I must begin saying that when it was said to me it was necessary to record a class I was panic-stricken because I did not have an available camera and there was nobody who could record me. Later I requested somebody from a video studio went to record me. Initially, I supposed it would be easy, so I started looking for the necessary information.
In my mind, I was imagining the steps that it would take, the materials, the time, the grouping arrangements, how I would integrate the four skills, how much time I would design to each skill, how I would link each other and of course that objectives would have each of them. In my mind, I saw the utility of the lesson plan because everything was well planned according to my Ss needs, the size of the group, my Ss cognitive styles and learning, their age and their interests.
When I already had my lesson plan ready, the tape recorder, the CD and the realia that it was going to be used, the person who supposed was going to record me did not have the disposition to do it because another commitment was crossed at the established hour, so he suggested me to do my class with another group and in an hour he could record me. So, immediately I thought about one of my friends and I asked her group. I thought I was going to be easy because of the group was reduced and Ss were almost of the same age.
Nevertheless, there were two significant differences: One, the hour: These "new" pupils study in the evening from 6 to 7 pm. Second, I did not have any idea about their knowledge nor how much grammar they knew, I mean, I unknown their grammar level. The only thing I knew was a reduced group and my partner was going to help me to realize my practice.
I have to say that there were some things I surprised like for example that the classroom the principal had designated to me for the practice did not have whiteboard to make possible the writing activity, correct the reading passage or write the correct answers in the case of the listening passage, so I had to improvise with a few publicity leaflets because there was not even a flip chart to write down or drawn.
Talking about the activities, well, they all had a specific time and the degree of difficulty chosen for my group was the ideal one, but for my "new" students everything was turning out to be easy. They were answering very rapidly all things I was asking them, the exercises seemed to be too obvious, and the time designated for the activity seemed not to exist. The class finished in 20 minutes when actually it had to last around the 50’. I understood the class was not the appropriate for the level neither for those so smart students.
When the class ended, I sat down and began to see the importance not only of the planning itself but observing our pupils and planning according to their needs. I clearly understood the meaning of checking how really they learn. I learned how truth is that some Ss take more time than others to learn a new topic. But especially that we must take the decisions in agreement to what we observe from a beginning with the group that principals assign us.
Next day, when I asked for help from other friends, and I could record my class with my real group, I liked to be focused on who consider grammar as a difficult item to learn. So I gave a bit more personalized attention to them.
I could also notice that give them grammar for five or ten minutes was not enough but it had to do with integrating the four skills at the same class and with the same concept was being introduced. This way, if there was a doubt in the first ability, in the second skill that doubt could disappear. So, the Ss would not carry that doubt at the end of the class because I was giving many opportunities to practice and producing in order to get the communicative goal.
Therefore, I reinforced the thought about our planning and our way to teach depended a lot on understand our Ss and make immediate decisions if the plan is not working as we wanted or planned.
I noticed the importance of presenting the information to Ss, of making practice and make them produce sentences. I saw that when a pupil was wrong but laughing at the same time; he was realizing his mistake and he was correcting by himself. I also experienced that to teach grammar not only consisted in the fact that he memorized or knew the rule but he saw its usefulness in order to play, laugh and be able to describe his actions in spontaneous and natural form, when using the present continuous tense.
I also observed that the interactions Tt-Ss, Ss-Ss are fundamental for the development of the class but especially when motivating them is the essential in the teaching learning process. Likewise, I noticed that my Ss were not feeling frustrated if laughing was present when making mistakes.
I realized the importance that the environment has. I understood that it should be the propitious one in order to make knowledge and conversation flow. I understood that only experimenting with activities which are interesting make possible they try to speak.
Besides, if the explanations we give them turn out to be clear, efficient, living, interesting, useful, and productive but especially putting in a real context make the pupils will be able to speak which is the main objective of the pedagogical grammar and communicative approach.
VIANEY FRANCO
miércoles, 2 de junio de 2010
miércoles, 26 de mayo de 2010
My video experience
My video experience
First of all I was aware that I had to prepare an everyday class considering the time and my students. Thus, it had to be brief and entertaining in order to succeed.
I decided to start with a brief review of what will come next to make sure transition from one activity to the next one will be smooth.
The warm-up was intended to introduce the topic and use of the new language. I felt very pleased to see that they remembered countables and uncountables.
