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The Helta Newsletter has been integrated into the "English Teaching Matters" journal, a joint publication of the ELTABB, ELTAS, HELTA, ELTAU and ELTA-OWL English Language Teachers Associations of Berlin, Stuttgart, Hamburg, Ulm and Ostwestfalen-Lippe respectively. It has a circulation of 700 and is distributed to members on a regular basis.

As they become available, selected articles written by Helta members will be added to this page. Contributions and suggestions are always welcome! Please refer to the ETM Writer Guidelines (PDF download) for writing instructions and submission deadlines.

Copyright: The individual authors accept full responsibility for the originality of the content of their contributions. The articles remain the intellectual property of the authors and can only be reproduced with their express permission.

Review of The Pyramid Group's "Introduction to Teaching English for Legal Purposes"

Reviewed by Janine Bray-Müller (Helta)

Venue: 7 - 11 September 20091 in Römer Villa in Neu Ulm, Germany.

What is the Introduction to Teaching English for Legal Purposes course about?

What is the course about? It's about informing teachers who want to teach English to people practicing law or who are learning law (law students and paralegals). As early as the first day, it became clear that teaching English for legal purposes also involved teaching business people working with legal texts such as contracts, commercial law, etc.

Why was the course offered?

There are more and more teachers needing information on how to teach English for legal purposes - because the international need for legal English is rising. One reason is that English is the lingua franca of the international legal community and de facto the EU. Since Cambridge offers an internationally recognised certificate (ILEC), there is an increasing demand for legal English teachers able to teach the practical English language skills needed by lawyers. The Pyramid Group developed this workshop to help experienced teachers wanting or needing to work in this specific field of English. I first heard about this course back in March, but it wasn't until I too taught a lawyer that I finally decided to attend the workshop - in the hopes of learning how to cope with their expectations.

What did I expect from the course?

What were my expectations of the course? Well, I thought I would learn something about how to understand the law, plus a few techniques on how to gain or access this information to teach it. With this introduction I expected to better understand what my students were dealing and working with daily.

Yes, I believe I had, in some way, expected a similar learning experience. But it was different - which reiterates that no two courses are ever the same.

What did the course offer on each day?

His "free writing" technique (writing without stopping, and without editing) to elicit our comments on the week's workshop is a good idea - but then again, as a writer I may be biased!

Did the course fulfil my expectations?

I believe the seminar confirmed what most participants had already suspected before it began. It is possible to teach any person working in and with legal text (lawyers, paralegals, etc.). It helped to confirm the role of the English trainer is to teach the English language skills needed to work effectively in the international legal community. Not in how to use or interpret the law in English.

How do I believe my colleagues reacted to the seminar?

I discovered that almost every seminar participant had neither read the Pyramid's course objectives nor the daily seminar workshop outline. They were solely interested in finding out how - and if it was possible -- to teach English in a legal environment.

Secondly, most discussions in the evening inevitably turned to the topic of "how to market oneself as a freelancer".

Thirdly, most discussions (when comparing previous days to the current day) were reduced to the packaging (presentation) and quality (information) of the handouts.

Summary

It was a useful seminar. I believe it has allayed most of the participants' fears about teaching English for Legal Purposes. Paul East of The Pyramid Group, can be made wholly responsible for the 2.5 kilos extra weight I have gained in just one week. The catering was delicious, if disastrous to one's hips.

1The next ITELP course is 6 - 10 September 2010.

How Achieving The Status Of 'Blended Learning' For Busy (And Non-Techy) Teachers Could Make All The Difference

Reviewed by Janine Bray-Müller (Helta)

PEP - Perfect English for Professionals
A Cornelsen presentation with Christoph Graupner-Dietrich
Friday, 12 June 2009

Which way is the best way to come to grips with Blended Learning and the technology involved?

If you are wondering about getting out of date because you aren't using a computer, iPod or mp3 player for your classes; if you are wondering how to adjust or adapt material from the Internet to meet the particular needs of your classes, then the Cornelsen's presentation on PEP (Perfect English for Professionals) could help you find your way through the jungle.

But let's first answer a question that some may be asking... What exactly is this "Blended Learning" angle in English lessons? Blended Learning is a combination of face-to-face English lessons with interactive e-learning (electronic = internet).

Avoiding a new methodology

Well, how about asking if it could mean losing a potential new customer if you don't offer "modern" English lessons? Modern and "normal everyday" facilities available to the business industry (i.e. computer technology)? The answer would be: Yes, it could.

Teaching methodology is becoming technical - electronically. Wanted or not, it's a development in teaching that has to be faced. "Oh no", you may say. "I am just not a techy person!"

You are "techy" enough to become a Blended Learning teacher if you've ever made a bank transfer in the bank or online, according to Christoph Graupner-Dietrich, the Cornelsen presenter for the PEP platform.

Online + Face-to-Face. Teaching made simple

All your activities on the PEP platform take place online (the Internet). All your Face-to-Face lessons take place, well... face-to-face. The Cornelsen PEP platform learning curve is agreeably short. As a registered teacher, you first:

There are more than 100 interactive modules available, and you can also upload your own material, allowing you to "Teach the students, not a methodology!" The changes are instantaneous.

So how does this work?

The PEP platform runs on the most popular Internet Explorer and Mozilla Firefox browsers. Your students will go into the internet on their computers, find the PEP website and log in with their passwords. They can find their course and continue the lesson where they last left off. Or, they can "chat" in their course forum.

Christoph Graupner-Dietrich compared PEP to online banking. However, he explained the latter has only one role (user), whilst the PEP platform has 3 roles (users): The Administrator role, the Trainer role and the Learner role.

  1. The Administrator work mostly in the background, delegating and assigning work areas that are restricted to the particular English course and trainer.
  2. The Trainer has the role of monitoring his English courses or his groups, and of choosing which modules he wishes to use. The material uses Cornelsen's online series Business English (CEF level B1) series. The skills section comes from its online English im Beruf series (Telephoning, E-mailing, Presentations and Meetings; CEF levels A2 - B2); the grammar section is from Grammar - no problem.
  3. The Learner, to quote Christoph Graupner-Dietrich, "...muss nichts weiteres tun als seinen Kursplan bearbeiten"

What are the drawbacks of the PEP platform?

Two problem areas were discussed during the presentation: The financial and the student motivation.

Problem 1: A freelancer working for a school is paid by the hour. An English school offering a new Blended Learning English course combining face-to-face lessons (ca. 9 hours) with e-learning lessons (ca. 40 - 60 hours), is likely to reduce the number of hours of a freelancer works for them. Yet the trainer may still have to put in the same amount of time to run his English course if he runs into student motivation problems.

Problem 2: What happens when a student in a group doesn't keep up, and doesn't do the tasks expected of him?

With 30 English trainers heatedly discussed the merits and demerits of these problems. Finally, Henning Prüß of Tandem Hamburg Internationale Sprachenschule aptly summarized the discussion points. From his experience with distance learning courses, he reported both situations could arise. Also, he pointed out, a good portion of a trainer's time would be spent chasing up and motivating lagging students.

Problem 3: Could a freelancer afford the cost of being able to offer e-learning?

"Money, money, money... It's a rich man's world" as the Abba song goes. Or is it?

No, we were reassured, there are no extra hidden investment costs for hardware and software to worry about. Uff. Thank goodness for small mercies! Finances is always a subject freelancers (or language schools) are fighting with.

Personalizing the PEP platform couldn't be easier - or are we talking about Corporate Design?

Both. It's an advantage that will tickle even freelancers' sense of pride as this facility is not only available to Language schools. PEP entitles the licence holder to add his own logo and name to the platform. It will lay claim to a freelancer's professionalism. Now, if that's not a moral boost against Technik-Banause failings!

The difference between ON-line e-learning and OFF-line e-learning

Another question discussed was the difference between online e-learning and the e-learning workbooks on DVD or CD (offered by the newer generation of course books).

The inherent advantage to blended learning

The inherent advantage is that grammar, vocabulary, listening and reading comprehension are moved online and outside the classroom. Different learners gain these skills at different paces. When a student doesn't understand a rule or a listening file, it can reviewed or listened to again. This leaves more time for real communication in face-to-face lessons.

So, in a nutshell: Non-Techy and busy teachers can offer Blended Learning lessons: Online or Offline.

Almost risk-free teaching

It's almost risk-free. The shortest 3-month first licence start-up PEP online packet costs EUR 49.50 monthly; the first month is free (i.e. 3-months for EUR 99). To get the administrator and trainer started it includes an online training session by a desk-top sharing application. And the support line is available 24 hours a day by e-mail (response within 1 workday); telephone support is Monday through Friday, between 10 - 12 and 14 - 16 hrs.
The monthly subscription can be cancelled with two weeks' notice.

The shortest subscription packet includes:

Summary:

Yes, we have to face it. Teaching methodology is becoming technical - computerised - whether we like it or not.

So, could we lose a potential new customer if we don't offer e-learning? Possibly. But for non-techy teachers there are now several course books with e-learning workbook CDs offering an easy way out of the dilemma.

Ask for a demo CD

If you feel up to it and would like to try out and make up your own opinion about the advantages of the PEP platform, there's an online demo1 available.

