Cambridge University Press
978-0-521-63364-2 - Personalizing Language Learning
Griff Griffiths and Kathy Keohane
Frontmatter
More information
Personalizing Language Learning
© Cambridge University Press www.cambridge.org
Cambridge University Press
978-0-521-63364-2 - Personalizing Language Learning
Griff Griffiths and Kathy Keohane
Frontmatter
More information
CAMBRIDGE HANDBOOKS FOR LANGUAGE TEACHERS
This is a series of practical guides for teachers of English and other languages.
Illustrative examples are usually drawn from the ®eld of English as a foreign or
second language, but the ideas and techniques described can equally well be used in
the teaching of any language
In this series:
Drama Techniques in Language Learning ± A resource book of communication activities
for language teachers by Alan Maley and Alan Duff
Games for Language Learning by Andrew Wright, David Betteridge and
Michael Buckby
Discussions that Work ± Task-centred ¯uency practice by Penny Ur
Once Upon a Time ± Using stories in the language classroom by John Morgan and
Mario Rinvolucri
Teaching Listening Comprehension by Penny Ur
Keep Talking ± Communicative ¯uency activities for language teaching
by Friederike Klippel
Working with Words ± A guide to teaching and learning vocabulary by Ruth Gairns and
Stuart Redman
Learner English ± A teacher's guide to interference and other problems
edited by Michael Swan and Bernard Smith
Testing Spoken Language ± A handbook of oral testing techniques by Nic Underhill
Literature in the Language Classroom ± A resource book of ideas and activities
by Joanne Collie and Stephen Slater
Dictation ± New methods, new possibilities by Paul Davis and Mario Rinvolucri
Grammar Practice Activities ± A practical guide for teachers by Penny Ur
Testing for Language Teachers by Arthur Hughes
Pictures for Language Learning by Andrew Wright
Five-Minute Activities ± A resource book of short activities by Penny Ur and
Andrew Wright
The Standby Book ± Activities for the language classroom edited by Seth Lindstromberg
Lessons from Nothing ± Activities for language teaching with limited time and resources
by Bruce Marsland
Beginning to Write ± Writing activities for elementary and intermediate learners
by Arthur Brookes and Peter Grundy
Ways of Doing ± Students explore their everyday and classroom processes
by Paul Davis, Barbara Garside and Mario Rinvolucri
Using Newspapers in the Classroom by Paul Sanderson
Teaching English Spelling ± A practical guide by Ruth Shemesh and Sheila Waller
Personalizing Language Learning by Griff Grif®ths and Kathy Keohane
© Cambridge University Press www.cambridge.org
Cambridge University Press
978-0-521-63364-2 - Personalizing Language Learning
Griff Griffiths and Kathy Keohane
Frontmatter
More information
Personalizing
Language Learning
Griff Grif®ths and
Kathy Keohane
© Cambridge University Press www.cambridge.org
Cambridge University Press
978-0-521-63364-2 - Personalizing Language Learning
Griff Griffiths and Kathy Keohane
Frontmatter
More information
CAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo
Cambridge University Press
The Edinburgh Building, Cambridge CB2 8RU, UK
www.cambridge.org
Information on this title: www.cambridge.org/9780521633642
© Cambridge University Press 2000
This publication is in copyright, which normally means that no reproduction
of any part may take place without the written permission of
Cambridge University Press. The copying of certain parts of it
by individual teachers for use in classrooms, however, is hereby
permitted without such formality. To aid identification, activities
which are copiable by the teacher without further permission are
identified by a separate copyright notice: © Cambridge University
Press.
First published 2000
Reprinted 2001
A catalogue record for this publication is available from the British Library
Library of Congress Cataloguing in Publication data
Griffiths, Griff.
Personalizing language learning / Griff Griffiths and Kathy Keohane.
p. cm. – (Cambridge handbooks for language teachers)
Includes bibliographical references (p. 155) and index.
ISBN 0-521-63364-8 (pb)
1. Language and languages–Study and teaching.
I. Keohane, Kathy. II. Title. III. Series.
P51.G735 1999
418´.007–dc21 99–055435
ISBN 978-0-521-63364-2 paperback
Transferred to digital printing 2007
© Cambridge University Press www.cambridge.org
Cambridge University Press
978-0-521-63364-2 - Personalizing Language Learning
Griff Griffiths and Kathy Keohane
Frontmatter
More information
To the memory of my father, Patrick Keohane
Janice
Fleur In hope of a second century
For
Esther of love and friendship
Jesse
How many things by season seasoned are
To their right praise and true perfection.