At this stage students use their schemata and are aware of learnt concepts (Harmer, 1991). Also I always kept in mind giving instructions when needed being these clear and loud.
As my group is a pre-intermediate one I considered not forcing students because if I did, acquisition of the language will be blocked (Brown, 1994). I constantly tried to elicit answers from them. Thus, their participation during the warm-up was free.
After the students have been introduced to the structure, they were given opportunities to interact with their peers in some kind of discourse and focus their attention on the activity asked. Most of the drills were controlled to let them go from accuracy to fluency.
I intended to present grammar in an inductive approach trying to keep natural language as I think it is a better way of acquiring the rules subconsciously and students feel relaxed not being overwhelmed by grammatical explanations (Brown, 1994). In addition, it is a way to motivate students allowing them to discover the rules rather than to give them everything.
I think the lesson was very interesting because it is a real situation that may happen to them. It was presented in both reading and speaking approaches as well as correcting students was done by themselves while they were working in pairs and then by me. This is useful for accuracy work and to let them understand the meaning of the new language they are learning (Harmer, 1991).
References:
Brown, D. (1994) Teaching by Principles, Prentice Hall, USA
Harmer, J. (1991) The practice of English Language Teaching, Longman, USA
Judith Quintana Vessi
First of all I was aware that I had to prepare an everyday class considering the time and my students. Thus, it had to be brief and entertaining in order to succeed.
I decided to start with a brief review of what will come next to make sure transition from one activity to the next one will be smooth.
The warm-up was intended to introduce the topic and use of the new language. I felt very pleased to see that they remembered countables and uncountables.
At this stage students use their schemata and are aware of learnt concepts (Harmer, 1991). Also I always kept in mind giving instructions when needed being these clear and loud.
As my group is a pre-intermediate one I considered not forcing students because if I did, acquisition of the language will be blocked (Brown, 1994). I constantly tried to elicit answers from them. Thus, their participation during the warm-up was free.
After the students have been introduced to the structure, they were given opportunities to interact with their peers in some kind of discourse and focus their attention on the activity asked. Most of the drills were controlled to let them go from accuracy to fluency.
I intended to present grammar in an inductive approach trying to keep natural language as I think it is a better way of acquiring the rules subconsciously and students feel relaxed not being overwhelmed by grammatical explanations (Brown, 1994). In addition, it is a way to motivate students allowing them to discover the rules rather than to give them everything.
I think the lesson was very interesting because it is a real situation that may happen to them. It was presented in both reading and speaking approaches as well as correcting students was done by themselves while they were working in pairs and then by me. This is useful for accuracy work and to let them understand the meaning of the new language they are learning (Harmer, 1991).
References:
Brown, D. (1994) Teaching by Principles, Prentice Hall, USA
Harmer, J. (1991) The practice of English Language Teaching, Longman, USA
Judith Quintana Vessi
domingo, 16 de mayo de 2010
Introduction
It is well known that learning grammar has become an uninteresting matter to learners; because of most of them do not like it. The fact is that the wrong explanations and dreadful guidance are the main factors and the most suitable ones so that the students fail in learning a L2.
Through years, teachers have realized that the field of English teaching is really complex and it is in constant changing, worthy continue studying, that’s why, teachers need to feel self-motivated and have the ability to introduce different teaching alternatives in their classes when teaching grammar.
A clear example of this is that grammar has to be taught through inductive and pedagogical approaches in order to increase students’ interest to rapprochement to the target language. Even, there are many strategies to be developed at class which are helpful to manage or direct to classes successfully, however, all of them have to be adapted to those skills in the L2, as well as the teacher guidance to make students learn grammar meaningful and effectively.
On the other hand, in order to develop students’ ability to communicate; the grammar has needed to be under task-based teaching learning (TBL), it is to say, through meaningful tasks which allow that communication take place through using the grammatical system. Finally, the PPP model consists on the presentation of grammar, how Ss can practice it and how students’ production depends on the stated input.
Through years, teachers have realized that the field of English teaching is really complex and it is in constant changing, worthy continue studying, that’s why, teachers need to feel self-motivated and have the ability to introduce different teaching alternatives in their classes when teaching grammar.