____

1PEP English Platform Online Demo: www.cornelsen.de/csd/1.c.1312297.de or www.cornelsen.de/pep

An interview with Pete Sharma

in June 2009
Reviewed by Janine Bray-Müller (Helta)

List of abbreviations used in text

List of abbreviations used in text
PSA

Pete Sharma Associates
http://www.eastmedia.biz/projects/psa/about.html
http://www.psa.eu.com
Logo
http://www.te4be.com
VLE virtual learning environment
EAP English for Academic Purposes
DOS Director of Studies
wiki Wiki is an online database that is a piece of server software allowing users freely create and edit Web page content using any Web browser. Wiki supports hyperlinks and has a simple text syntax for creating new pages and cross-links between internal pages.
Maslow's Hierarchy of Needs

http://en.wikipedia.org/wiki/Maslow's_hierarchy_of_needs
http://www.abraham-maslow.com/m_motivation/Hierarchy_of_Needs.asp
Google images
LABCI conference in Argentina http://www.labci2009.com.ar/index.cfm?fuseaction=main.home&seccion=23
The 'David Riley Award for Innovation in Business English and ESP'

http://www.besig.org/davidrileyaward.htm
http://www.besig.org/downloads/DavidRileyAward2009.pdf

1. WHO IS PETE SHARMA...

Who you are and where do you come from?

Literally, I was adopted in an orphanage in Pune, then Poona, near Bombay. I grew up in England and my wife says I am "more English than the English", whatever that means. (Probably facing each crisis by calling for a cup of tea). I grew up with typically northern ideals of frugality and in a hugely academic environment where you studied Latin. So when I went to Cambridge I didn't know how to react to all the privilege and rebelled by 'packing in' my course early and leaving after a year to return to my home town, getting a job in a shop and then backpacking. I went back to finish my degree though, deciding studying English literature was better than selling carpets.

What are your thoughts and reflections about your ideals, your hopes and aspirations?

My ideals include fairness. I hate injustice. In terms of hopes and aspirations I guess I wish for the same things many others do, such as success and happiness for my daughter. The travel bug won't leave me alone and I love the dizzy days when you first encounter a new culture on whatever continent. I would hope to visit a number of exotic places - the lantern festival in Japan, the Ankor Wat...

I naturally hope my training venture is a commercial success. I set up Pete Sharma Associates last October with Sales manager Byron Russell, Moodle wunderkind Kevin Westbrook and BESIG committee member and guru, Paul East of Pyramid Consulting. I find it quaintly ridiculous that, to create a company, we step outside our core competencies to sort out VAT, fight with a bank over web-based transactions and so on. But that's par for the course.

How did you come to be the person you are today and where you hope to be or find yourself in the future?

I guess that I went into EFL to travel. The person I am today carries around that richness that comes from experiencing the variety of life, teaching in weird situations from Cairo to Seoul, Helsinki to Madrid. In life we go through changes, mature, and learn to see things from different perspectives. So I suppose I am the sum total of having seen EFL from many different angles: teacher, DOS, trainer, manager. I hope I keep on developing.

Do you count the number of countries you've lived and worked in, or have you got to the stage where you are beginning to only count those you haven't been to yet?

Although I don't keep a record of every country I have visited, I must say I am pleased to have done some work in most countries in Europe. I've also done a spot of work in the Middle East, the Far East and the other side of the Atlantic.

Which country haven't you yet managed to travel to although it's one on top of your list of countries to visit?

I would love to visit Cambodia, maybe in a personal capacity and I think it would be exciting to visit China right now, having taught so many students from there in tertiary education.

Which of those experiences was the most surprising, or devastating, or weirdest?

Surprising - maybe teaching on a seminar in Stuttgart and asking students to ask Sylvia. The answer was: "We don't know who Sylvia is..." The students only knew one another as Frau Braun (etc), despite having worked with other for over 15 years.

Which experience had the most profound affect on you, and why?

It was unbelievably revealing to become a student. I learnt German as an absolute beginner. After 20 - 30 minutes in the target language, I had to speak English to the teacher. "I'm a bit tired. Could we just do the verb to be, please?" The teacher was delighted and told the manager: "Pete is a great student - he told me exactly what he wanted to do. I was amazed - as a trainer I had always said: "Target language ONLY". As a learner, I had reverted to L1. That was profoundly revealing, and I learnt a lot from the experience on the difference between teaching and learning.

Do you work independently or for an organisation? If for an organisation, tell us a little about the objectives of the organisation, and why (or how) you chose to work for them.

I went 'freelance' a few years ago. I was effectively asked to go 'back to the classroom' in my previous job as a Training manager, so I jumped ship to tertiary education. I wanted to work in a university with a VLE (virtual learning environment) so applied to Oxford Brookes University, where I do some work in term-time in EAP (English for Academic purpose).

I am freelance, but very loyal. So I feel loyal to the publishers who publish me, like Macmillan, and the institutions I work for, like Warwick University.

2. ON BEING AN AUTHOR...

I always say I became an 'accidental author'. The book I wanted simply did not exist: on CD-ROM. I wrote a proposal and had it rejected by publishers who publish methodology books which may take up to six years in incubation. I was told by one publisher that they would consider publishing the book "providing it referred to technologies not yet invented". Priceless.

I was in my office chatting to Louis Garnade of the then Oxford English book centre and said:

"I want to write a book"

His reply was:

"I want to start a publishing company"

It was like the birth of the Beatles. (Well, almost). This book needed a niche publisher. It was the first book ever by Summertown Publishing. I suspect that copies of that first book are hard to come by now.

I would never have believed that I could write material for students until I was approached by the sorely missed and dearly loved editor David Riley * (✝ 2007). He asked me to produce a proposal for an e-lesson, to go with in company. He was not sure exactly what format it would take. When he called me in for a meeting, he waved my draft around and proclaimed:

"Pete. We didn't know exactly what we wanted. And this ...is ...not ...it!"

I was instantly overcome by angst, gloom, depression and shock in equal measure.

David went on: "But reading this, we now know exactly what we do want. So thanks. This proposal is too much like course-book material. We now know we want something current, short". David went on to explain his term 'The corridor effect': "busy teacher, racing to class, quick photocopy - transparent methodology"

David continued: "Now Pete, my earlier words may have been a shock. But look at this way. Either you are standing here, or not. If you are here, it means we want you to do it. If you aren't, you're out on your ear. And Pete - you're here!"

That was the start of my life as a writer of student material. When the first e-lesson went out - 6 years ago, soon after Mark Powell's book -- there were hundreds of subscribers! David's enthusiasm was infectious. "Tell me another project where so many people have signed up before the first lesson has even gone out!" In May this year, I submitted the 200th e-lesson to Macmillan. Today, there are several thousands of subscribers although the actual number of downloads are fewer because not everyone downloads each lesson.

Was this project connected to one of the first in company course books or another English course book?

The e-lesson can be free-standing. On the other hand, it is devised to support in company. For example, in in company Upper Intermediate, there was an exercise where Carly Fiorina is CEO of Hewlett-Packard. Soon after she lost her job, the e-lesson began: "Last month, Carly Fiorina..." A perfect example of how web-delivered materials can support the longer shelf-life of a course book unit. I love to write words that no one else in the ELT world is writing. I like to think we had pretty well the first lessons on podcasting, blogs and wikis...

It's said every published author can paper the walls of his home with rejection letters from editors and publishers. How much wall space do you have left to wallpaper?

I must say that I usually respond to requests for future titles, so am pleased that my walls are not covered with rejection slips. Well... not too many, anyway.

What are your thoughts and reflections about your writing and your role as author in the ESL world?

Writing falls into two distinct categories: formulaic and inspirational. I am currently writing a Teacher's Books and there is a certain rubric which needs to be adhered to. Formulaic. On the other hand, the e-lesson is inspired by any and everything - such as standing overlooking Rio at the Christ the Redeemer statue and thinking: "Ah-ha, a lesson on the new Seven Wonders of the world..." Inspirational.

Are you working on a new book?

Yes. It is called Networking in English, and is in the Macmillan series of business skills books, which started with Paul Emmerson's e-mail English, and includes "Telephoning and Presentations". It's out in January and it will be very good. Thanks to our inspired syllabus and great editing.

Networking in English - Can you tell us a few more details about your new book?

There are many exciting things about our forthcoming book. Firstly, how we created the contents. For some people, socialising mean 'survival English'; for others, it could include high-level communication skills. To create the syllabus, we listed the factors that make an intermediate student a good socialiser. These include having reasonably accurate basic grammar; having the vocabulary to speak about a range of topics; having listening skills, such as the ability to listen to fast speech and extracting the message; having a knowledge of the same kinds of communication strategies used by good native speaker communicators; knowing the phrases appropriate for certain situations, such as restaurant protocol; and finally, sensitivity to cultural differences. Then, we transferred these areas into the course modules.

We have also created several characters from all over the world. The artwork has just come through, and it's very exciting. Sadly, readers will have to wait till next year before they can get to see it, but no doubt the publicity machine will whirr into action soon!

Are you working alone on it or are you co-authoring it?

I am co-authoring it with Barney Barrett. He is my regular and long-time collaborator. Actually, we have submitted the final manuscript so it is with the designers.

Who will be the publisher?

Macmillan.

Has becoming an internationally recognised ESL author changed your life in any way, for better or for worse? (Your fans, your life targets, your creditability, and status in your work and private life, etc.)

Becoming internationally recognised has been an interesting experience, but I don't think it has much changed the inner-me, really. It has led to greater challenges and greater professional highs - such as the buzz in the room at a presentation last year at BESIG Bonn. Or the LABCI-ABCI conference in São Paolo, where there were four power point screens and hundreds of participants at the plenary. Overall, it's great to be doing what you really want to do in life.

Do you have a tried and tested receipt to combat jet lag?

Not really. I just never leave home without my iPod.

3. ABOUT YOUR CAREER...

What are your future career plans?

