All presentation and incorrect

Presentations - have they ever been more popular?

There are more and more online tools for making and delivering presentations, adding to the arsenal of offline standards.

And I notice that teachers and trainers seem to use them in ever greater numbers for reasons as varied as the introduction of grammar points and professional development.

The presentation, it seems, is here to stay, and its role in the Big Six is seemingly assured.

But why?

What function does it fulfil?

Automatic i+1

Wait until you see the whites of their eyes.

Good advice for snipers and now teachers too, apparently.

Daniel Kahneman recalls in Thinking, Fast and Slow how he began his career in the fledgling discipline of cognitive pupillometry.

He and his colleague discovered that the pupil expands and contracts in response to mental cognition.

The harder the task, the more the pupil expands, at least up to a point.

That point is reached when the average person is asked to add 3 to every digit in a four-digit number.

If people are asked to do anything more complex than that, it is deemed too hard and the pupils contract back to normal.

Equally, tasks which require little mental effort, such as small talk, reveal only tiny enlargements of the pupil.

Desire paths

"All buildings are predictions.  All predictions are wrong."

So says Stewart Brand in How Buildings Learn.

I feel the same about metaphors - they are all wrong.

They change how we think about the things they describe, and thus the things themselves.

I understand, however, that not only do we need them, but that we cannot function without them.

 Therefore we need to question the assumptions upon which they are based, the connotations they foster, and they effects they produce.

In that spirit, and the one described by Brand, I wonder if we in ELT might get rid of fossilization.

The past perfect

Which of the verb forms is the least useful?

This may sound like a strange question, but there is a sense with ESP generally, and BE specifically, that language must submit to calculations of utility and expediency.

If you teach IELTS, for example, reported speech is a luxury item but the passive is essential.

Thought of in these terms, the past perfect seems a candidate ripe for omission in a crowded, time-conscious schedule.

 In his seminal book The English Verb, Michael Lewis restricts his discussion of it to little more than a sentence.

It is less useful, it seems, even than the future perfect, and that's pretty low down the useful list already.

In the context of the grammar-lite BELF discourse we are moving towards, the past perfect is a clumsy, wind-up gramophone  in a world of sleek iPods.

Partly, this could be because we generally use it to avoid ambiguity, but that ambiguity only arises if we are sloppy to begin with.

Instead of stating they had eaten when I arrived, it can be simply said that they ate before I arrived.

The correct adverbial cuts out the confusion and dispenses with any need for the past perfect at all.

So, it's a sentence-bloating, learner-messing waste of time.

Or is it?

iPower

What is today's BE lesson must-have?

The sine qua non of the pedagogic encounter?

It certainly isn't the course book.

Often enough, it's not even a room - at least a physical one.

No, the  indispensable piece of kit for every BE encounter seems to be the iPad.

Specifically, it is the learner's iPad.

But why?

The lexical load: 5 forms of repetition

Here in the heart of the oil industry, no-one says anything about oil.

No-one stumbles for a word, no-one mixes up a moon pool with a mousehole, and no-one asks me any questions like, 'How do you say нефть in English?'.

There is a good reason for this: the highly technical and complex vocabulary associated with the oil industry is well known to my learners already.

All of them come equipped with spreadsheets full of hundreds of specialist terms, most of which I have only a passing acquaintance with.

This is a shame in some ways as the nouns which fill these lists are eminently teachable and learnable.

Be that as it may, what my learners want is generally a mixture of GE and BE vocabulary, rather than ESP.

And I specify vocabulary here because it figures much more prominently on learners' wish lists than grammar (in an almost inverse proportion to its prominence on GE learners' wish lists).

So what is the best way to deal with this higher-than-usual demand for lexis?

O, and improving fluency

Needs analyses often seem to end with an addendum: O, and I want to improve my fluency.

Whatever the main objectives might be - report writing, doing negotiations, meetings - there always seems to be a demand for speaking better generally.

It's not so much the icing on the cake as the wish for a completely different dessert in the first place.

As the client is always right, how is it possible to satisfy their desires in this area?

Presentation Zen and the art of being two people

When is it right to tell a client he is wrong?

Is it:

a) when you know you are right?

b) when you think you are right and you have so little time that you can't afford to debate the niceties?

                                                        c) simply, never?

This is a relatively easy question if you are only teaching English, but if you are also training them to do something in English it becomes more complicated.