A clear example of this is that grammar has to be taught through inductive and pedagogical approaches in order to increase students’ interest to rapprochement to the target language. Even, there are many strategies to be developed at class which are helpful to manage or direct to classes successfully, however, all of them have to be adapted to those skills in the L2, as well as the teacher guidance to make students learn grammar meaningful and effectively.
On the other hand, in order to develop students’ ability to communicate; the grammar has needed to be under task-based teaching learning (TBL), it is to say, through meaningful tasks which allow that communication take place through using the grammatical system. Finally, the PPP model consists on the presentation of grammar, how Ss can practice it and how students’ production depends on the stated input.
The importance of planning
“Planning is, undoubtedly, the most important part of the educational task. The functions and responsibilities that are related to the educators as guide, orientators and drivers of the teaching - learning process force them to plan, to organize, to realize and to evaluate all their educational labor” (1)
Teaching a foreign language goes beyond repeating structures and asking the Ss rewrite them; teaching is to achieve that the pupils really apply the knowledge acquired in a spontaneous and natural form. The interaction of the teachers with the group, especially when a foreign language is taught, is an important element, due to most times they are the only link who with SS can practice or exchange the learned. For that reason, the teachers should be conscious that they have in their hands people who trust in them.
On the other hand, the methods to plan the teaching not only help the teachers to convey, in genuine form, the knowledge but also favor that the development of the perfecting of the teaching - learning process, day after day, since learning is never stopped. Furthermore, a planned activity has more possibilities of being successful when is prepared than another one which is spontaneous and it does not carry certain preparation that includes aspects that must be considered in order to be significant.
The didactic planning, in words of Gagné and Briggs (1979:15), demands a lot of time, effort and intellectual dedication, as we know. The educational practice itself is an “object of reflection” (Moran, 2003:41) and only the committed teachers, with themselves and their pupils, give the importance to the production of the didactic planning. Their commitment leads them to analyzing necessarily what happens in a class to be able to reach the stipulated aims.
In the same rubric, in order to make their education more efficient they have to think over in their performance and in what their pupils need, therefore, they have to look for different alternatives that enrich the development of their classes across the didactic planning, as result of a “reflexive work” from their part (Lopez, 2005:49). Moreover, it is necessary to consider both positives and negatives aspects so that, with base in the obtained information, the pertinent modifications can be made. It has to be remembered providing that: “the change must arise from a process of reflection” as have established both Aguilar as Block (2003:55).
Finally, the teachers who are capable of "analyzing their professional practice and to think about it" (Deceano and Rock, 2006:63), will be able to evaluate the effects of their educational labor, their self-criticism and reflection, since far from highlighting their mistakes, they will use as support to make future decisions in their action and to achieve their professional growth.
Sources:
(1) Solá Mendoza, Juan (2004:35) “Pedagogía en píldoras” México: Trillas
Gagné y Briggs (1979) “La planificación de la enseñanza” p. 15 México: Trillas
Morán Oviedo, Porfirio (2003) “La docencia como actividad profesional” p.41 México: Gernika
López Calva, Martín (2005) “Planeación y Evaluación del proceso enseñanza-aprendizaje” p. 49 México: Trillas
Aguilar y Block, (2003) “Planeación escolar y formulación de proyectos” p. 55 México: Trillas
Deceano Osorio, Soledad & Meza Nava, Fabián (2006) “Programa Nacional para la Actualización permanente de los maestros de Educación Básica en Servicio de Talleres
Teaching a foreign language goes beyond repeating structures and asking the Ss rewrite them; teaching is to achieve that the pupils really apply the knowledge acquired in a spontaneous and natural form. The interaction of the teachers with the group, especially when a foreign language is taught, is an important element, due to most times they are the only link who with SS can practice or exchange the learned. For that reason, the teachers should be conscious that they have in their hands people who trust in them.
On the other hand, the methods to plan the teaching not only help the teachers to convey, in genuine form, the knowledge but also favor that the development of the perfecting of the teaching - learning process, day after day, since learning is never stopped. Furthermore, a planned activity has more possibilities of being successful when is prepared than another one which is spontaneous and it does not carry certain preparation that includes aspects that must be considered in order to be significant.
The didactic planning, in words of Gagné and Briggs (1979:15), demands a lot of time, effort and intellectual dedication, as we know. The educational practice itself is an “object of reflection” (Moran, 2003:41) and only the committed teachers, with themselves and their pupils, give the importance to the production of the didactic planning. Their commitment leads them to analyzing necessarily what happens in a class to be able to reach the stipulated aims.