At the moment I am concentrating on setting up PSA. It is of course madness to set up a company in the middle of a recession but you know what they say about mad dogs and Englishmen. It would be great to become an established, recognised quality outfit known for delivering superb training on cutting-edge areas such as technology.

For example, you mentioned during the Hamburg presentation you had changed your line of interest (technology in English teaching) to Academic English. Why have you changed your direction of work and interest?

That's not strictly true, in that technology is still my great passion. OK, I guess I have changed direction in teaching, simply because I just need to be constantly moving on. So, having been a school manager and DOS, I am not sure what post would attract me in business English. I like to ease myself gently out of my comfort zone all the time, such as running courses in communication skills for native speakers.

What areas of English for Academic Purposes are you currently developing or working on?

As I am interested in using technology, I enjoy bringing that into any classes I teach. For example, I am involved with an EAP course at Warwickshire College. I aim to use the interactive whiteboard in the room, and try to support the course with a wiki. I think that technology is my passion, and I believe in having experience of what you are training. ("Do as I do, not do as I say.")

Could you explain a little more on what and how a wiki is used for our not so technically literate readers?

A wiki is a collection of editable web pages. The most famous wiki in the world is, of course, Wikipedia. Wikis are excellent for developing collaborative writing. More in our book on Blended Learning!

What are the chances that freelancers can get involved with this internet Web 2 technology? Or is this technology too early for freelancers, being only feasible for schools with the appropriate funds and facilities?

Easily. Most Web 2.0 tools are free and easy to use.

Technology in the classroom involves (sometimes high) start-up and maintenance costs. Consider the problem of lesson quality consciousness in the class and classroom, and the current global recession with its cost-cutting trends in education and further education: How do you think English teaching freelancers or schools can survive and yet still provide a suitable and modern teaching environment?

I think that are many high-end products which are pricey and unattainable. However, much technology is free to schools and learners alike. Attitude is far more important than cost in terms of 'going digital'.

What do you believe are the challenges in this area?

One challenge in EAP is the constant necessity to test, grade and evaluate. When I started EAP, I was always kind and supportive. I would then fail students, who would break down in tears. It is a phenomenon in teaching or training called involving a "smiler with a dagger under their cloak". Now, I am honest from the start, so less of the: "Oh don't worry, I'm sure it will be all right" to more of the: "Oh do worry, or it won't be all right". I think that was big change for me, a challenge, but students still seem to like and respect the new me. It seems like honesty is the best policy. Also, I don't much like big groups (of say 18) - I am used to small groups of six in business English.

Did you find that being more honest about your students' abilities whilst teaching them has made your job in teaching them easier or more difficult?

Actually, rather than using the term 'honesty', I think what I mean here is saying that grading is lined to 'objective criteria'. It is not me marking you, it is me measuring you against these criteria. Any mark given is moderated, for fairness.

4. CURRENT AND FUTURE DEVELOPMENTS AND TRENDS IN ESL TEACHING METHODOLOGIES AND TECHNOLOGY...

I think there will always be a multiplicity of pedagogies and approaches - such as dogme (materials light lessons) being taught in a classroom next to a Headway class. There will always be controversies - that's human nature, and the nature of education.

What, in your opinion, are the most important personal qualities a teacher should bring with him when he enters a classroom of students?

Probably number one is being personable, having good communication skills. Being friendly and approachable. It's a great help in our work to be both patient and flexible.

Pete Sharma's views on current and future developments and trends in ESL teaching methodologies and technology.

I am sure that certain things will continue, such as more 'digital classrooms', vodcasts, learning in Second life, virtual classrooms etc. As for the future, speculation beyond a couple of years is fruitless, as tools will be used that we can't envisage now. Which just makes the whole area of Technology-enhanced language learning all the more exciting.

A Helta member asked me for your opinion on "How much down-dumbing do you believe we as 'native' English speakers are expected to tolerate?"

I presume this question refers to the way young people use text acronyms; become more lax about the use of apostrophes, and relax grammar rules such as saying 'If I was you' rather than 'If I were you'. I believe that language changes, and so whether we get irate or not about the dumbing down of English is immaterial and doesn't do any good whatsoever, a bit like the Académie Française trying to ban words like 'le weekend'.

5. ESL + TEACHER ASSOCIATIONS...

You have done several presentations and workshops for teacher associations, the annual IATEFL conferences for example. Are you planning any major presentations soon?

I am going to the LABCI conference in Argentina to talk about the complexities of Technology-enhanced language learning. This is a great and exhilarating opportunity to tie in the theoretical side with a critical examination of the field. It's the top of Maslow's 'hierarchy of needs' for me.

So what do you expect or hope to find there?

I think one of the beauties of being there is that we don't know what to expect, except that it will be fulfilling. Someone once said that only when we climb the mountain and reach the top, do we see more views? We may not know now what roads we will be exploring, and that makes the journey even more fascinating.

What are your views on the work teacher associations (Helta, IATEFL, BESIGs, etc) are doing around the world?

I have always enjoyed professional development myself, and I assume other do too. I think the social networks provided by these organisations are valuable.

Where do you believe they are successful and where do you believe more work should be done or even areas where you believe work could be started or developed, i.e. where could you and do you visualise improvements?

I like the way some teachers with limited resources are helped to grow and develop perhaps through scholarships. Their gratefulness for opportunities is often humbling to people like myself who work in privileged geographical areas.

I am not sure I know enough about the many and various teacher's organisations to be able to answer these questions in much more depth. I know I have enjoyed immensely any time I have been in contact with such organisations, and indeed have forged rewarding professional friendships with many people who work for them.

6. OTHER IDEAS...

And of course, any other ideas or thoughts you would like to see put forward in print! (Your chance to toot your horn in any area you feel strongly about!)

Nothing else to add. I could rant on a bit about unfair bonuses paid to bankers, I suppose. I must say that I am always struggling to find a work-life balance, as I've been inundated with work recently, and often forget to relax. On the whole, the glass is half full rather than half empty.

So, how do you switch off? What is your preferred way to relax and recharge your batteries?

Ahhhhhhhh, my favourite question. DVDs. Films. Movies. Call them what you will, a film a day keeps the pressure away. And in answer to the next pending questions: Bogart, Tarantino, Almodóvar.

____

*ESIG and Macmillan have launched 'The David Riley Award for Innovation in Business English and ESP'. For more information, visit http://www.besig.org/davidrileyaward.htm and http://www.besig.org/downloads/DavidRileyAward2009.pdf

Language Leader

Reviewed by Janine Bray-Müller (Helta)

Pearson Longman workshop presented by Peer Barber-Meyer
Friday 26 September 2008 at the Adler Apotheke, Hamburg

Peer Barber-Meyer makes large open gestures during a workshop presentation. He is relaxed - although he must have only known the day before that he was going to stand in for his colleague David Cato, who had had a small holiday accident and couldn't come. It soon became clear to the HELTA members attending that our replacement presenter had already tested Pearson's new general English Language Leader books in class.

Armed with A3 size colour laser printouts of the Upper Intermediate's 4th unit "Medicine", Peer Barber-Meyer adroitly led us through this new task-based approach course.

The course book itself soon dwindled into the background of this workshop - and I'm not sure the people attending realised this. Instead, the workshop became a cauldron of lively debates and discussions as Peer Barber-Meyer asked us to answer sample questions from the printouts such as:

  1. Should people have to pay for health care?
  2. Soon medical advances will allow people to live to a very old age. Is this desirable? Why / why not?

Taboo or not taboo, that is the question
One attendee declared the subjects were "taboo subjects", which again provoked yet another discussion. Finally, all agreed the topics were interesting, challenging, and controversial. In short - thought-provoking themes.

The topics are highly interesting and can easily be used by English trainers and teachers. The consensus was that finding enough adequately thought-provoking topics (without upsetting too many religious or cultural taboos) is not easy. However, here were ideas presented concerning general knowledge, general political or science education, going beyond the normal scope found in general English course books. And as proven during the workshop, these were capable of creating lively discussions and debates about complex matters - just right to get inhibited learners speaking.

One example of how these questions can spawn new discussions was my own question to the choice of the verb "infected". It was a simple exercise on deciding whether a statement was true or false: "The genetically-modified mosquito cannot be infected by malaria." My question promptly drew in several colleagues to come over and debate on the use and correctness of the verb.

The workshop ended with Peer Barber-Meyer talking about the course book's target students: academics and professionals. Although classified as a general English course, he pointed out that business English classes, or indeed all learners preferring or needing to speak about serious topics, would also benefit.

"Everybody needs everyday skills in writing," he told us, "such as 'linking' in English text for coherence and for cohesion. Or for note-taking or for time management." His opinion was that these are general skills needed by anyone studying or earning a living.

He rounded the day off with a look at the case studies (called "Scenario"). "These", he informed us, "are unlike most other lengthier course book case studies, since they are designed to be completed in a single 90-minute lesson."

All in all, we had enjoyable time presenting our 'points-of-views' in the workshop. Many thanks to Pearson Longman for organising the event, and a big thanks to Peer Barber-Meyer for jumping in so quickly.

Dyslexia in the classroom

by Lawrence Harris (HELTA)

Dyslexia is a condition where people have difficulty reading. It is not a visual impairment, but rather one of mentally processing anything written.

I became aware of this condition while teaching at a technical school where one or two students who had previously been manual workers were having difficulty with their lessons. Things were becoming very difficult for one student after atrocious examination results. I will call this student Ulla, an intelligent woman and a talented welder, who was now becoming deeply upset by her situation in the school. She confided to me that she was dyslexic (Legestenie), and informed me that another student in the class also had this problem.

