Week 3 A Rewarding Work.

This week brought me much pleasure with reading and web searching. I am happy to “ tame” my Delicious page and organize the link ( not so well as I would love, but I am on the way). I agree with Garri that NiceNet discussions are becoming more rich and resourceful, with in-depth ideas shared by many of us. I enjoyed the discussion posts and saved a lot of useful links of great web resources many of which I may not ever come across. I analyzed more closely my project plan thanks to reading Final Reports of the former program participants. I am happy blogging and have nice hints from others. Dragana shared SEETA web which I was able to visit as a guest and glanced at some pages for visitors. I loved watching  Daisy and Drago, a short cartoon which was created and dubbed by  six year old children.

http://video.google.com/videoplay?docid=6109028310424842448   It’s amazing how creative the teachers is and how well the children’s voices are recorded! A good example for small children in teaching them pronunciation! and creativity. I would be happy to learn this technology, maybe I will one day. I came across a very nice set of videos More Travel Videos and think about drama activities for my 10 form students “ Pack a small suitcase efficiently so that you make the most of your carry-on luggage's capacities”, “Know Airline Restrictions Before You Pack a Small Suitcase”. Teaching materials: using literature in the EFL/ ESL classroom  (SEETA web site) offer a deeper understanding of a country, view a literary text as a product and the cultural model. Very often literature is treated as a source of information about the target culture. It is the most traditional approach, often used in university courses on literature. The cultural model will examine the social, political and historical background to a text, literary movements and genres. There are nice answers to some questions facing the teachers: Is this piece of literature something that could be relevant to the learners? Preparing to read  some activities include : have students read each other the poem aloud at the same time, checking for each other’s pronunciation and rhythm. Ask students to write or discuss the possible story behind the poem. Who was it for? What led to the writing of this poem? Ask students to improvise a role play between two characters in the book, etc.

It was not easy to cope with all tasks planned for us for this week but the work is rewarding.