(Shakespeare: The Merchant of Venice V, i, 107±8)
© Cambridge University Press www.cambridge.org
Cambridge University Press
978-0-521-63364-2 - Personalizing Language Learning
Griff Griffiths and Kathy Keohane
Frontmatter
More information
Contents
Thanks and acknowledgements x
Introduction 1
1 Starting the course 7
1.1 Multi-introductions Introducing people in English 7
1.2 Personal descriptions Describing yourself and others 9
1.3 Name round Recalling or stating personal ambition 11
1.4 Personal introductions Self-description 14
1.5 Ask me a question Looking at the familiar in a
new way 16
1.6 What I like Revealing your individuality 17
1.7 How I spend my time Comparing real-world
time constraints with ideal-world freedom 18
1.8 Personalized greetings Initiating and maintaining
conversations 20
1.9 I'm this type of person Describing what you're like 24
1.10 How I feel about the language I'm learning Giving
reasons for your attitude to the target language 27
2 Warming up 29
2.1 The personality you carry with you Finding out what
you have in common 29
2.2 The parts of my life Focusing on what is important in
one's life 32
2.3 Evaluating objects Close observation 35
2.4 Intensive pronunciation work Practice in problematic
sounds 39
2.5 Careful listening Describing sound 40
2.6 My world Talking about where you live 43
2.7 The best and the worst Responding with feeling
to news 45
2.8 Making small talk Social chit-chat 46
vii
© Cambridge University Press www.cambridge.org
Cambridge University Press
978-0-521-63364-2 - Personalizing Language Learning
Griff Griffiths and Kathy Keohane
Frontmatter
More information
Contents
3 Acting, reacting, interacting 48
3.1 Reactions Ascertaining how people feel 48
3.2 Exact replication Retelling, in a foreign language,
what was told to you in that language 52
3.3 Be my eyes Communicating pictures in speech 53
3.4 Creating a drama Emotive exchanges 55
3.5 Function review Looking at language as functions 57
3.6 Telling lies Discerning the truth 60
3.7 Language challenge Speci®c language revision 61
3.8 Congratulations Congratulating each other 63
4 Self-awareness and self-assertion 66
4.1 Stop the stranger talking Strategies for avoiding
conversation 66
4.2 Survival Persuasion techniques 68
4.3 Empathizing and persuading Defusing anger with
calm 70
4.4 Making people laugh Trying to change someone's mood
with words 73
4.5 I'm like that too Building up rapport in class 74
4.6 What can be asked? Gauging appropriacy 75
4.7 De¯ecting questions How to not answer questions 77
4.8 Being sympathetic Supporting in positive and negative
situations 79
4.9 Being assertive Establishing an assertive manner 81
5 Values and values awareness 83
5.1 Valued possessions Value awareness 83
5.2 Mock auction Describing things positively 84
5.3 Role and language State and attitude 87
5.4 Desirable qualities Talking about the best and worst in
human nature 89
5.5 What's important in a teacher? Describing important
qualities in teachers 91
5.6 Qualities for life Deciding what qualities help you get the
best out of life 92
5.7 Treasured possessions The emotional value of material
things 95
5.8 Deserving causes Persuasion 98
viii
© Cambridge University Press www.cambridge.org
Cambridge University Press
978-0-521-63364-2 - Personalizing Language Learning
Griff Griffiths and Kathy Keohane
Frontmatter
More information
Contents
6 Self-knowledge and knowledge of others 101
6.1 My past, my self Knowledge of past self 101
6.2 Changes Discussing signi®cant life experiences 103
6.3 Life maps Judging the listener's interest 105
6.4 Personal coat of arms Representing yourself in a badge 113
6.5 True short stories Talking about true-life incidents 117
6.6 Colours Accurate description of colours 118
6.7 Things I can't do without Visual representation of things
important to individuals 121
6.8 How I used to be Evaluating past behaviour 124
7 Images and scenes ± real and ideal 127
7.1 The never-ending story Story telling 127
7.2 The buck stops here Story telling 128
7.3 Unusual life experiences Speaking con®dently in
public 129
7.4 Pictures Describing landscapes 130
7.5 Writing from pictures Collaborative writing task 134
7.6 Months in my life Associations with times of the year 136
7.7 Numbers in my life Associations with numbers 138
7.8 Feelings Acting out different moods and feelings 139
7.9 Your image of yourself Describing yourself in terms of
something else 141
7.10 A painting of yourself Describing a picture 142
8 Closing the course 143
8.1 Me and the course Evaluating learning 143
8.2 Unconditional positive regard Complimenting 144
8.3 Parting gifts Awareness of personality 145
8.4 Saying thank you Acknowledging everyone's
contribution to the class 147
8.5 The mood game Portraying scenes in a particular
manner 148
8.6 The course in pictures Using pictures as an aid to giving
opinions 150
8.7 Somebody else thinks this Saying what you think without
saying it yourself 152
8.8 Attitudes to the language you are learning Expressing how
you feel about the target language 153
Bibliography 155
Index 156
ix
© Cambridge University Press www.cambridge.org
Cambridge University Press
978-0-521-63364-2 - Personalizing Language Learning
Griff Griffiths and Kathy Keohane
Frontmatter
More information
Thanks and acknowledgements
This book is the result of the collaboration of Griff Grif®ths and Kathy
Keohane. Our on-going professional alliance, and the decision to work together
to create a book of personalization activities, owe much to the enthusiasm for
our ideas by the language teachers we worked with at the Berzsenyi Daniel
College, Szombathely, Hungary. The activities in this book were further
developed after we had stopped working with those teachers, and the ®nished
product is the result of our own creativity combined with the in¯uence
of others; we have acknowledged them individually in the activities where
appropriate.
We would like to thank Seth Lindstromberg for his initial encouragement of
our ideas, Alison Sharpe for commissioning this book, Jane Clifford for her
support, and Penny Ur for her outstanding editorial guidance.
The authors and publishers are grateful to the authors, publishers and others
who have given their permission for the use of copyright information identi®ed
in the text. While every endeavour has been made, it has not been possible to
identify the sources of all material used and in such cases the publishers would
welcome information from copyright sources.
The authors would also like to thank Antony Seldon for the illustrations which
appear throughout the book.
© Cambridge University Press www.cambridge.org