Being in a foreign country, I found it difficult to get information about this condition. I asked a highly qualified English teacher colleague if she knew anything of this illness, without success. Another colleague said he too was exasperated with Ulla, and was unaware of dyslexia. Ulla told me no one seemed to understand her.

During a holiday in England I noticed several books on dyslexia and realised it was no trivial matter. Coincidentally, a local radio station phone-in was discussing dyslexia. Callers described the symptoms that I was noticing, which stimulated me to research this subject further.

I returned to the bookshop and chose a small book1 which contained basic details on dyslexia, to whose authors I am deeply grateful. My enthusiasm intensified after studying this book, and I felt sympathy for these unfortunate students. On returning to school, Ulla's eyes lit up as I told her of what I had learned and that I had taken the trouble during my holiday to research her condition.

In the past dyslexia was classified as a "learning difficulty," whereas now the more positive sentiment of "learning differences" is preferred. Many people have attempted to define dyslexia, some medically, referring to left and right brain functions, others descriptively in what can be observed. Dyslexia affects a person's ability to "see" words, and thus comprehend the subject. The dyslexic person may grasp the topic more easily if the information is given in a different way, therefore teachers should use varied media for presenting information such as audio tapes, videos and pictures.

Dyslexics may be neglected in class and the playground or be victims of bullying. They may also be clumsy. Other symptoms are reluctance to write anything down, difficulty recognising the difference between the letters b and d, or word endings like "re", "er" and "or." Dyslexics may see only a blur instead of a word. When reading aloud, lines of text might be missed out. Short term memory is often lacking, for instance, returning to where they were while copying from the blackboard. They may also have great difficulty organising their work. If this is noticed, they should be guided and a structure set up for them to follow, particularly when revising for exams, when they should be given short duration tasks instead of endless reading.

On the positive side, dyslexics have a flair for non-word learning activities such as people management, dealing with complex situations, craft skills and the arts. Many of the world's famous and great are dyslexic. People are attracted to them and compensate them for their shortcomings. I believe that we may all to some extent be dyslexic, or its partner illnesses of dyscalculia (numeracy) and dyspraxia (motor skills).

Dyslexia is often hereditary, bringing difficulty if a parent is unable to help and guide their child through its early education with such simple things as reading nursery stories with them. As the child grows up it may feel overlooked for brighter pupils, but usually adapts, becoming smart or manipulative, but also sometimes getting into bad ways. A dyslexic should sit at the front of the classroom where the teacher can check they have understood what is written on the board. It will help if the teacher prepares specially written notes, in bigger print, perhaps on coloured paper which may be easier to read than white paper. Work with the student and try to find which way is best. The dyslexic student will see you want to help, and will repay you with their enthusiasm.

One might imagine how stressful an examination is for the dyslexic person; therefore allowances should be made which offer them equality with their peers. A little extra time may be given, and also ensure they understand the questions. The examiner should make allowances for spelling and grammar mistakes, concentrating more on whether the student has understood the question. If writing skills are not so essential for a chosen career an alternative form of testing should be given.

EU legislation2 states every teaching institution must now have a dyslexia specialist, with schools acting early if a child is thought to be dyslexic. Understanding is replacing negative attitudes in the new dyslexia-friendly schools3. This does not mean that a dyslexic is to be given a soft life. They must be encouraged to strive and seek new ways to learn. Dyslexics have gone on to achieve high academic qualifications and be amongst the best.

The British Dyslexia Association website4 has all the resources one could wish for. Computer games and aids are numerous, as are tests for checking for dyslexia5. The Textic system6 is computer software which can alter the size of text, and the background/foreground colours of a document.

Already, I am applying the recommended techniques with the above students. My new approach of simplicity, with spaced out, short lesson blocks has benefitted us all. Clear and simple explanations have brought an air of confidence to the students, and already what seemed to be an impossible course-end target is now a clear reality.

About Lawrence:
Lawrence specialises in teaching technical English and had the above experiences while teaching on a very demanding four-semester staatliche annerkannte Techniker course. He regards this subject as very important and went on to make a detailed study of dyslexia. He has since encountered more students with this problem and was able to provide positive contributions to their studies. This is a condensed version of his recent essay on dyslexia. Contact: harris@tels.de

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1 Introduction to Dyslexia, Lindsay Peer and Gavin Reid, 2003, The British Dyslexia Association. David Fulton Publishers, ISBN 185346 9645 www.fultonpublishers.co.uk
2 Disability Discrimination Acts, 1994, 2004 and 2005.
3 Link in (1) above: Dyslexia friendly schools pack downloads/wholedocument.pdf
4 www.bdadyslexia.org.uk
5 See reference section of the book in (1) above.
6 The Textic system: www.AchieveAbility.org.uk

Technical English should be recognised as a serious branch of ESP

By Lawrence Harris (HELTA)

In this article I have tried to put over the argument for the title, based on things which students have said to me, my own observations within a teaching environment, and the actual reality in the workplace.

It does not take much to notice that the majority of EFL teachers teach business English, which has a teaching qualification. Unfortunately, many believe technical English is something anyone can teach, being merely another aspect of general language with different vocabulary. However, the reality is that engineers and technicians want to expand their technical English to a much higher level of competency, and to be certain that what they are being taught is correct. This latter sentiment is where competency by someone with genuine ability must enter the scene.

I present my argument firstly with an overview of a need for competent trainers, then offer some occurrences which I find disturbing, and end with possible ways forward. I trust the reader will accept my criticisms in a balanced manner, and that perhaps those closer to the higher realms of authority might be willing to help with my suggestions.

Skilled people expect respect

Technical English is a branch of English for special purposes, just like legal English or financial English, and ought to have the same respect accorded by teachers of those subjects who regard themselves as experts with their professional knowledge. One has to be qualified to do virtually anything in Germany, and teaching technical English has one of the highest skill-demands of all branches of ESP.

German engineers and technicians most likely had to demonstrate that they could communicate in English to get their job, meaning that they will have had several years of English training already. These engineers tell me time and time again that what they want - and need - is real, hands-on technical English, not endless grammar and business topics, or technical trivia. They may be trying to sell a complex product or be involved in an international collaboration specifying how something should be built, and discussing the inevitable problems and issues that arise.

The need for a qualification

Just like any other ESP subject, Technical English has many shades and depths with its own style of language, which needs to be understood correctly in order to teach it correctly. Such expertise should be formally recognized.

Having the necessary expertise ensures a teacher is capable of accurately assessing a client's needs and will then be able to source suitable training material and plan a course curriculum. Such material can require much searching. There are also essential fundamental topics and language to be taught so the technician or engineer understands the general technical language encountered in the workplace.

Oral activities form an important part of technical English. Exercises such as work-related technical text analysis and technical discussions, carefully monitored for correct pronunciation and language, develop the student's confidence when speaking to others. The teacher should be able to hold a discussion with them and answer their technical questions. It is of little use shying away from these activities.

An engineer needs to know how to write correspondence, reports and specifications in good, clear, accurate technical language, requiring correct use of vocabulary and style for good readability. Where safety could be at stake, and in engineering it probably is, the need for accurate knowledge of what one is saying is important. A technical English teacher, just like a university professor, should have practical experience in the subject being taught so that the student is taught professionally and accurately.

The current situation

Technical English seems to be regarded as a peripheral subject by language schools.

The oft bandied notion that one does not need to know the subject because most of the time one is teaching the functions of language has little merit. On a technical English course the class should be learning and using the language of the profession in which they work, including all the essential general technical knowledge, with grammar wrapped around this. Anything else is not a technical English course.

I am noticing a current trend in some language schools with little interest other than financial, are displacing reputable training organisations by making very low priced offers to larger companies. They then cut every corner possible, discarding course books for photocopies, and engage, young and inexperienced teachers, whose technical knowledge is trivial and domestic. Engineers and technicians quickly see that such a teacher is quite incapable of providing what they need for their work, and feel disappointed.

Of course, one will occasionally come across the teacher with a charismatic personality who can get by with keeping the class entertained. Is it right that such a situation with inexperienced teachers should exist - teachers who do not have a clue about anything technical but state that they are experts to a school or client, and smartly divert the lessons to other things when they get to the classroom?

The way forward

Of course, everyone must begin somewhere. Anyone genuinely interested in developing their technical English skills needs to be encouraged and motivated. But it must not be just learning a few buzzwords in an effort to impress. Anyone considering developing their knowledge will most probably have some kind background in a specific technical area already, and merely wants to expand their knowledge base. This is highly commendable.

Perhaps there is a need for dedicated training courses of competency in teaching technical English? Or perhaps it would be better to recruit persons from industry with a wealth of engineering knowledge at their disposal to become technical English teachers, as in my own case?

I would like to propose that a professional teaching skill acknowledgement certificate for every branch of ESP should be established, and would welcome any correspondence on the subject.

Teachers with special skills experience should be additionally rewarded financially. In technical English a lot of costs are incurred and effort is needed to keep up with a technological skill, requiring constant reading, buying expensive books and magazines, and spending time at seminars and in libraries or on the Internet, then having to spend more time preparing lessons from it all.

If anyone is interested in developing a professional career in teaching technical English, or knows of anyone from an engineering background who might be, my company would be interested in hearing from you.

Finally, some food for thought:

Recently, some former students commented to me following a trying situation: "After three weeks we realised that your style of teaching was right and we miss your technical knowledge. The new one is ....!" Sad, but then it was too late - I'd gone; the damage was done.

