Carousel syllabus

1 MINISTRY OF PUBLIC EDUCATION ACADEMIC EDUCATION NATIONAL ENGLISH ADVISORY PROMECE THE CAROUSEL CLASSROOM (A Methodological Alternative to Transform the English Classroom) By Leonor Eugenia Cabrera Monge National English Advisor 2003

MINISTERIO DE EDUCACIÓN PÚBLICA Lic. Manuel Antonio Bolaños Salas Ministro M.Sc. Wilfrido Blanco Mora Viceministro Académico Lic. Marlen Gómez Calderón Viceministra Administrativa M.Sc. Zahyra Morgan Lobo Directora División Curricular M.Ed. Carmen Barrantes Vega Directora Educación Académica PROGRAMA DE MEJORAMIENTO DE LA CALIDAD DE LA EDUCACIÓN PREESCOLAR Y GENERAL BÁSICA M.Sc. Carlos Barrantes Rivera Director

M.Sc. Rose Mary Rodríguez Oviedo Especialista Académica Leonor Eugenia Cabrera Monge M.A. Asesora Nacional de Inglés Module revised by : William Carroll Daniel Spitzer Table of Contents

I. What´s the Carousel Classroom? --------------- page II. What to teach in the Carousel Classroom?---- page III. Planning for the Carousel Classroom-------- page IV. How to evaluate in the Carousel Classroom---- page V. Some references for searching the WEB---- page VI. Your own reflection --------------------------- page VII. Bibliography------------------------------------- page I. WHAT IS THE CAROUSEL CLASSROOM?

The Carousel Classroom is the ideal classroom set up for teaching and learning a foreign language because it provides the students with different environments for developing the four basic skills. The Carousel Classroom is based on the technique of the same name, where the facilitators create “stations” where different activities are presented at the same time. For example, rather than a group of forty people going through four activities for two hours, four groups of ten participants are divided among four activities. After thirty minutes at one activity, each group rotates to another station and another activity. In this way all participants are actively involved and the pace is lively (especially helpful when participants are tired). The technique works best when the different stations illustrate different activities:” taken from The Human Rights Education Handbook. http://www.hrusa.org/hrmaterials/hrhandbool1/part4B.htm The Carousel Classroom, or the Innovation Lab for learning English of the Ministry of Public Education, has six different interactive environments, created to cope with this new setting for the language classroom. They facilitate the acquisition of the skills, and offer the possibility for the students to advance at their own rate. The teacher is vital as a core for the organization and assignment of tasks. Objective To promote language learning through a series of well defined environments which help the students acquire a new language through the use of diverse human, physical and electronic resources. The Environments Listening This section of the class emphasizes the listening skill and provides opportunities to the learners to improve the sound, stress and intonation by constant exposure to oral texts and other types of exercises. Students are seated at hexagonal/ round shaped tables, carrying out assigned tasks. Speaking This section only has the round or hexagonal table

with chairs. Students discuss the topics provided by the instructor and try to arrive at conclusions which will be used for further discussion. If the group decides, the activity could be recorded for further feed back and analysis. Reading There is also a setting that allows students to read at their own pace. Of course, common tasks are assigned by the teacher as well. Writing This section promotes the development of the written ability through a series of tasks assigned to the group of students as a team or individually. Independent This activity is an integral part of the class and Studies it is reinforced by the use of computers, as tools for language learning, information researching and production of pieces of the oral and written language. The use of multimedia resources and specialized software offers the opportunity for the students to progress at their own pace. This tool also helps them to improve their language performance by practicing a series of exercises using recorded native speakers as models. Special This is an action directed by the teacher who has to Attention have a record of each students. It is a wonderful opportunity to provide special assistance to the students, who may show learning difficulties in one area, or who have a higher level of proficiency in some or all of the skills. Special work will be provided for each student and additional recom- mendations will be given for their own language development by using the computers as a means to exercise the skills.

Storage space The class is fully equipped with electric outlets, equipment (computers, scanner, projection system, tape recorder, T.V. set, video cassette player, printer, photocopy machine, video beam), but it also has storage space to keep the equipment, books, tapes, video tapes and all sorts of educational material. Methodology The communicative approach for language teaching and learning is one of the methodological approaches recommended to be used when developing the English Syllabus for secondary education. In this sense, learning has to be carried out in context. It means that whenever a learning task is considered for the classroom, it should be part of the current theme and must be part of the whole. When dealing with the skills, the development of one has to be interconnected to the other skills to allow a normal development of the language. For example, if a topic has been introduced through listening at the beginning levels, students should react to the oral stimulus by identifying a series of events, placing written word groups into the correct order, etc. If it is through an oral stimulus, students should be able to demonstrate they understand by answering, using small pieces of information, by pointing at different objects, etc. When developing reading, the students should complete charts, diagrams and other types of exercises which lead to comprehension of the texts, etc. , and when dealing with speaking, the theme of the unit is the starting point for a discussion or for providing the solution to a common problem. The Role of the teacher

