I’m sometimes aware of making grammatical mistakes in both spoken and written German ... that this doesn’t bother me at all as I simply love to chat and communicate so I don’t focus on the mistakes or let them disrupt my flow or my enjoyment ... and that I don’t have any problems talking about anything under the sun. I tell them that as far as vocabulary goes, if I don’t know the German word for what I want to say, I just ask the person I’m talking to by describing it, and then continue with our conversation.
Starting a course by admitting that I, the Trainer, am not perfect ... but manage perfectly well in my ‘adopted’ second language, usually has the effect of taking the wind out of their sails ....This wasn’t what they were expecting and they start to relax. I follow this with a couple of harmless tales about mistakes I made when I hadn’t been living long in Germany e.g. when I ordered a ‘little rabbit of tea’ instead of a pot of tea, in a motorway restaurant. They can see me as a human being who’s been through the rigours of learning a language the hard way ... but also, had a lot of fun with it. And they laugh and relax even more.
I then introduce myself professionally, in English, so that they know what’s led up to me standing in front of them as their new Trainer. I add a couple of personal details, but keep these minimal. It usually happens that one person will then ask a question ... without any prompting ... because I’ve said (truthfully) that I moved to Germany because I fell in love with the country.
They want to know more. So they ask ... and a conversation begins quite naturally. Without realising it, they’ve already begun learning, because of course I then guide the conversation. They get the chance to ask questions, they’re ‘practising’ the dreaded Small Talk, they’re hearing a native English accent and without thinking, adjusting how they speak ... and I get the chance to make a first appraisal of their strengths and weaknesses.
I keep this section fairly short, stopping before they show signs of flagging, and ask them individually to tell me about themselves – family, hobbies, where they live etc. but not about their work, yet. I also add that I’m not asking this out of curiosity but because my experience shows that people usually speak more easily about familiar matters. I actually feel that it’s of paramount importance to stress this point since it establishes the professional - not personal - relationship from the beginning. It’s at this point that I remind them that in England we usually use first names, and tell them that they can practise this with me if they choose.
After they’ve told me some details about their lives, I pick out a couple of points to ask questions about: another chance for natural conversation! And bring the other students (if it’s a group) into the conversation by cross-questioning e.g. ‘Do you also come to work by train because of the traffic problems? ... Oh, you live on the other side of Bonn ... And (directed at the original student) do you live in the city centre or outside?’ I go back and forth like this for a while.
As soon as I detect their concentration is flagging I change the theme, giving them a chance to catch their breath, by explaining the formalities e.g. the Attendance Sheet, the 24-hr cancellation policy, in German.
Next – back to English - I ask them individually to tell me about their working life. Before they begin I pick out one grammar fault which I’ve noticed needs mentioning, explain it and ask them to just be aware of when this fault crops up. I also draw their attention to the correct usage of Simple Present and Present Continuous, as this is nearly always incorrect. This time round, I correct the faults I’ve singled out. And ask lots of questions.
By the end of the first session, I usually see rosy cheeks, happy, bright eyes and somewhat bemused expressions. They’ve spent the time talking and conversing to an extent that they didn’t expect ... they’ve pushed their boundaries and most important of all, they leave that first session with a feeling of success. That’s the most important aspect of all!! A new group recently started with me, and one student is painfully slow when speaking ... yet he managed to tell me quite a lot about his domestic pets – which are obviously very important to him - because I waited, and didn’t push in any way. I sensed that he was very grateful that I allowed him space to speak at his own pace.
I use this approach with all levels. The student who accompanied me to the exit after the session breathed long and deep as we walked and said ‘Well, that really wasn’t bad at all! It’s nice to have a bit of lightness occasionally.’ What she didn’t realise though – and which made me giggle inside - was that the session had actually been an intense experience with many learning opportunities, and one which had successfully laid the foundations for the entire course.