About the writer

Lawrence is CELTA qualified and has been a technical English teacher since 1990, specialising in the technologies of his engineering career in telecomms, electronics, aerospace, automotive and general engineering. He offers courses at companies or at his own facilities.

E-mail: harris@tels.de

Infotech: English for computer users (Fourth Edition)

By Santiago Remacha Esteras

Cambridge University Press
ISBN 978-0-52-170299-7

Reviewed by Janine Bray-Mueller (HELTA)

The new Infotech course (April 2008) comprises a student's book, a teacher's book, and a set of two audio CDs. There are also on-line course book activities available, albeit related to Infotech third edition1. In addition, the Cambridge Professional Online website2 has extra resources such as interactive activities, reading exercises, podcasts, and a blog where computer skills are an inherent part of the exercises.

At first glance, the whole book resembles an instruction manual rather than an English course book. A closer look will reveal the book's subjects have been kept simple.

Infotech student's course book is aimed at intermediate (good B1) learners working in graphic or web designs, publishing or programming, and students studying IT systems and administration. I liked how the working world of computers is explained in simplified and clear formats. It made the topic 'computer' easy for the layperson to understand.

The eight modules are topic based and identified by colour. Skills, functional language and IT terminology are quite extensively covered, whereas grammar is handled mostly as mnemonic refresher points with exercises.

Each module deals with a particular theme: computers (today and tomorrow), hardware devices, software, the internet, internet security, chat and conferencing - not to forget an almost obligatory area in English business language teaching-jobs and applying for jobs in ICT3. Each module is broken down further into an unequal number of units, numbering 30 in total.

The first page of each module introduces the topic. There is a contents page listing its units and a bullet-point list of its learning objectives. Each unit in each module focuses on their relevant theme within this topic and introduces the language needed to work in its environment. The student will find the pages colourful, but not overloaded. Photographs are few but the simplified 3D computer graphics (resembling pc game graphics) are many. To round the course book off, there's a useful comprehensive glossary of computer terms, acronyms and abbreviations at the back of the book.

This fourth edition has the reading texts and other diverse technical computer-related information brought up-to-date. Experienced IT people will benefit from the many opportunities to learn and practice important English functional language: describing features and functions, benefits and problems, consulting customers as well as IT small talk.

1Infotech for third edition: www.cambridge.org/elt/infotech3ed/
2www.cambridge.org/elt/resources/professional/
3ICT: Information Communications Technology

Cover Photos for English Teaching Matters

Dear ETM readers,

It can be a real challenge to find an interesting, colourful, attractive, possibly even stimulating photograph for the cover of English Teaching Matters 4 times a year.

But as there are so many creative and inspiring teachers out there why am I worrying so much? If you have a great idea for a picture, please send it!

It should be your own good quality photo (so no copyright disasters) taken with a digital camera; the pixel measurement should be a minimum of 1200 X 1600. If your camera says 5.0 pixels on it (at least) that is fine. If your photo is used there is a little surprise for you as a carrot!

Looking forward to hearing from you,
Phil Walker
ETM Editor in Chief

philippa.walker@gmx.de

Teaching the Learner to Learn Workshop

Reviewed by Janine Bray-Müller (Helta)

Presented by Alexandra Haas, VHS Siegburg

Saturday, 28th June 2008
Sprachenschule Independencia, Hamburg

Alexandra Haas (VHS Siegburg) presented her workshop like her favourite Italian quote: Adesso pedali! She told us roughly translated it meant 'you've got the bicycle so start pedalling!'

It was well organized and researched, interactive and imparted several good ideas. To support her views on learning strategies, she referred to the course books NEXT, where she is involved as an adviser. She expertly changed our teacher status into that of students - back-and-forth - to discuss and determine the learning strategy behind the exercises and discussions.

In three hours, we had:

The workshop started by brainstorming a definition of the ideal learner: they are motivated, inquisitive, courageous and willing to learn. However, according to Gail Elis and Barbara Sinclair, authors of Learning to Learn English , they also have to be organized, tolerant, self-critical, realistic, willing to experiment and be actively involved.

With our ideal learner profile, Alexandra asked us to brainstorm techniques we use to help them be our ideal learners. With our list of teaching techniques, we classified our own classroom learning strategies into two main groups with three sub-categories:

The remaining workshop was spent dissecting several exercises out of the three levels of NEXT course books. Our task was to determine the learning strategy nestled within and decide the most popular. In the following discussions, we discovered the examples made our students talk about themselves rather than about mythical people from countries, they may or may not ever visit. Another point raised was how much or even if the teacher should or should not tell the learners about learning strategies. Overall useful information and a useful workshop for teachers wanting to know how to help their learner's learn and give support where needed.

Alexandra closed the event by asking the participants to write a sentence or two on their most important idea or strategy they had discovered during the workshop - then sent us on our way: Adesso pedali!

The Business - Book Presentation

Reviewed by Janine Bray-Müller (Helta)

Presented by Rachel Appleby

Saturday, 12th April 2008
Sprachenschule Independencia, Hamburg

Rachel Appleby introduced the workshop by explaining how the MacMillan publisher produces a new book. It was decided 'The Business' must have or be:

These requirements made up the acronym BUSINESS giving its name to a topic-based, interactive blend of electronic and printed course book.

Using The Business (intermediate) as her example, Rachel explained how both learners and teachers can use each of the five new areas.

  1. The new interactive DVD workbook (computer usage only) must be installed on the learner's own notebook or computer.
  2. There are four new business dilemmas focusing on people-problems rather than business case studies. For example, the first case focuses on counselling language and skills: a young woman having difficulties with her departmental boss.
  3. Learners can personalize the DVD interactive business documents.
  4. New 'Internet Researches' use keywords to entice the learners to read more English on the internet.
  5. The new class audio is downloadable as an MP3 file.

Rachel offered us chocolate rewards to stir us into action, and we readily responded to the bribery. Who is the fastest in resolving small exploratory tasks? Who can be the first to discover the soft skills behind the chosen business topics? Sorely needed coffee and refreshments were plentiful and welcome allies in a room controlled by icy air-conditioning.

Other activities we tackled during the day were exercises from the DVD. We discussed the opportunities presented for learners (a multitude of grammar and vocabulary exercises, doing collocation work, listening to audios or watching videos and completing comprehension exercises) whilst on holiday or travelling. In fact, wherever they can set up their notebooks.

Rachel also told us how she and her colleagues exploited their personal internet habits to get learners reading vast amounts of English text.

The best she left for last. The videos (intended for class work) of exaggerated business scenarios were so kitschy that they were hilarious to watch.

The workshop participants were generously given two course books free; the intermediate level, and choice from either the pre-intermediate or upper intermediate levels.

The book presentation was interesting as well as entertaining. Rachel Appleby, as one of the authors of this series, managed to bring the day to life with her personal anecdotes about her work and her co-authors in the publishing business.

For teacher resources and more information go to:
www.businessenglishonline.net/TheBusiness/resources.htm

Reminiscences of a first-timer Conference Goer

42nd Annual International IATEFL Conference and Exhibition, 7 - 11 April 2008, University of Exeter, Devon, UK

Reviewed by Janine Bray-Müller (Helta)

A conference first-timer tells it from her perspective.

I had done all the usual preparations beforehand - checking the weather forecast and the University webcams1. However, the size of the Conference itself tripped me: four plenary sessions, four signature events and over 300 talks, workshops, symposiums and panel discussions. There were the SIG Open Forums, an on-line conference tracking plus a virtual learning platform (Moodle)2 for distance participators sponsored by the British Council. Not to forget two exhibition buildings filled with about 40 exhibitors presenting books, offering English web site resources or English language and teacher training courses. All spread between three university buildings - a fitness programme by itself.

My marathon began by being marooned for 12 hours in Manchester airport on Wednesday. I now had only 1 1/2 days to listen to presentations. But which one?

With hindsight, more preparation would have been better.

Thursday morning, at the registration desk, I received a 172-page thick conference programme in a lilac canvas bag. I didn't start to read this mammoth task since I had downloaded the presentation-blurb from IATEFL's website. Eager to experience my first presentation, I ignored it.

A big mistake!

Plan about two hours to synchronize the presentations or talks you'd like to attend and where they take place immediately. Yes, you'll need this time to read everything through because the said presentation buildings are '...somewhere at the end of the path, behind the house, up over the hill and down on the other side'. (I never followed the same route twice.) And because ten-minute steep walks between the Great Hall, the Queens and Peter Chalk buildings, and 20-minute steep walks back to the three accommodation halls, are strenuous if you're more used to sitting in front of a computer.

The Streatham campus bloomed. Well-kept shrubs and magnificent old trees bore silent tribute to its 14,000 students and its 'University of the Year 2007/08' new title. Open admiration about how well handicapped disabled people are provided for, were interspersed with jokes on turbo engine-driven wheelchairs...

Networking and 'Uncle Tom Cobley and all'

People met for breakfast or in the evenings. One merry group (whose feet, I imagine, were too sore to wander down the hill to the local pubs) gathered in the Holland Hall bar to entertain us with an incredible and spontaneous variety of folklore songs from all over the world.

Breakfast was a self-service buffet and unofficial networking and meeting point. That morning, most delegates expressed a preference for the 'pre-conference' presentations, or those offering practical advice and tips. Teacher development or theoretical methodologies were less popular.

The last plenary session given by Radmila Popovic spoke of 'Forging peace through ELT: utopia or reality?' and was followed by a short closing speech by Marion Williams', IATEFL President. The conference finally dispersed to the raucous sounds of 'Uncle Tom Cobley and all' (Widecombe Fair) sung by die-hard conference visitors and presenters, led by a choir of IATEFL committee members.