The teacher in the Carousel Classroom has to be an innovator who, taking advantage of the resources and the training opportunities, activates learning in their students by provided challenging and motivated learning situations. The role of the teacher, besides being a specialist in the field, should be that of a source of knowledge of the classroom, the institution and the community where he/she is immersed. He/she has to be an expert in the use of all sources of materials, audio visuals, electronic devices, teaching and evaluating techniques and be familiar with the international and national current situation. He/she should be a facilitator of the learning process for his/her pupils. He/she should help the students arrive at generalizations on the use and usage of the language during the discussion periods within the speaking environment or during the whole group sessions. The Role of the Student The student in the Carousel Classroom is no longer a passive observer of what is going on in the class; on the contrary, he/she is the active participant of the class. He/she can transform him/herself into a facilitator, as he/she may have a valid knowledge of the electronic devices and their operation. But, at the same time, he/she should take advantage of the different learning settings in order to improve his/her competence in the language. He/she can also keep a record of his/her progress by registering comments in a classroom portfolio. The experience of working and learning in the Carousel Classroom allows him/her to teach and share his/her findings and expertise. Procedure The Carousel Classroom is not only the physical environment where learning takes place, but a methodology. The flexibility of the classroom arrangement allows the instructor to play with the principles of language teaching (presentation, practice, production and consolidation). To initiate the process, the teacher can simply ask for a traditional whole class arrangement to introduce the unit, the lesson, or the topic or skill, taking into account the need to activate prior knowledge by using warm-up activities that help the students relate the theme with their prior knowledge and the experience they have in their own language.

The practice can be done in the same arrangement for some minutes and then the teacher will ask the students to divide into the six different settings. To decide who goes where, the teacher must use some sorting technique to group them. Typical techniques might use birthdays, favorite colors, favorite soccer teams, etc. Of course, once the teacher has taken the time to identify each student’s needs, the arrangement of the class will be assigned by him/her according to the information gathered by the teacher. The production part of the unit is a time for developing independent skills, but is joined by a common set of objectives that leads to activities to be developed from one setting to the others. The consolidation is, then, time to show how much learning has taken place during the unit. Students should choose among the skills to present their final work of the unit. As the Carousel indicates, students should rotate their presentations on different skills, in order to show progress in all of them. The teacher should be aware of this particular situation to advise the students on developing the four skills. Time distribution Students remain in each setting for periods of 15 to 20 minutes. When the period ends the students move to another skill setting. The distribution of settings is a responsibility of the teacher or facilitator who will assign the work to the students. In this time distribution, he/she will have a record that tells him/her the environments the students have completed. The multimedia setting provides the learner with a variety of software. This is a unique opportunity for them to advance at their own pace and choose exercises they need to improve their knowledge, or perform the ones assigned by the teacher. In the Special Needs setting, the teacher works closely with the students, reinforcing and assigning work at their own pace, according to each student’s ability and level of achievement ( from low to advanced).

The Students Portfolio The portfolio is a collection of student’s work through the teaching and learning period and it should demonstrate a reflective practice. “ Reflective portfolios offer the students an opportunity to compare their present level of achievement with their prior performance level. Thus, students become involved in self-evaluation and begin to monitor their own progress over time.” TESOL Journal, Autumn 1995. The portfolio should contain general questions on the unit or topic being studied and on the skill and exercises students have just performed. If the students have had the chance to redo an exercise, he/she should report on the process and on the time it took him/her to complete it. Students should be asked to report on the general classroom dynamics and the way they feel in the class, the best way they have found for learning, their favorite environment, and they should also comment on how they feel doing individual or group work. Finally, academic achievement is another aspect that has to be taken into consideration when reflecting on learning. It should be clearly stated how much help has been received from the different environments and from the teacher, as a means to improve the student’s own performance. This should be done by the students themselves who can compare their present performance with their previous one. The Teaching portfolio The teacher must complete his/her own reflecting teaching portfolio as a tool for becoming a reflective teacher. The task of updating the students’ and the teacher’s reflective portfolios must be short and precise and should become part of the classroom routine. The teaching portfolio provides the teacher with an opportunity to become a reflective practitioner. “Teachers who want to begin a process of serious reflection, need to look for more effective ways to assess their teaching

practices, and the TP can constitute one of these alternatives. ”English Teaching Forum, October 1996. Evaluation The rubrics used to evaluate the performance in the Carousel Classroom must correspond to those in the Reglamento de Evaluación de los Aprendizajes. However, the progress in the Carousel Classroom must be recorded in the reflective portfolio. Every task designed by the teacher must have a solution. This solution must be a part of the input given to each skill group, once they have started their performance in one of the skills. The is one of the teacher’s responsibilities that should be done right after he/she finishes with the unit planning. The completion of the tasks assigned is a good indicator of the student’s performance in the Carousel Classroom. However, the final product must be evaluated through the same criteria: short tests and partial and final exams including the four basic skills. Models for evaluating the four skills are shown in chapter IV of this module. ®lcabrera-2003 II. WHAT TO TEACH IN THE CAROUSEL CLASSROOM