In the same rubric, in order to make their education more efficient they have to think over in their performance and in what their pupils need, therefore, they have to look for different alternatives that enrich the development of their classes across the didactic planning, as result of a “reflexive work” from their part (Lopez, 2005:49). Moreover, it is necessary to consider both positives and negatives aspects so that, with base in the obtained information, the pertinent modifications can be made. It has to be remembered providing that: “the change must arise from a process of reflection” as have established both Aguilar as Block (2003:55).
Finally, the teachers who are capable of "analyzing their professional practice and to think about it" (Deceano and Rock, 2006:63), will be able to evaluate the effects of their educational labor, their self-criticism and reflection, since far from highlighting their mistakes, they will use as support to make future decisions in their action and to achieve their professional growth.
Sources:
(1) Solá Mendoza, Juan (2004:35) “Pedagogía en píldoras” México: Trillas
Gagné y Briggs (1979) “La planificación de la enseñanza” p. 15 México: Trillas
Morán Oviedo, Porfirio (2003) “La docencia como actividad profesional” p.41 México: Gernika
López Calva, Martín (2005) “Planeación y Evaluación del proceso enseñanza-aprendizaje” p. 49 México: Trillas
Aguilar y Block, (2003) “Planeación escolar y formulación de proyectos” p. 55 México: Trillas
Deceano Osorio, Soledad & Meza Nava, Fabián (2006) “Programa Nacional para la Actualización permanente de los maestros de Educación Básica en Servicio de Talleres
Integrating task-based teaching approach into grammar teaching
It provides learners with opportunities to experiment with and explore both spoken and written language through tasks designed to engage learners in authentic, practical and functional use of language for meaningful purpose.
About the features of task-based language teaching, Nunan (1991, p. 279) gives a summary as follows:
(1) An emphasis on learning to COMMUNICATE THROUGH INTERACTION in the target language;
(2) The INTRODUCTION OF AUTHENTIC TEXTS into the LEARNING SITUATION;
(3) The PROVISION OF OPPORTUNITIES FOR LEARNERS TO FOCUS, not only on language, but also on the LEARNING PROCESS itself;
(4) An enhancement of the learners’ own PERSONAL EXPERIENCES as important contributing elements to classroom learning.
(5) An attempt to link classroom language learning with language activation outside the classroom.
About the features of task-based language teaching, Nunan (1991, p. 279) gives a summary as follows:
(1) An emphasis on learning to COMMUNICATE THROUGH INTERACTION in the target language;
(2) The INTRODUCTION OF AUTHENTIC TEXTS into the LEARNING SITUATION;
(3) The PROVISION OF OPPORTUNITIES FOR LEARNERS TO FOCUS, not only on language, but also on the LEARNING PROCESS itself;
(4) An enhancement of the learners’ own PERSONAL EXPERIENCES as important contributing elements to classroom learning.
(5) An attempt to link classroom language learning with language activation outside the classroom.
The advantages of the teaching activities
-Compared with the traditional grammar classroom, the teaching activities designed according to the theory of task-based approach could arouse students’ interest in the group work.
-WAS NO LONGER DIFFICULT AND BORING.
-GROUP WORK MAKES THE TASKS MORE INTERESTING AND MUCH EASIER.
-The application of tasks enables students to create more ideas and they can express their opinions freely on the topics. What’s more, IT PROVIDES THEM ENOUGH OPPORTUNITIES AND LANGUAGE ENVIRONMENTS TO SPEAK ENGLISH language
-They have more chances to open their mouth to practice their speaking and their communicative ability could be improved virtually.
-Through finishing task-based activities, students can get much meaningful language input and what they have learned in the classroom could help them solve the problems in real life.
-TASK-BASED TEACHING APPROACH IS A KIND OF COMMUNICATIVE APPROACH WITH THE LEARNERS AS THE CENTER OF THE CLASSROOM AND TEACHER PLAYING A FACILITATIVE ROLE.
-THE CLASSROOM OF THE TASK-BASED TEACHING APPROACH IS HEALTHY FOR STUDENTS TO GIVE THEIR PERSONAL OPINIONS AND PARTICIPATE IN THE ACTIVITIES, SUCH AS ROLE PLAYS, PAIR WORKS. THEREFORE, IT IS POSSIBLE TO SAY THAT TASK-BASED TEACHING APPROACH IS AN EFFECTIVE, PRACTICAL AND INNOVATIVE TEACHING METHOD AND THIS METHOD IS FEASIBLE WHEN USED IN GRAMMAR TEACHING.