Despite the lack of time and feeling of confusion, I am left with an overall positive experience about my first IATEFL Annual conference. How to organise my next conference trip3 is clear: go early - and take time to go through the mammoth Conference manual!

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1University of Exeter: http://www.exeter.ac.uk/virtualtours/streathambroadband/index.shtml
2 To visit the Exeter Online website, go to: http://exeteronline.britishcouncil.org and create a free account to gain access to filmed presentations and papers.
3 IATEFL Annual Conference 2009, in Cardiff, Wales: 31st March - 4th April

The Beach by Alex Garland

Penguin Longman Reader (PLPR)
Level 6 Advanced (3000 words)
ISBN: 13-978-1405880268 (with Audio CD)

Reviewed by Elfie Homann (HELTA)

I saw the film based on the novel by Alex Garland before reading this abridged version, which I think summarizes the story very well. It is very well written and utterly enjoyable to read. The cover photo of Leonardo di Caprio is especially attractive for teenage readers.

The book is perfectly appropriate for the designated level. Advanced students can read it without any need for pre-taught vocabulary, making it a good companion to take on holiday. It's also a book most young people can easily identify with, and find exciting rather than boring. Back in class, the teacher can take them through the exercises at the back of the book as these will result in extensive and valuable discussions.

I liked the way the author keeps up the suspense. It's a book you can't put down once you have started to read it. It shows the readers that in 'Paradise' life is just as difficult, if not sometimes even worse, than at home. Apart from language learning, this book has a lot of educational value for the teenage student. I would highly recommend it.

Matilda by Roald Dahl

Penguin Easy Reader
Level 3 and pictures Pre-intermediate (1,200 headwords)
ISBN: 13-978-0582401983

Reviewed by Marie-Jeanne Paul (HELTA)

The reader consists of 35 pages of text and includes some pictures from the film, encouraging an individual to read. The student must take the initiative to look up unknown words. However, as most of the text is dialogue, understanding through context should pose no problem, resulting in a quick feeling of accomplishment.

The reader is guided by pre-reading tasks to focus his attention on the content. Doing the definition finding exercises and making summaries, as well as engaging in role-plays and giving opinions at the end of each section, actively enables the reader to use the language both orally and in writing.

Some suggested ways to use the book in class or for home study, or a combination of both:

  1. The book can be used to practise pronunciation, rhythm and intonation by reading aloud, passively learning grammar as you read.
  2. In class, scenes can be acted out (role-play) to make a natural sounding conversation.
  3. Texts can be used for vocabulary or grammar exercises by blocking out words and using them as quizzes to test and consolidate certain points, for example the use of prepositions.
  4. Word games can be designed to practise new vocabulary.

I had watched and enjoyed the film, so I was curious about the book. It's an easy read, which allows the student to read it quickly and gives more time to learn how to use the language. The dictionary pre-reading exercises allow learners to prepare themselves so they can follow the story without having to interrupt their reading enjoyment.

Although a short reader, there are many exercises provided to encourage students to express themselves extensively, for example: telling stories, describing people and giving arguments, to name just a few. It is a truly enjoyable read, with plenty of opportunity for following up with intensive speaking practice.

British and American Short Stories

A compilation of nine short stories by different authors
D. H. Lawrence and others

Penguin Easy Reader
Level 5 - Upper Intermediate (2300 headwords)
ISBN: 13-978-0582419247

Reviewed by Marie-Jeanne Paul (HELTA)

The reader consists of 68 pages of text. It encourages the individual to read. Short stories by various authors give the reader the opportunity to experience different styles in a condensed way, perhaps motivating him to read more extensive works by those authors he most enjoys.

Pre-reading exercises involving dictionary work, interpretation and questions about personal experience enable the reader to extend his use of the language.

Suggested ways of using the book

  1. One can use the book to practice pronunciation, rhythm and intonation by reading aloud, passively learning grammar as you read.
  2. In class, scenes can be acted out to make the conversation sound more natural. (role-play)
  3. Debates could be held in class about various incidents arising in the stories.
  4. Texts could be used for vocabulary or grammar exercises by blocking out words and using them as quizzes to test and consolidate specific grammar points - the use of prepositions for example.

Reading short stories enables me to find out whether I like the authors' style and helps me to decide if I wish to read more of their books. Most of the text is dialogue, which facilitates easy comprehension - this is a definite plus when the learner is reading for pleasure.

There are many questions inviting the student to express himself in an extended way: telling stories, describing people, giving arguments, summarising, to name just a few. I find books which thematise problems and/or situations experienced by the readers extremely useful for encouraging participation in discussion. This leads to a more competent and natural use of the language.

Island for Sale by Anne Collins

Penguin Longman Active Reading
Level 1
ISBN: 13-978-1-4058-5201-2 (with CD-ROM/Audio)

Reviewed by Marie-Jeanne Paul (HELTA)

When looking through the reader I was extremely pleased by its use of the wholeness principle to intensify the learning experience through its support of all the senses. I think this is the best way to learn a language.

This easy reader is nicely supported with illustrations underlining the text, reading comprehension exercises and a glossary with international phonetic pronunciation key on the same page. The CD is spoken at a very moderate speed to make it easy to understand for beginners.

The only way to make education interesting is to have a quality of entertainment. The accompanying CD-ROM foots this bill. It includes various interactive exercises to keep the learner entertained and interested. Basic sentences and vocabulary practice support the written activities. This interactive reader accomplishes its goal of teaching through entertainment by keeping the learner involved and eager to continue the "game".

This combination of book and CD-ROM can be used in many ways in class to practise pronunciation, rhythm, intonation and role-play (to make conversation sound more natural). The CD-ROM could be used at home too.

I found the story entertaining. Kept at a basic level, new words were introduced to capture the learner's interest. Since the text is interspersed with exercises the learner can check his progress as he reads. He is able to extend his knowledge of new vocabulary and collocations as well as practice his use of prepositions - a problem for many new learners.

How can television reality shows fire up your Business English for Presentations courses?

Reviewed by Lawrence Harris

Helta presentation by Elbie Picker
Friday, 15 February 2008 at Tandem Language School, Hamburg

The Dragons' Den: a multi-functional teaching concept based on this popular TV series
Following Helta's AGM, the ever-creative Business English trainer and Helta member, Ms Elbie Picker, gave those attending an exciting and inspiring audio-visual presentation of how she has adapted the challenging Dragons' Den television reality show to her English teaching lesson plan portfolio.

The concept of the Dragons' Den is about creative, entrepreneurial minded people who have an idea, or who have invented something interesting, and are seeking capital to produce the article. The inventors are invited to meet a group of business angels (the Dragons) who might be willing to put up the capital if they can be convinced the ideas are sound and the business plan is viable.

Our task
First, Elbie introduced the show and its origins (it was conceived in Japan), then hinted how it could be used in English lessons. Luckily, we escaped having to participate in any demanding workshop style activities, and were instructed instead to do what is every student's delight - just to sit back and enjoy the show!

Without any fuss or great detail, Elbie allowed us to watch an episode of this series with the only request being to comment afterwards on how we thought it could be used in English teaching. Watching the DVD film, one wondered if the people were real or just actors; on the other hand, the situations are precisely those which we advise our own students of in their lessons.

Video story background
It all sounds easy: Two men in a pub have an idea. They set to work in the garden shed and build a rough prototype of their electric push chair baby-rocker machine, then they get the opinion of their wives and friends, who might say it is great or just laugh at them. Undeterred, they put their heads together and think how to raise capital to manufacture. They might have trundled off to their bank and asked for a modest loan of a hundred thou or so, and in return they might have promised untold riches. So here is food for thought already. One might imagine that the bank manager smiles politely and asks for collateral, or as an alternative, suggests going on that brilliant television programme called the Dragons' Den - the Dragons are bound to agree to lend them all the money they require. So far so good. They are on their way and smiling.

Into action
While his partner waits below, up the stairs the smartly dressed managing director of the enterprise strides, clinging on to his 'baby', and into the awesome, most uninspiring, upper floor of a derelict factory, where he comes face to face with the four Dragons - a motley assortment of business men and women scrutinising his every move, even before he speaks.

The hopeful entrepreneur begins his presentation, confident in his own mind he has a brilliant idea, but seemingly hopeless at presenting the widget for which the money is needed. He mumbles, stutters, umms and errrs, foams, realises he has missed out something important, apologises and begins his presentation again. And so one observes his total lack of co-ordination of brain and mouth, with the Dragons finally putting him out of his embarrassing misery and asking about his partner, who enters the scene.

The Duo are questioned by the Dragons about the percentage of profits to be offered for any investment and their business plan...er...the what? Furtive, whispered discussions take place, with the Duo returning with a better 'cut' than their original meagre 5%, followed by further hard-nosed negotiations on the percentage, expected profits and time scales. The episode evolves with what is clearly a very interesting product, but which is dreadfully presented to those they wish to convince, with the obvious outcome.

Teaching applications
"So how can we as English teachers use this film?" Elbie challenged our valiant group of budding entrepreneurial teachers! One of the nice things about team work analysis is that many different aspects are thrown into the ring, with each group member seeing things from their own perspective of teaching, thus generating a multiplicity of language functions to which the programme can be put.

The more technically minded considered the technical aspects of the widget in the programme; those with advanced financial interests considered the costing of the project; sales and marketing experts were more interested in its appearance and presentation; quality staff members might be interested in one of the Dragons' enquiries about health and safety; managers would be interested in the negotiations and body language, and so within a few minutes, a dozen ideas were quickly assembled which would be applicable to most of the students one is likely to be teaching.