Teaching in the Carousel Classroom is not a difficult task but it needs time to have all of the details under the control of the instructor before the teaching task begins. The instructor must:  know the teaching and learning approach and some variations.  know the language he/she is teaching with a high level of performance.  know how to develop the four basic language skills.  handle technique to evaluate each skill.  produce different scales to record the students progress.  understand each student learning process.  apply the appropriate didactic alternatives to cope with individual needs.  know how to act when dealing with special needs.  keep records of each student progress.  use a variety of materials to make learning more real and accessible.  be able to evaluate and select electronic materials to complement his/her teaching practice.  handle technology effectively in order to transform his/her language class into a dynamic process.  take advantage of all training opportunities to improve their own professional development.  understand diversity in the language class.  share with parents and community his/her research and findings through the use of the Carousel Classroom.  be able to share with other colleagues the results of his/her Carousel Classroom. When to use the Carousel Classroom? The ideal is that each language classroom should transform into a Carousel Classroom. However, at the beginning, each of the 11 institutions under the BID loan 1010, will have one Carousel Classroom. This one must be used by all of the English teachers according to an assigned schedule as part of the regular class.

SOME IDEAS FOR THE WARM-UPS PREVIOUS TO THE PRESENTATION STAGE Semantic webs There are many strategies a teacher can use to help learners activate prior knowledge. Developing semantic webs together to organize knowledge related to the topic help the students fill their own semantic schema. If the topic just introduced deals with means of transportation, the web will include the following related subtopics: water air high Types Costs ice low land Means of Transportation ships Service Collective sky motorcycle Personal Buses planes public private Car bicycle Family

Producing this web is a whole classroom activity that can be done either by using the computer connected to the video beam or data show, or by drawing on a big piece of paper, or on the magic, chalk or electronic board. Either the teacher or one student, at random, can be in charge of putting the ideas together. There are other links that can be drawn from the one already in the web. For example; when describing the type of service, other branches are tourist buses, vans, etc., and for private use, automobiles, campers, station wagons, etc. Other categories may include brands, speed, comfort and others. With this exercise, the teacher guarantees the learners that the topic is familiar to them in their own language, and it will be an adventure to deal with it in the language he/she is learning. Brain Storming This technique can be also used with a set of questions already prepared by the instructor, who will write down everything that comes to the students minds in English or in Spanish. The teacher then records the expressions. After this is carried out, he/she is ready for the introduction of the topic. Preparing visuals Another activity that can be used to activate prior knowledge can be done by letting the students look for materials related to Means of Transportation in old magazines, internet and other sources students have brought to class. By using cardboard, scissors and glue, one or two groups can prepare the visuals to be displayed on the classroom walls, another group can look for readings in books and other sources brought by the students and still another group will search the web to locate resources that will be filed and will be ready to for further use.

Once the material is ready, each one of the groups will show theirs and with the teacher, the students will mention the characteristics of the material shown and the uses it will have during the learning process. Presentation Taking advantage of the electronic devices available, the teacher can introduce the topic by choosing a video or by projecting a set of situations recorded by native speakers of the language while showing visuals illustrating the theme. Comprehension questions must follow the introductory part to assure learning is taking place. After using a the warm-up activity, the teacher or instructor can introduce the topic by choosing from the variety of possibilities the Carousel Classroom offers the teachers: a video projected thought the TV and DVD, or by projecting a video from a software by connecting the computer to the video beam or data show, by showing a situation, by listening to a dialogue, by looking at some illustrations or animations, or even by carrying on an informal conversation with the class. The level of difficulty of the language material presented can be a little higher than the level of the language the students have to respect Krashen’s hypothesis of i + 1, which means that the level of difficulty the materials have, must be higher than the knowledge of the topic the learners have, in order to make the new learning experience more challenging. These two stages are key in language learning. They are two basic steps for setting the bricks to build a solid wall of information. At the same time, the students are filling in their own internal schema with information already stored in their minds or prior knowledge, with the new information from the topic introduced. The presentation stage as mentioned above can include a different skill to introduce the topic of the whole unit.

Some ideas to develop listening comprehension techniques in the language class Before introducing the listening activity, there are three listening strategies teachers must be aware of: a) extract an important detail from ongoing speech b) identify the gist of a segment c) predict what will come next in a segment It is important then to give enough practice to the students in listening to activate their strategies to get the details out a recorded speech, or get the general idea of the text, as well as, to predict what comes next. We are presenting Meldelsohn (1995, 1998) outlines to teach strategy-based L2 listening: 1. Raise learners awareness of the power and value of using strategies 2. Use pre-listening activities to activate learners’ background knowledge 3. Make clear to learners what they are going to listen to and why 4. Provide guided listening activities designed to provide a lot of practice in using a particular strategy (e.g., listening for names of dates) using simplified data initial, if needed 5. Practice the strategy using real data with focus on content and meaning 6. Use what has been comprehended: take notes on a lecture to prepare a summary, fill in a form to gather data , and so forth 7. Allow for self-evaluation so that learners can assess how accurate and complete their listening has been (Vandergrif)