Kay von Randow
An idea so simple
If your students are anything like mine, they have two firmly held beliefs: firstly, a lack of active vocabulary is the root of all their English problems; secondly, watching a few episodes of How I Met Your Mother every week is going to transform them into perfectly fluent English speakers. Taking inspiration from Louis Rogers’ presentation on the use and benefits of authentic materials, it was time to give my students a wake-up call.
At last June’s Joint ELTA-Rhine and Oxford University Press Day, Louis Rogers highlighted the tremendous effect that reading has on grammar control and vocabulary acquisition. He also introduced an idea he’d come across to expose students to more and more varied reading material: give them something to read. The idea was so simple I couldn’t ignore it.
I started off the winter semester by encouraging my students to discuss the tools they use and steps they take to practise and develop their English outside of the classroom. This is obviously a great exercise, especially now that there are new apps and websites popping up every other day, many of which I haven’t come across or haven’t tested out. I encourage my students to share new tools and resources in a closed forum on our university’s learning platform. After my students shared their tips, I introduced the research on the beneficial effects of reading summarised by Louis in his talk. My students were quite honestly shocked. They never knew that a children’s book could be presenting them with more challenging and varied vocabulary than their much-loved series and movies. Without discouraging the very valuable language exposure provided by television and cinema, I told them that over the following few months I would be giving them reading material in an attempt to encourage them to read more and more widely.
Before the semester began, I drew up a list of different genres and sources that I was almost certain my students weren’t reading. Each week I found a text from one of these sources, copied the first few paragraphs (or the whole text if it wasn’t too long), provided a link to keep reading online, printed out the page and left them in a pile by the door after class. I told students very clearly that this was not homework and that I would never refer to a text, get them to discuss it in class or ask who had read it. Reading the additional material was truly optional.
I chose texts from a wide variety of sources. In addition to up-to-date articles from The Guardian, The Economist, BBC Future, The Independent, Huffington Post, Business Spotlight and Scientific American, I gave them the first few paragraphs of a best-selling novel, a Jamie Oliver recipe, a comic strip, a Shel Silverstein poem and a logic puzzle.
At the end of the semester I prepared a very short survey to be filled in anonymously on the learning platform. In light of the ‘no pressure, no punishment’ approach, the feedback was naturally positive. The students said that it was an “offer”, that I “did it in the right way” and that they really appreciated the breadth of topics and styles. Many students reported that the scope did indeed encourage them to read more while introducing them to varied and new vocabulary.
More interestingly however were the suggestions I received. In light of the limited time my students can devote to extra-curricular reading, a few students suggested I tap into their procrastination time by setting up a Facebook group or emailing out a weekly newsletter with reading material and book and app recommendations.
Considering the positive response from my students and the ease and speed of preparation at all levels, I would highly recommend that we all encourage our students to read more. The idea is so simple you shouldn’t ignore it.
These sites offer some amusing alternatives to traditional reading material.
For well-explained comics that can work at many different levels:
To really test comprehension skills, look at these logic puzzles:
A Lesson in Crime
Fancy a change of topic? Crime stories always work well! Here we've got two tips for you: a list of crime vocabulary from Lorcan Flynn and a website suggested by Davine Sutherland. Inspired to try it out? Let us know what your students make of it! I'm planning to have some of my lower-level students have a go at writing stories. With their permission, I'll publish some of the best in the next edition.
20 Terrifying Two-Sentence Horror Stories That Will Keep You Up Tonight:
A word (or two) from the trainer
The aim of the Feb. 1 Excel workshop was to introduce the participants to a number of basic features the program offered. The idea was that these said features would be able to assist them in their daily business activities as a language trainer.
It began with a general introduction to the program, followed by a series of formatting exercises that had been designed to illustrate how text and graphics could be used alongside the powerful mathematical functions Excel has to offer. Thus, the first task was to design a personalized invoice, complete with logo, table, and text descriptions they themselves might send their clients.
Once the participants had a handle on these tasks, the next exercise expanded upon the features already in place. Students were asked to put together a summary income statement, then shown how to sort, search, and organize their own data. Furthermore, a brief introduction to the built in formulas, and how to use them, was also given.