The DVD film could be stopped to give lower level students a chance to gather their thoughts, with the teacher asking them, "What do you think will happen next?", whereas proficient speakers could discuss particular aspects critically and at length, and even enquire into the backgrounds of the Dragons themselves. It was also a wonderful resource of vocabulary. Colloquial and idiomatic expressions were poured out in their real context by the native-speaker Dragons, and last but not least, students could visibly relate to the real, live grammar and practise listening to the various regional accents.

And lastly
With her spirited and pleasant style of presentation, Elbie summarised our ideas, then went on to show us additional media for enhancing the game, including the definitive "book from the show's producer"*, the BBC, and also telling us how we can find other episodes that can easily be viewed and downloaded from YouTube, assuring us that her own students had enthusiastically done just that.

And finally, out came those worksheets which we all thought we had escaped! Fortunately they were only for the long suffering ones who pay us for our labours, and not us.

In conclusion, this kind of learning makes the maxim 'Blended Learning' really interesting, and thanks to Elbie's own creativity, I am sure many of us will go on to incorporate this exciting activity into our lesson plans.

We left the evening highly motivated and itching to try out her ideas!

Thank you Elbie!

*BBC Book: Success from Pitch to Pitch, by Richard Farleigh.
DVD: Dragons' Den, Series 1

About Elbie
Elbie Picker is a Hamburg based in-company intensive/extensive course trainer and course designer who came to Germany many years ago from South Africa. Her major interests include the development of brain compatible training materials and developing positive attitudes towards learning with emphasis on learner types and styles.

Preparing for the LCCI exam1 with Pilgrims in Kent

By Annemarie Kelly

When enquiring about teacher training courses in England I heard about a Pilgrims' course entitled "Teaching English to Business People" and the possibility of applying for a grant from Comenius2. The attraction for me (in addition to the opportunity of spending time in England) was to update my teaching knowledge for business courses.

After registering well in advance for the course, there were quite a lot of questions to be answered when applying for Comenius's financial support; this support was approved before the course and awarded later. About six weeks before it was to start, Pilgrims sent participants an information pack about the course and the examination, as well as a lot of helpful information about transport and accommodation.

The course took place in August 2007 on the beautiful campus of Kent University in Canterbury. The university provided en-suite or self-catering accommodation, shopping, banking, canteen facilities and above all a good atmosphere for learning. Pilgrims offered a wide range of courses, the business course being the only one leading to an examination (LCCI, Further Certificate for Teachers of Business English). All the courses were divided into three 90-minute sessions with two breaks. In the late afternoon and evening Pilgrims offered extra activities ranging from teaching workshops to tours of the town and social events. One of the workshops I particularly enjoyed was on Haiga, a traditional Japanese art that combines Haiku poetry with pictures reflecting the context and message of the poem.

On the first day of the business course, Chris Price, our trainer, introduced herself to eleven eager participants. Her substantial teaching experience assured us that she was well able to prepare us for both the pedagogical and business teaching parts of the exam. She outlined the format of the examination, which was divided into questions about teaching methodology and course organisation, as well as questions concerning basic business practice and concepts. In addition to explaining the form of the exam and what would be covered in the (short) two weeks, she posted a course content plan and a list of business terms that we were invited to check and, if necessary, look up. We were also informed how we were to access the computers which were necessary for the research we were to do, and where to find the resource room for teaching material.

As part of the course, we were required to complete two tasks, either individually or with a partner. One was a five-minute explanation of one aspect of the business world (franchising, marketing, derivatives etc.) and the other was a course plan. The business task (which we could choose from a set list) needed to be researched online if we were not already familiar with it. The course plan was an even bigger task as we had 20 minutes in which to present a course description, course outline, and a lesson plan (including timing and goals) from which we were to give a five-minute demonstration. We also had to provide everyone with a written copy of our presentation (very useful for future reference). For the presentation we were free to decide whether we wished to deal with a theoretical or real situation.

During the course, in addition to theory, we participated in ice-breakers and a range of other tasks ourselves. Afterwards we brainstormed the grammar, vocabulary and skills that were involved, often drawing up a list of useful expressions for teaching. The business-specific part was a collaborative effort as considerable information was elicited from us, with Chris supplementing and focussing on the essentials. On the methodological side we learned about needs analysis, the Common European Framework, assessment, learning styles, material and organisation. How to analyse the needs of a group or individual was dealt with in some detail as part of the guidelines to writing a course syllabus. We established which business areas were essential, and which skills were appropriate or necessary. It emerged that classroom management was made easier by a comprehensive needs analysis. We considered the advantages and disadvantages of using different kinds of material, then received and shared suggestions on preparing tailor-made materials. Involving the participants, even in dictations, was demonstrated and emphasised throughout the course. We discussed the "why, when, who and how" of correction and feedback. A valuable point that came up among the "challenges that teachers come up against" was the importance of encouraging upper-intermediate learners to use more complex and nuanced expressions.

On the business side we covered both general areas (types of company, business plans etc.) and specific ones, such as the stock exchange and insurance. For example, we brainstormed terms connected with sales and were then given an illustration of which commercial activities were involved and common expressions used for communicating within sales areas. We received business texts, tasks, exercises (e.g. gap-fills) and quizzes. English requirements for business - including the standard areas of business writing, telephoning, socialising, presentations and negotiations - were all dealt with. The tasks recommended generally activated at least two language skills (reading, writing, listening, speaking). We appreciated receiving glossaries of business terms and a list of useful books for future reference.

Some of the points raised on the subject of a teacher's professional practice were: keeping up-to-date, not over-entertaining at the cost of imparting knowledge, and giving the participants the opportunity of being involved and speaking as often as possible.
Throughout the course we were given guidance and assistance by Chris. Another invaluable asset of our group was that the participants' own business knowledge was considerable and willingly shared.

The course ended on a Friday with the 2 1/2-hour LCCI examination, and was followed by relief and celebration. Praise and applause went to Chris for her guidance and assistance. Of course we celebrated with Chris, taking the opportunity to enjoy one another's company after the course too. We participants, welded together by a common purpose, were sorry not to continue learning together for another week. Thanks to Pilgrims, Comenius, Chris Price and all the participants, it was a summer not only well spent, but also highly enjoyable.

1Further Certificate for Teachers of Business English
2Comenius is a European project (2007-2013) for lifelong learning
(see: www.kmk-pad.org/index.php?id=6 or www.britishcouncil.org/socrates).

Penguin Easy Reader: The Road Ahead

by Bill Gates

ISBN 0-582-40211-5

Original book not read.

First impressions
Pleasant story, precisely written. I found the story technically very interesting. Due to the longer first and second chapters I felt that this book required considerable concentration and would be better designated for intermediate to upper intermediate students, rather than the pre-intermediate indicated on the rear cover. However, the actual text had short sentences and occasionally short compound sentences which made the actual reading and understanding easier. As I moved on to the later, shorter chapters, I think that the level of pre-intermediate - intermediate was correct.

There was no CD with the book.

The exercises:

I think there is a major problem here! It was only when I got to the end of the book that I saw the exercises! I think they should be placed at the beginning of the book - or at least the "Before you read" exercises should be. But perhaps this requires some thought as to its actual position.

Using the book:

I think that this book is highly suitable for students on a technical course. It combines technical language with an interesting story which all students can relate to. I would let the students read the book freely in their own time, as I am often asked to recommend a reader, then the individual chapters could be used as a classroom exercise or group discussion.

Final comments:

Yes, the pocketbook size and story were most enjoyable. I liked the author's (BG?) pragmatic vision of where it was all heading, and the easy, positive, philosophical attitude he had to changes in our lives caused by technology.

Reviewed by Lawrence Harris
Technical English teacher
Technical English Language Services

Penguin Easy Reader: The No.1 Ladies' Detective Agency

by Alexander McCall Smith

ISBN 1-405-83396-3

3 - Pre Intermediate (1200 Words)

The bright and colourful ethnic-style front cover gives a good idea of what the book will be like inside. The book is fairly short - ideal for beginners with just 49 pages divided into 10 chapters. It also includes 5 illustrations and a very useful map of Botswana.

The simple, clear, short sentences make for easy reading but the book is also great for comfortable, speady reading for the more advanced learner. All the surnames with 'M', e.g. Malatsi, Makutsi, Moretsi etc. and place names, e.g. Molepole, Maun, Mochudi can, however, be rather confusing, not just for beginners.

The activities at the end of the book are very useful and contain fairly simple questions and exercises to make sure the story is understood. They are of educational value because they not only lead to a deeper understanding of the story but also help in learning about Botswana and the surrounding area.

The No.1 Ladies' Detective Agency could be used for home study but would also be ideal used in class with some exercises set as homework, and with discussions about the text in the classroom afterwards.

This small book is immensely enjoyable and well divided up into not-too-long chapters. I myself found the insight into the African way of thinking and living most interesting. The book was funny in parts and the moral behind the solutions to Mma Ramotswe's 'cases' rounded up each short story without being too obvious. All in all, it is very pleasant, amusing reading and useful for learners from pre-intermediate onwards.

Reviewed by Thérèse Hoffmann

Penguin Easy Reader: Billy Elliot

by Melvin Burgess

ISBN 978-4058-5000-1

Pre-intermediate (1200 words)

This is a moving story about a family in Northern England during the miners' strike. The book gives a lot of background so the reader can get a feeling for the difficult times. There is also a very good overview of the social situation.