John Morley (1991), organizes the types of language use for listening tasks as follows: The purpose here is to give students practice in listening to get information and specifically, to do something with it immediately. This encompasses specific Listen-and-do communicative outcomes such as the following: 1. Listening and performing actions (e.g., command games and songs such as “Do the Hokey Pokey ,” “May I?” “Simon Says”). 2. Listening and performing operations (e.g., listening and constructing a figure, drawing a map). 3. Listening and solving problems (e.g. riddles, “intellectual” of “logic” puzzles, real-life numerical, spatial, or chronological problems.) 4. Listening and transcribing (e.g., taking telephone messages, writing notes). 5. Listening and summarizing information (e.g., outline, giving the gist of a message in either speaking or writing). 6. Interactive listening and negotiating meaning through questioning/answering routines (e.g. questions to get repetition of information, questions to get verification, questions to get clarification, questions to get elaboration). Communicative outcomes for listening comprehension Morley (1991). 1. listening and performing actions and operations 2. listening and transferring information 3. listening and solving problems 4. listening, evaluating, and manipulating information 5. interactive listening and negotiating meaning through questioning / answering routines 6. listening for enjoyment, pleasure, sociability

Listening and Performing Actions and Operations These examples are taken from Morley and they all require listening and… 1. drawing a picture, figure, or design 2. locating routes of specific points on a map 3. selecting a picture of a person, place, or thing from description 4. identifying a person, place, or thing from description 5. Performing hand or body movements as in songs and games such as “Simon Says” or “Hokey Pokey”. 6. operation of a piece of equipment, such as a camera, a recorder, a microwave oven, pencil sharpener 7. carrying out steps in a process, such as steps solving a math problem, a science experiment, a cooking sequence Whenever the teacher is ready to teach and develop listening comprehension in the classroom, it is necessary to follow Peterson’s principles to get the most out of the learning activity. 1. Increase the Amount of Listening Time in the Second Language Class. Make listening the primary channel for learning new material. Input must be interesting, comprehensible, supported by extra linguistic materials, and keyed to the language lesson. 2. Use Listening Before Other Activities. Have students listen to the material before they are required to speak, read, or write about it. 3. Include both Global and Selective Listening. Global listening encourages students to get the gist, the main idea, the topic, situation, or setting. Selective listening points student attention to details of form and encourages accuracy in generating the language system. 4. Activate Top-Level Skills. Give advance organizers, script activators, or discussions which call up student’s background knowledge. Do this before students listen. Encourage top-down processing at every proficiency level.

5. Work Towards Automaticity in Processing. Include exercises which build both recognition and retention of the material. Use familiar material in recombinations. Encourage overlearning through focus on selected formal features. Practice bottom-up processing at every proficiency level. 6. Develop Conscious Listening Strategies. Raise students’ awareness of the text features and of their own comprehension processes. Encourage them to notice how their processing operations interact with the text. Promote flexibility in the many ways that they can use to understand the language. Practice interactive listening, so that they can use their botton-up and their top-down processes to check one against the other. Some ideas to develop speaking in the language class It is recommended to use the other skills to introduce the unit in beginning levels; on the other hand, if we are dealing with higher levels, to beginning with the speaking skill all depends on the teacher. Controlled practice Once the topic has been introduced and time has been given to develop the skills, speaking should be exercised. At the very beginning of the learning process, the speaking practices must be controlled. This means that the answers are already programmed by the instructor. In this way, the learner practices the correct use of the language in context through gradual structures which will help him/her internalize them and begin to fill in his/her schemata. At first, the responses will be as a response to a stimulus, but latter they will become part of the unconscious repertoire that can only be acquired through constant practice of the oral language.

Free practice Once the students have responded to controlled exercises and they have acquired some language, it is time to ask them to perform a series of tasks where situations are assigned for a communicative purpose. Each activity must focus on a particular topic or situation, i.e., what the students in the class did last night, how to order food in a restaurant, how to apologize, how to refuse a request, what they ate for breakfast, what they like to watch on television, etc. The purpose of the activity is not to handle a particular structure, but to supply comprehensible input. According to Krashen: (1983), the effectiveness of any acquisition activity can be measured by the interests it evokes in the students to comment on or ask questions about the topics which have been treated. Krashen’s categories for acquisition activities are: 1) affective humanistic 2) problem solving 3) games 4) content The most important, when developing these activities, is content; although there are structures involved. Affective-humanistic activities These activities attempt to involve the student’s feelings, opinions, desires, reactions, ideas and experiences.  Dialogs  Preference Ranking  My favorite summer activity _________ swimming _________ reading novels