-WAS NO LONGER DIFFICULT AND BORING.
-GROUP WORK MAKES THE TASKS MORE INTERESTING AND MUCH EASIER.
-The application of tasks enables students to create more ideas and they can express their opinions freely on the topics. What’s more, IT PROVIDES THEM ENOUGH OPPORTUNITIES AND LANGUAGE ENVIRONMENTS TO SPEAK ENGLISH language
-They have more chances to open their mouth to practice their speaking and their communicative ability could be improved virtually.
-Through finishing task-based activities, students can get much meaningful language input and what they have learned in the classroom could help them solve the problems in real life.
-TASK-BASED TEACHING APPROACH IS A KIND OF COMMUNICATIVE APPROACH WITH THE LEARNERS AS THE CENTER OF THE CLASSROOM AND TEACHER PLAYING A FACILITATIVE ROLE.
-THE CLASSROOM OF THE TASK-BASED TEACHING APPROACH IS HEALTHY FOR STUDENTS TO GIVE THEIR PERSONAL OPINIONS AND PARTICIPATE IN THE ACTIVITIES, SUCH AS ROLE PLAYS, PAIR WORKS. THEREFORE, IT IS POSSIBLE TO SAY THAT TASK-BASED TEACHING APPROACH IS AN EFFECTIVE, PRACTICAL AND INNOVATIVE TEACHING METHOD AND THIS METHOD IS FEASIBLE WHEN USED IN GRAMMAR TEACHING.
The importance of integrating the four skills in an English class
“Real success in English teaching and learning is when the learners can actually communicate in English inside and outside the classroom” (Davies & Pearse, 2000: 99). (2)
Having in mind this thought, it would be important to integrate the four skills into a classroom in order to increase or develop the communicative competence in learners. This communicative competence includes language skills such as listening, speaking, reading and writing which, in consequence, help us to interact with others in any society we live. Therefore, this is the main reason for teaching the four skills, especially grammar, inside the classroom so that Ss can cope with the real world.
In that context, the main objective of communicative language teaching is to develop students’ communicative competence which includes both knowledge about the language (linguistic competence) and knowledge about how to use the language appropriately (communicative competence) in different communicative situations.
In that same order of ideas, while listening and reading are considered as receptive skills that help students get information as the input of language; speaking and writing are both regarded as productive skills that make language output possible and require sufficient language input as their basis. Hence, the ability to communicate involves knowledge of the four skills. As a result, this is the second reason for which the four skills need to be integrated.
Actually, there are many situations in which we use more than one language skills to communicate in our everyday life. (e.g. an activity that serves to involve Ss with the use of the four skills is the following role play: going to the doctor – speaking to him, listen to his comments about how sick we are, show written prescription when going to the drugstore - since generally we do not ask for medication, just show the prescription to the pharmacist -, read the instructions when taking pills). Thus, integrating the four skills in a classroom is focused on realistic language and can therefore guide to the students’ all-round development of communicative competence in English. What becomes the third reason.
Besides, the integrating the four skills may help a teacher to make his lessons more active and dynamic, involving the student in a great variety of activities and interactions. Such combination of activities involving different skills enhances the focus on realistic communication, which makes the students be more motivated and more engaged enthusiastically in classroom activities.
Even, for the teacher, it also allows creating a relaxed atmosphere in his/her class that students’ all-round abilities are well improved. Hence, it is the fourth reason for integrating the four abilities.
Likewise, this integrative approach satisfies students’ different learning styles in that the outgoing people may speak a lot, the shy people prefer to listen or read, and the analytically or visually oriented learners like to see how words are written and sentences constructed. Hence, integrating skills helps the students to learn English willingly and comfortably. Therefore, this becomes the fifth reason for integrating them together.
In my personal appreciation, I know, I can understand and I already use this approach which allows teachers to track students' progress in multiple skills at the same time. However, I consider that the integration of the four skills demands a lot of time of planning when designing a lesson plan and takes a lot of efforts and even more time when trying to find or design suitable materials in spite of the fact it has visible results both teachers and his students.