All-in-all, I felt it was a very light-hearted and pleasant atmosphere throughout the day. Although the participants in attendance had a very full afternoon with a lot to take in, and that practically everyone there had their own version and operating system, they all seemed to be able to follow along. Many asked some great questions that benefited the group, and by the end, some students had even discovered some of the quirks and bugs in their own copy of Excel. A huge step and accomplishment considering some students were skeptical of even using the program at the start of the workshop. Well done.
What Lilly had to say...
The Excel workshop was a total success. Rob is a great teacher. There was a total of nine participants and out of that seven people brought their own laptops and they ranged from ipads to tablets and laptops. He had to deal with everything from 2003 up to 2010 Excel versions. He was very patient and we learned so much. God help him, but he really did support everyone. Everyone was very happy and wanted to know when the next course would be as we had so many questions and we were real beginners.
We learned mainly how to design our own invoice which contained writing text and calculations as well as understanding basic design commands. We finished with the ´if conditionals´ and this is clearly the foundation for the next course, if there is one.
The only thing I found hard was the timing. The workshop started at 1 and finished at 5:30 with a 20-minute break around 3pm, but it was quite intensive. Especially at the end, as everyone had so many questions and it was a lot to take in. I was suffering from information overload by then.
I also think there was no need to hold it in Sankt Augustin. I could clearly see the reason why it was chosen as the computer facilities are excellent there, but nearly everyone brought their own. I think it could be held in Cologne next time, and perhaps review the price? Most people brought their own computers so that they could save their work and be familiar with their own machine and Excel edition.
I'm definitely looking forward to the next one! Can we / Will we be having another one?
The ELTA-Rhine e.V. Annual General Meeting took place this past Saturday, 29 March 2014 at the Alte Feuerwache in order to approve the budget, elect the Committee for 2014 and take care of any other business.
The approval of the budget and accounts was passed along with election of the following members to the 2014 ELTA-Rhine Committee:
Angela Tuckley, Chair
Emma Stockton, Co-Chair and Events Coordinator
Uwe Stichert, Assistant Events Coordinator
Mike Hicks, Treasurer and Membership Secretary
Margaret Fletcher, Newsletter Editor and Advertising Coordinator
Therese Duthoy, Recording Secretary
Also introduced were the following co-opted Committee members:
Philip Devaraj, Web Coordinator
Lilly Lauterborn, Treasurer & Membership Assistant
Karina Kellermann, Newsletter Assistant
Judith Ellis, Newsletter Assistant
We are always happy to hear from people who have time and want to help the Committee in any way, big or small! Please feel free to contact us.
This year's BESIG Conference will be held at the St. Augustine Campus of the Hochschule Bonn-Rhein-Sieg, Bonn on the weekend of 14-16 November 2014. There are a range of opportunities to offer help and get free entrance to the event. Please see the Upcoming Events report for more details.
We look forward to a good year in 2014 and hope to see you at some events.
Below is the budget for ELTA-Rhine for 2014 as presented by the treasurer at the AGM on 29 March 2014.
Upcoming Events at ELTA Rhine
After a very successful event after the AGM with Erica Williams on the topic of Working in the Marketing Communication Industry on 28th March, this is what is lined up so far for the rest of the year:
May 10th - speaker not fixed yet
June 21st - Effective influencing with Steve Flinders
Being a good influencer is an important skill not just for the people you teach but for you as well. Influencing skills are important for people who work and are a useful asset for students preparing for the world of work too. This is because nowadays, companies are flatter and more democratic; project leaders and managers in matrix organisations often do not have direct authority over the people they lead; and communication is often virtual and authority is more difficult to exercise directly. People working internationally face additional challenges when they have to influence others from different national, functional and professional cultures. In this seminar, we will look at what influencing is and why it’s important; at the language of influencing; and we will work through a number of exercises which will help you and your students become better influencers.