_________playing tennis _________cooking The teacher asked the students the following questions: Who ranked swimming as number one? Where do you swim? How often? Etc.  Personal Charts and Tables Weekly routine of class members Monday Wednesday Sunday María studies has swimming goes out Juan listens to music works goes to church Ileana works studies reads a book Mario does exercises plays tennis visits friends The level of difficulty of the questions depends on the students’ level of the language. Survey charts can also be filled in with personal information, which will be used later to show the number of students preferring a certain type of food, activity, music, place, etc. Teachers can also ask for opinions, etc. in relation to different topics. The students have to say if the activity is good, bad or irrelevant.  Commandments Students study some commandments and order them according to their criteria. This can be done in small groups or with the whole class.  Revealing information about yourself The idea is that students supply personal information as a basis for discussions, in charts of stating opinions about a topic, etc. Occasions Beverages (1) breakfast (a) soft drinks (2) lunch (b) coffee

What do you drink for breakfast? How many drink coffee? How frequently do you eat the following foods? Use 1 for a lot, 2 sometimes, 3 almost never, 4 never 1. For breakfast I eat: 2. For lunch I eat: a. eggs a. a sandwich b. ham b. spaghetti c. cereal c. fried potatoes d. hamburgers d. a salad e. beans e. fried chicken f. bananas f. pancakes For this activity, the teacher asks the students different questions related to the two situations.  Plan a party, a picnic or a potluck meal The teacher will tell the class that each one of them will bring something different for the event and that they have to decide what to bring and to fill out the table or chart: Name Food  Activities using the imagination There are various sorts of experiences in which the students are asked to imagine some situation, some person, or some interaction which might take place. After a period, they are asked to describe to the class what they “saw” and “said”.

Ask the students to close their eyes and to imagine a place or situations with certain characteristics. After they have finished their visualization, they voluntarily describe what they imagined either to the class as a whole or in small groups. These activities are good to generate comprehensible input.  Problem-solving activities The objective of this type of activity is that the students have to provide the correct answer to a problem or a situation. The class and the teacher can solve the problem together.  Tasks and series Both teacher and students choose an activity and they describe the components of the activity. The topic could be “baking a cake”. There will be three stages: 1) the instructor will guide the students in developing the vocabulary necessary to talk about the activity. Together they will create the utterances to describe the sequence of events to complete the activity. For example, the class may say: First you need to measure three cups of flour. Then you need to add three teaspoons of baking powder, etc. In the final stage, there should be time for questions and discussion.  Following a procedure The instructor brings to class as many props as possible. In a preliminary conversation: 1) The instructor talks about the props and introduces the students to the context in series. 2) This is an initial conversation demonstration of the series in which the instructor repeats the sentences one, by one demonstrating the action described by each sentence. This may require several repetitions. 3) This stage involves the class, and as the instructor reads the statements, the class performs the actions.

GOOD MORNING 1. It’s seven o’clock in the morning. 2. Wake up. 3. Stretch and yawn and rub you eyes. 4. Get up. 5. Do your exercises. 6. Go to the bathroom. 7. Wash your face. 8. Go back to your bedroom. 9. Get dressed. 10. Make the bed. 11. Go to the kitchen. 12. Eat breakfast. 13. Read the newspaper. 14. Go to the bathroom and brush your teeth. 15. Put on your coat. 16. Kiss your family goodbye. 17. Leave the house.  Narration Give the class a series of photographs or drawings which make a story. The instructor may ask the students to imagine that this is what is going to happen, or to give their reaction to each event. The teacher will provide a series of questions to guide the conversation. The students can also provide their own stories.  Charts, Graphs and Maps Charts, graphs, maps, diagrams and so forth are found in newspapers, magazines and brochures in the target language.

A bus timetable, which includes fares, departure times, arrival times and locations, provides real life situations. This timetable can be used for students of all levels of English. For beginners the teacher should ask about the ticket price; while in higher levels, the questions could be deal with comparisons between fares, distance, etc. After performing the above activity, the teacher may use the travel information from the students in the class. Maps Maps are authentic sources for getting around a place and if form A has the information form B needs, and vice versa, the students should complete the task by asking real language questions. This activity is an information-gap.  Developing speech for particular situations Specific situations are given to the students for them to prepare and produce pieces of oral language. Examples: 1. Your washing machine is broken. You called the repair service two days ago and they made an appointment with you for today at 11 a.m. You have waited all morning and no one has shown up. What will you do ? 2. You are at the bank. The teller is in the middle of taking care of you when she is called away by her superior. Fifteen minutes later you are still waiting. What should you do? A variation of this activity could assign to small groups for them to discuss and provide the most appropriate solution to the situation.  Advertisements Newspapers or magazine advertisements are an excellent source of topics for discussions.