Besides being honest, if conjugate the limited time, the large class size and poor classrooms conditions we have when teaching, really they can be negative factors which can affect the integrative teaching. In spite of the fact the integration of the four skills does make possible a successful communication.
But I conclude it is through teaching experience when we really get a perfect balance of the integrating of the four abilities.
SOURCES:
(2) Davies, P. & Pearse, E. (2002) “Success in English Teaching” Shanghai Foreign Language Education Press.
Online Resources: Digests (2001) Integrated Skills. Retrieved 16th September, 2009 from:
http://www.cal.org/resources/Digest/0105oxford.html
Monografías.com (1998) Integrated Skills. Retrieved 16th September, 2009 from:
http://www.monografias.com/trabajos17/integrated-skills/integrated-skills.shtml#two
ESL PartyLand.com (2009) Teaching Integrated Skills Retrieved 16th September, 2009 from:
http://www.eslpartyland.com/teachers/nov/skills.htm
Having in mind this thought, it would be important to integrate the four skills into a classroom in order to increase or develop the communicative competence in learners. This communicative competence includes language skills such as listening, speaking, reading and writing which, in consequence, help us to interact with others in any society we live. Therefore, this is the main reason for teaching the four skills, especially grammar, inside the classroom so that Ss can cope with the real world.
In that context, the main objective of communicative language teaching is to develop students’ communicative competence which includes both knowledge about the language (linguistic competence) and knowledge about how to use the language appropriately (communicative competence) in different communicative situations.
In that same order of ideas, while listening and reading are considered as receptive skills that help students get information as the input of language; speaking and writing are both regarded as productive skills that make language output possible and require sufficient language input as their basis. Hence, the ability to communicate involves knowledge of the four skills. As a result, this is the second reason for which the four skills need to be integrated.
Actually, there are many situations in which we use more than one language skills to communicate in our everyday life. (e.g. an activity that serves to involve Ss with the use of the four skills is the following role play: going to the doctor – speaking to him, listen to his comments about how sick we are, show written prescription when going to the drugstore - since generally we do not ask for medication, just show the prescription to the pharmacist -, read the instructions when taking pills). Thus, integrating the four skills in a classroom is focused on realistic language and can therefore guide to the students’ all-round development of communicative competence in English. What becomes the third reason.
Besides, the integrating the four skills may help a teacher to make his lessons more active and dynamic, involving the student in a great variety of activities and interactions. Such combination of activities involving different skills enhances the focus on realistic communication, which makes the students be more motivated and more engaged enthusiastically in classroom activities.
Even, for the teacher, it also allows creating a relaxed atmosphere in his/her class that students’ all-round abilities are well improved. Hence, it is the fourth reason for integrating the four abilities.
Likewise, this integrative approach satisfies students’ different learning styles in that the outgoing people may speak a lot, the shy people prefer to listen or read, and the analytically or visually oriented learners like to see how words are written and sentences constructed. Hence, integrating skills helps the students to learn English willingly and comfortably. Therefore, this becomes the fifth reason for integrating them together.
In my personal appreciation, I know, I can understand and I already use this approach which allows teachers to track students' progress in multiple skills at the same time. However, I consider that the integration of the four skills demands a lot of time of planning when designing a lesson plan and takes a lot of efforts and even more time when trying to find or design suitable materials in spite of the fact it has visible results both teachers and his students.
Besides being honest, if conjugate the limited time, the large class size and poor classrooms conditions we have when teaching, really they can be negative factors which can affect the integrative teaching. In spite of the fact the integration of the four skills does make possible a successful communication.
But I conclude it is through teaching experience when we really get a perfect balance of the integrating of the four abilities.
SOURCES:
(2) Davies, P. & Pearse, E. (2002) “Success in English Teaching” Shanghai Foreign Language Education Press.
Online Resources: Digests (2001) Integrated Skills. Retrieved 16th September, 2009 from:
http://www.cal.org/resources/Digest/0105oxford.html
Monografías.com (1998) Integrated Skills. Retrieved 16th September, 2009 from:
http://www.monografias.com/trabajos17/integrated-skills/integrated-skills.shtml#two
ESL PartyLand.com (2009) Teaching Integrated Skills Retrieved 16th September, 2009 from:
http://www.eslpartyland.com/teachers/nov/skills.htm
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