Steve Flinders recently stepped down as a director of York Associates but continues to work as a language and leadership trainer, consultant, coach and writer. As a trainer, he is especially interested in international HR, political, trade union and public service communication. He is an accredited facilitator for The International Profiler, an intercultural profiling tool, and for The Team Management Profile, a team development tool. His books include Leading People in the Delta International management English series and Key Terms in People Management.
To sign up for this event, please follow this link to doodle: http://doodle.com/k6i4uknkg8664yee
August 23rd - Activities for Business English with Chris Rea
September 20th – speaker not fixed yet
October 25th – speaker not fixed yet
November 14th to 16th - BESIG 2014
This year's BESIG Conference will be held at the Sankt Augustin Campus of the Fachhochschule Bonn-Rhein-Sieg in Bonn.
If there are members who would be able to volunteer to help on that weekend, then in exchange for stewarding/organising at the conference you will receive free entrance. Ideally you should be available for the whole of Saturday and Sunday, but if you only have one day free this is also a possibility. This is a great opportunity to take part in interesting workshops and hear interesting and inspiring speakers. Please contact James Chamberlain for more details.
Also with regard to BESIG, the organizers are looking for ELTA members who could provide weekend accommodation (spare room/sofa) for people coming from far away who have received a scholarship to the event.
December 6th - Christmas party and event
More details will be sent out soon on the elist and as always you can sign up for events via the future events page.
If you have never been to an ELTA Rhine event then please take the plunge and come and take part. The speakers are interesting, there are lively discussions and you will have the chance to meet and network with interesting colleagues and not to forget there’s always coffee or tea and biscuits!
If you have particular requests regarding the kind of events we are offering or a great idea of someone who could give an event for us, then please let me know.
Hope to see you soon
We've got lots of goodies for you to try out this year! Macmillan and Hueber have sent us a range of books, including the series of The Business 2.0, coursebook, workbook and class audio CDs included. If you feel like using a reader, there are three available ranging from elementary to intermediate on the topics England, China and Viking Tales. Need to prepare students for the FCE? There are three new books to help: Use of English for First, Reading for First and Writing for First. And under General English we have the Brush up B1, the new edition of Laser B2 (student's book and workbook) and a new book practising grammar: Großes Übungsbuch Grammatik.
If you decide to review a book, we provide criteria to help you with writing your review and the book is yours to keep after reviewing. This is a great opportunity to keep up-to-date with all the teaching materials out there and will benefit those of us who are always looking for new books to try out in our classes. The reviews also help other teachers, the authors and the publishers. Your feedback is important!
So please do not hesitate to contact me at email@example.com your name, address and the desired title and I will gladly post it to you.
BOOKS OFFERED FOR REVIEW
Publication Information and Details
Newsletter of the English Language Teachers'
Association - Rhine, e.V.
Vol. 32 No. 1, Spring/Summer 2018
The ELTA-Rhine Newsletter is published electronically three times a year in March, July, and November. It is sent free of charge to our around 240 members and several further organisations and individuals who take an interest in our work.
We are always glad to receive contributions on any subject related to the aims and activities of the Association or of interest to its members, but the Committee reserves the right not to publish either articles or advertisements which it feels run counter to the best interests of the Association and its members. Under normal circumstances we can only accept contributions in electronic format. If in doubt, please email the Newsletter editor before sending. Help with administration and editorial assistance is always welcome.
We also welcome advertisements. All advertisements are, however, published at the Committee's discretion. The advertising rates for the web-based Newsletter range from €50 to €280, depending on size and placement within the Newsletter. Please contact firstname.lastname@example.org for more detailed information.
Advertising copy should be sent in electronic format. Please contact the Newsletter editor before sending large graphic files.
The deadline for contributions for the next Newsletter (Late Summer 2018) is Sunday, 12 August 2018.
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ELTA-Rhine takes no responsibility for the opinions expressed in this newsletter, or for errors in either form or content. ELTA Rhine also takes no responsibility for any external links published in this newsletter.