The ads can be classified for different levels and given to the students to find out as much information as possible in order to provide the right advice for purchasing goods. They can be advertisements of clothes, luggage, electronic devices, housing, tours, etc.  Games Find someone who Twenty questions Who am I The games used must be useful for problem solving. Some ideas to develop reading in the language class Before arriving at some of the techniques used to develop reading comprehension, it is important to ask what reading comprehension is. To answer the question, we will use François Grellet’s definition. “Understanding a written text means extracting the required information from it as efficiently as possible.” The type of reading depends on the type of text we read. For example, if it is a street sign or a scientific journal, the purpose of the reading will vary from a simple extraction of the information to a more detailed reading to understand the meaning of the whole piece or some particular relevant details. Dr. Neil Anderson:(1999) presents the integration of the theory and practice through eight teaching strategies for second language reading classes, in his book Exploring Second Language Reading-Issues and Strategies. ACTIVE is the word the author chooses not only because it helps people remember the first six steps of his philosophy, but also because reading is an active process. Anderson’s theory: A Active prior knowledge C Cultivate vocabulary T Teach for comprehension

I Increase reading rate V Verify reading strategies E Evaluate progress The other two strategies he adds to these six are a) motivation and planning, and b) selecting appropriate reading materials. Anderson thinks that a reader’s background knowledge can influence reading comprehension skills. Background knowledge includes all the experience that a reader brings to a text: life experiences, educational experiences, knowledge of how texts can be organized rhetorically, knowledge of how one’s first language works, knowledge of how the second language works, and cultural background and knowledge, to name a few areas. Background knowledge is also referred to as schema in the reading literature. What do we read? There are several types of materials and text types:  Novels, short stories, tales; other literary texts and passages (e.g. essays, diaries, anecdotes, biographies).  Plays  Poems, limericks, nursery rhymes  Letters, postcards, telegrams, notes  Newspapers and magazines (headlines, articles, editorials, letters to the editor, stop press, classified ads, weather forecast, radio/TV/theater programs).  Specialized articles, reports, reviews, essays, business letters, summaries, accounts, pamphlets (political and other)  Handbooks, textbooks, guidelines  Recipes  Avertissements, tavel brochures, catalogues  Puzzles, problems, rules for games  Instructions (e.g. warnings), directions (e.g. How to use…), notices, rules and regulations, posters , signs, (road signs), forms (e.g. application forms, landing cards), graffiti, menus, price lists, tickets  Comic strips, cartoons and caricatures, legends (of maps, pictures).

Why do we read? There are two main reasons for reading:  Reading for pleasure  Reading for information (in order to find out something or in order to do something with the information you get) How do we read? There are different ways of reading: Skimming: quickly running one’s eyes over a text to get the gist of it. Scanning: quickly going through a text to find a particular piece of information. Extensive reading: reading longer texts, usually for one’s own understanding Intensive reading: reading shorter texts, to extract specific information. This is more an accuracy activity involving reading for detail. Reading involves a variety of skills. The following are some skills listed by Munby and they are comprehended in the National English teaching syllabus.  Recognizing the script of a language  Deducing the meaning and use of unfamiliar lexical items  Understanding explicitly stated information  Understanding information when not explicitly stated  Understanding conceptual meaning  Understanding the communicative value (function) of sentences and utterances  Understanding relations within the sentence  Understanding relations between parts of a text through grammatical cohesion devices  Interpreting text by going outside it  Recognizing indicators in discourse  Identifying the main point of important information in a piece of discourse  Distinguishing the main idea from supporting details

 Extracting salient points in order to summarize (the text, an idea, etc.)  Selective extraction of relevant points from a text  Basic reference skills  Skimming  Scanning to locate specifically required information Grellet: (1981), presents several types of exercises that can be used. According to him, the question types can have two different functions. 1) To clarify the organization of the passage, and 2) To clarify the contents of the passage. 1. To clarify the organization of 2. To clarify the contents of the the passage. passage. o the questions can be: o plain fact (direct reference) o the function of the passage o implied fact (inference) o the general organization o deduced meaning ( supposition) (argumentation.) o evaluation o the rhetorical organization (contrast) o the cohesive devices (linking words) o the intrasentential relations (derivation, morphology, hyponymy)

Grettel’s Reading Comprehension Exercise-Types Reading techniques How the aim is Understanding meaning Assessing the conveyed text I. SENSITIZING I NON-LINGUISTIC I AIM AND RESPONSE TO THE I FACT 1.Inference: FUNCTION FO THE TEXT VERSUS through the TEXT OPINION context 1. Function of 1. Ordering a Inference: the text sequence of 2. WRITER’S through word- 2. Functions pictures INTENTION formation within the 2. Comparing texts text and pictures 2.Understanding 3. Matching relations within 2. ORGANIZATION 4. Using the sentence. OF THE TEXT: illustrations DIFFERENT 5. Completing a 3.Linking PATTERNS document sentences and 6. Mapping it out ideas:reference 1.Main idea and 7. Using the Linking sentences supporting details information in and ideas: linking 2.Chronological the text words sequence 8. Jigsaw reading 3. Descriptions 2. IMPROVING 4. Analogy and 2.LINGUISTIC READING SPEED contrast RESPONSE TO THE 5.Classification TEXT 3.FROM SKIMMING 6. Argumentative and 1. Reorganizing the TO SCANNING logical information: 1. Predicting organization reordering events Reorganizing the 2. Previewing information: using 3. Anticipation 3. THEMATIZATION grids 4. Skimming 2. Comparing several 5. Scanning texts 3. Completing a document 4. Question-types 5. Study skills: summarizing, note- taking