The text contains quite a bit of technical vocabulary which needs pre pre-teaching, So I felt that at a pre-intermediate level the vocabulary list could have been a bit Longer. The book is written in nice short sentences which are easy to understand.

The exercises are useful and just right for the level. The fact that the format repeats itself is reassuring for lower level students. So they know what is expected of them and this in turn simplifies the tasks.

I found it most useful to teach the vocabulary in class and let the students read the book and listen to the CD at home. The exercises should be done in class and followed by a discussion. It would also be a good introduction before watching the film.

Billy Elliot is a very enjoyable book. I liked the short chapters and the author's way of presenting a difficult social situation in a form which is easy to grasp for the learner reader. I felt that the book is very appropriate for the pre-intermediate level.

There is also a CD with the book. Although students needed some time to get used to the Midlands' accent they didn't find it too difficult to follow as the speed of talking was not too fast.

On the whole I found both the book and the CD highly recommendable.

Reviewed by Elfie Homann

Sloe liqueur

A winter's tale to be read in summer

By Lawrence Harris (Helta)

Sometimes on Sundays I am out in our northern German countryside and wander freely along its many paths and forest byways, slowly forgetting the present perfect and other suchlike delights of language, and breath in the clean fresh air from the Baltic or from our eastern neighbour of Mecklenburg and beyond.

In late summer the lanes are filled with the scents of health-restoring wild herbs and bushes laden with berries, many are familiar, some are strange. What are those luscious looking black berries with their bluish tinge, I wondered? I reached out to pluck one... ouch! as a thorn pricked me....ugh! what a taste... but always seeking uses for nature's providence, this led me to my long-since-not-read book "Food for Free", a wonderful resource of ancient gastronomical wisdom. I identified this bush as "the sloe" or die Schlehe. Its old country name, the blackthorn, is a good warning, it is so black that one does not notice the thorns until it is too late - beware!

Wanting to impress my Chinese students at the time, we set off on a cold October day to the countryside and filled our pockets and plastic bags with these black berries, then off to the nearby picnic tables, and laughing and giggling, the concoction was made in an assortment of rinsed out bottles.

The next day my concoction was becoming a gorgeous red-purple mixture as the juices seeped from the berries as a "vor"-treat of the delights to come. One can drink the nectar as a wine soon after making but I decided to leave mine "to finish", which means waiting a year or two. Just put it in the cellar, complete the ritual of occasionally shaking, enjoy the beautiful reds and purple shades deepening, then forget about it until next winter when its delicious texture will soothe tired throats and minds during those long winter evenings of marking the dear ones' present perfects.

Making sloe liqueur and wine

The drink itself
The liqueur is a delicious syrupy kind of drink as an after dinner liqueur or simply as a tipple by the fireside. The longer you leave it "processing", the better it becomes. My earliest vintage is anno 2000, which is the one that set the eyes of Helta members rolling at Christmas!

What is the sloe?
A common hedgerow bush found all over northern Europe, and very common in Hamburg. Its berries are black with a blue hue and about 1 1/2 cm in diameter. The berries begin to be noticed in August, and as the bush's leaves fall away in October, they hang distinctively on their branches. This is when you will find out why its other name, the blackthorn is so called when you begin to pick them! Incidentally, the raw berries can taste very bitter.

An easy way to spot a sloe bush
The sloe bush is one of the first bushes to flower in spring when it is a blaze of white flowers in the hedgerow, even before it has any leaves.

When do you make it?
Folklore says that you must wait until the first frost has occurred when the berries will become crinkled, but do not wait longer than October-November, otherwise the berries shrivel and become dry.

Preparation
All you need is a clear bottle with a screw top, household white sugar, gin - any kind will do and a handful of berries. Fill one third of the bottle with the sloe berries, the next third with sugar, and finally the last third with gin. There is no taste of gin whatsoever once the liqueur is made, so for those of you who do not like this liquid, have no fear.

Before you put the sloe berries into the bottle, they must be pricked a couple of times with a pin to allow the sugar and gin to slowly infuse with the sloes.

What next?
Simply give it all a good shake to mix everything up. The berries will float to the top of the bottle and the sugar sinks to the bottom, so every now and then during the first couple of weeks, give the bottle a vigourous shake to lift the sugar off the bottom. Eventually, the sugar will dissolve.

You will begin to see the whole mixture turning a gorgeous red-purple as the sloes give up their juices.

And that's it!

Some people like to drink it as a wine, in which case you could have it after three months, but as a liqueur, one must wait a year or two. The longer you wait, the better it is. A good sign of when the whole process has finally finished is when the berries drift down to the bottom of the bottle. By the way, the berries are delicious to eat, being full of the flavour of the liqueur.

And what surprise does Lawrence have for us for next Chirstmas, we wonder!

July 2007

Whatalotofwords

By Tom Martini (Helta)

Helta's AGM, held with natural Hanseatic diffidence six months into the year, was all about words, as befits a language teachers association. In the formal part of the meeting protracted discussions resulted in decisions, one, to only allow standing orders or direct debits for payment of membership fees (40% of which are not being paid anywhere near on time every year), and two, to encourage those 50% of members who have not already done so to proffer their email addresses to the management team.

Several inspired contributions then after the break. Lawrence Harris offered a fascinating etymology of the English words "aisle" and "aileron", drawing on French and Old English. Nick Jones suggested that innocent words we use at weddings, when pronounced together as in a sentence, may be a warning to any callow man. Try aisle+altar+hymn. Annemarie Kelly enlightened us on the exact meaning of Val Doonican's "I'm a callow fellow". Anna-Kaisa Müntz had written in with a very kind letter in which she told us that she now followed events mainly through this journal. She offered "serendipity" as her favourite English word of all times.

Having arrived in Wedel, Schleswig-Holstein, some years ago from Long Island NY, Kevin Curran presented a field guide to Noo Yawkese (that's New York-ese for those of you who do not live in Wedel). Explaining that the local language is a melting pot if Irish, Jewish, Italian and Latin roots Kevin did not hesitate to undermine Hamburg's - and Helta's - reputation as the foremost outpost of the Queen's English by teaching us NY words and phrases, some of which made us blush. Here is a selection:

a Babel whore
a person who intersperses her anecdotes with phrases from another language which she does not know.
to be Big Mama'd
being slowed on your exit from the subway by a large woman in front of you having trouble on the stairs.
Crappacino
a coffee beverage that you spill on your pants or your shirt five minutes before an important interview.
Metrotard
a person in front of you at the subway turnstile who can't figure out how to swipe his or her subway pass. Also: a person who tries to use a Metrocard to withdraw money from an ATM.
to be stoopified
the feeling you have after being glared at for walking on the sidewalk that your neighbors have converted into their personal patio (stoops are outside cement steps).
to tunnel-neck
the act of peering down a subway tunnel to see if your train is coming.
wienerwash
the tub of warm water that hot dog vendors use to store frankfurters.
wonderbrawn
men with chest implants.

And a couple of Black street slang items:

How do you say "Pardon me" or "Sorry"? -> "My bad."

And if "she has got a gas face"? -> she is giving you a dirty look.

Finally if you do not want this NY-ese to spoil your twenty years of endeavours teaching BritE, Kevin suggests that you just fuhgeddaboudit.

July 2007

Noble English

By Tom Martini (Helta)

The King James Version of the Bible has sometimes been termed the noblest monument of English prose and was and is the inspiration for many a poet: take my favourite John Milton’s Paradise Lost, or Lessing’s Nathan der Weise. While I now longer go to church unless stirring hymns are guaranteed I cherish my fifty-year-old copy of the King James Bible. When I refer to it from time to time I am mindful of the instruction received during my Quaker days in London, that one should read the Bible in the spirit in which it was written, not mainly to criticize the good book but to listen, not merely to question but to be challenged.

So is there and should there be room for Noble English next to International English and ESP in our Business English classes? Sometimes, perhaps.

Would you agree that language students in Germany are quite willing to discuss moral and political issues in class, and that one hits upon such issues ever so often even when the lesson starts off with the students revelling in the future perfect continuous (“By the end of this year the Palastinians will have been fighting for a homeland for sixty years”)? Having spent many of my formative years in Germany, when even those school teachers who had trained in the 1930s actively invited dissent, and I having for decades been the quintessential floating voter, perhaps I am less reluctant to allow the flow of such discussions.

Sitting here in the comfort of Old Europe, safe under the American, British and French nuclear umbrellas, just vociferously being against the American President may not protect my children Rachel, Nathaniel and David from Ahmedinejad’s atom bomb – which is as certain to come as another three hundred and fifty abortions in Germany and another twenty executions in China, all within 24 hours of reading this sermon.

Thus life and death do figure in my English classes from time to time. Which is where the noble book comes in. Ask your students to reconcile, in English, “an eye for an eye”, which Torah, Old Testament and Qur’an promote, with the New Testament’s “turn the other cheek”, and you are helping them not only with their language fluency. Always quoted: Exodus 20, 13 , but never together with Exodus 21, 12-17 or with Genesis 9,6. And how does Luke 6,29 go with Matthew 4,17?

Lift your lesson above dissecting The Guardian and cross-summarizing Die Welt, and above the rhetoric of the incumbents in the presidential palaces in Washington and Teheran! George Fox’s over 350 years old advice “Wear it as long as thou canst” to William Penn, who had asked whether he, Penn, a nobleman, could continue to sport his sword and still attend services in the new peace church, introduces to your class the dilemma faced by all good people, of all persuasions, who however are not just moralizing in their armchair but have retained a sense of history. Once in a while, acquaint your students with the noble language of old and discuss with them the truly grand designs of, and for, man.

May 2007