Examples of types of exercises following Grellet’s chart 1. Sensitizing Inference : Deducing the meaning and use of unfamiliar lexical items through contextual clues. Specific aim: To train the students to recognize synonyms and antonyms Skills involved: Deducing the meaning and use of unfamiliar lexical items. Understanding relations between parts of a text through lexical cohesion devices such as synonymy and antonym. Why? Many texts make use of synonyms and antonyms to convey their message more clearly. It is important for the students to be aware of these lexical relations as they often help to infer the meaning of unfamiliar words. Programming people Programming people means getting others to act consistently as you want them to act. Stern parents or employers often are pretty good at this, at least while the subjects are under observation. Hypnotists can obtain excellent results in achieving desired behavior from suggestible subjects for short periods. What interest us here are precise techniques for altering long-term behavior patterns in predictable ways. These new patterns may be considered desirable by the subject or to the programmer or by the organization employing him. For achieving certain kinds of long-term programmed behavior the programmer need not be a scientifically trained technologist. Consider how the intense and unattractive Charles Manson horrified and fascinated millions of people a few years ago by his control methods. He had the ability to induce sustained zombie- like behavior in his followers, mostly girls. They committed random murders in the Los Angeles area. When a number of his “slaves” faced trial they vigorously asserted that the murders were their idea. They wanted to protect Charles, who was always somewhere else when the butcheries occurred.

In order to prove his theory that Manson had master-minded the killings the prosecutor, Vincent Bugliosi, had to spend months uncovering and analyzing the sources of Mason’s control over the presumably free and footloose young people. His most important findings were these: Mason was gifted at perceiving the psychological needs of others. He assured runaway girls needing a father that he would be their father. He assured plain-looking girls that they were beautiful. He was careful to destroy preexisting identities. All the members of his clan had to take on new names. He systematically destroyed inhibitions as part of this obedience training. He offered these insecure youngsters a bizarre religion, in which he was the Infinite Being who would lead them to a world of milk and honey. He was careful to identify and probe what each recruit was most afraid of, and to play on it. Finally, Mason apparently had some hypnotic powers. Buglosi succeeded in convincing the jury that Mason was, indeed, responsible for the murders. (From Vance Packard: The People Shapers (Macdonald, 1978) a) In paragraph 3, find two nouns meaning more or less the same as “killings” : ____________________ ____________________ b) In paragraphs 2 and 3, find the equivalents of the following words: changing: ______________________ take place ______________________ declare_________________________ c) In paragraph 3 - find an adjective which means the opposite of “for short periods”:____________________ - find a noun which means the opposite of “free and footloose young people” (para.4) d) In paragraph 4, find the words which mean the opposite of : hiding:______________________ fail:________________________ The students could also be asked to match two lists of words (words and their synonyms or antonyms).

2 Specific aim: To train the students to recognize related words in a Text. Skills involved: Understanding relations between parts of a text through lexical cohesion devices: lexical sets and collocation. Why? In a text about a given subject, there will usually be a number of related words that may not be synonyms but that help to create an atmosphere or convey an idea. Being aware that such relations exist and looking for them in a text is important in developing the strategy of inference. In the text ·Programming People·, one of the recurring ideas is the loss of one’s independence and personality. Read the text again to find all the words related to that idea and fill in the following table. nouns adjectives verbs dependence e.g. slaves independence Can you think of other words to complete the table ?

3 Specific information: To train the students to infer the meaning of unfamiliar words by asking them to do a cloze exercise in their native language before doing one in English. Skills involved: Deducing the meaning of unfamiliar lexical items through contextual clues. Why ? Most students can infer the meaning of unfamiliar words much more quickly if only they realize this is something they already do all the time in their native language. The following text contains a number of imaginary words. Can you guess their meaning ? TRAIN DERAILED Plicks are believed to have caused the dolling of a two-car diesel passenger train yesterday. The train, with 24 biners on board, hit a metal object and ratted 100 yards of track before stopping four pars from Middles-brought. Three people were taken to hospital, one slightly rapped, the others tiding from shock. (The Daily Telegraph) Improving reading speed Exercise Specific aim: To develop word-recognition and word comprehension

Speed. Skills involved: Recognizing the meaning of words as quickly as possible. Why? Besides the more common speed reading exercises that consist in timing one’s reading of a text, some preliminary exercises can help the students to overcome their difficulties in recognizing words and their meaning. The following exercise should be done as quickly as possible and timed. In order to be efficient, each question should contain many items. a) Underline the word which is the same as the first one given. Cat cab told bold cut told cap hold cat bold b) Here is a series of two expressions. They are sometimes the same and sometimes different. Go through the list and when the expressions are different, underline the word that differs in the second expression. cat nap cat nap well paid well paid old looking old looking one-way one day happy few happy few self-taught self-caught He’s bound to see the lamp. He’s bound to see the lamp. Can you heat the tin? Can you heat the tin? They pricked my fingers. They pricked my fingers. You startled the party. You started the party. c) Decide whether the following words have similar or different meanings.

cry weep laugh whisper finish stop help assist avoid warm menace threaten d) Find the word which means the same thing as the first word mentioned. wood oak grab hold tree snatch forest leave land give 3. From skimming to scanning Predicting Exercise 1 Specific aim: To train the students to make predictions and guesses When reading a text. Skills involved: Predicting Why? Reading is an activity involving constant guesses that are later rejected or confirmed. This means that one does not read the sentences in the same way, but one relies on a number of words or cues to get an idea of what kind sentence (an example, an explanation) is likely to follow

The instructions for the exercise could be: After reading each of the sentences in column 1, look at column 2 and choose the sentence which you think is most likely to follow ( the first column could be covered by a strip of paper while you are considering the possibilities in the second column). Go on in the same way until you reach the end of the text. 2 Specific aim: To train the students to make predictions and guesses when reading a text. Skills involved: Predicting Why? When the punctuation of a text is missing, we try to predict where the sentences are likely to end and look for certain words functioning as signals of a new sentence or paragraph. In the following text, all punctuation has been removed. Can you put it back? start a new paragraph. Further hints The students can be given unfinished passages and asked to propose an ending.

Take a text and divide it into utterances. Asking the students to ask pertinent questions about what should follow at different points in the passage. Previewing 1 Specific aim: To train the students to use titles and tables of contents to get an idea of what a passage is about. Skills involved: Reference skill. Anticipation. Scanning. Why? This exercise is one of many that can be used to s show the students how much they can guess about a passage by simply looking at its title and at the table of contents. This will be useful to most students later in the course of their studies. You have been given a page from a book to read. It is entitled ----- What do think the passage is about? Think of at least three possibilities. The title of the book is_____ and here is the beginning of the table of contents. Does this lead to reconsidering your former opinion and making a more accurate guess at the contents of the passage? 2 Specific aim: To train the students to use a newspaper index. Skills involved: Reference skill. Why? Being able to use an index is essential when scanning to locate specific information.

You have just bought “ “ in order to know the latest news. Here is the index to the pages. 1) On what pages would you expect to find an answer to the following questions? a b c 2) On page 2 an article is entitled________. You can guess it is about an earthquake in South Africa in England in the United States 3 Specific aim: To train the students to use the text on the back cover of a book, the preface or the table of contents to get an idea of what the book is about. Skills involved: Reference skill Why? It is often important to be able to get a quick idea of what a book is about. You have a few minutes to skim through a book called ____ and you first read the few lines written on the back cover of the book, the table of contents and the beginning of the preface. What can you tell about the book after reading them? Can you answer the following questions? 3

Anticipation Specific information: To encourage the students to think about the theme of the passage before reading it. Skills involved: Anticipation Why? One of the most important factors that can help us in the process of reading is the desire we have to read about a given subject. The more we look forward to reading and anticipate in our minds what the text may hold in store for us, the easier it will be to grasp the main points of the passage. In this exercise, questions are asked before the text is read to make the students aware of what they know, what they don’t know, what they wish to learn about the topic. HOW THE AIM IS CONVEYED 1. Aim and function of the text FUNCTION OF THE TEXT Specific aim: To train the students to recognize the function of the text. Skills involved: Understanding the communicative value of the text. Why? It is impossible to understand a text if one is not aware of its function. When confronted by a new text students should encouraged to find out its function first. The

origin of the document, its presentation and layout are usually very helpful in determining its function, as can be seen in this exercise. Match the following passages and their function: Persuasion Warning Giving information Giving directions Invitation Request Functions within the text Specific aim: To train the students to recognize the function of sentences and utterance in a text. Skills involved: Understanding the communicative value of sentences and utterances. Why? Whereas a given text usually has one main function only, several language functions often appear within the text. Read the following dialogue and match what the characters say and the functions listed underneath. A. Hello, Jane! B. Hi Sue! How’s life? C. Fine. But I’ve got to move next term. My roommate’s leaving and I can’t find anyone else to share with. D. But why don’t you keep looking? You’ve got another month and a half, haven’t you? E. Yes, but I’ve never quite liked my room anyway. It’s noisy and I’d much rather have something near your place.

F. That’s a good idea! It’s really a lovely district to live in! G. Is it expensive? H. Rather, but if you start looking right away..: I. Good. I will. And I’ll give you a ring soon. Bye! 1. Demand for evidence 2. Agreement 3. Farewell 4. Asking for information 5. Greeting 6. Evidence (explanation) 7. Giving information Organization of the text: different thematic patterns Main idea and supporting details 1 Specific aim: To sensitize the students to different ways of conveying the information in a paragraph. Skills involved: Recognizing the technique used by the writer. Why? Some exercises can be focused on the technique used by the writer in a given paragraph as a preparation to the study of the organization of a whole text. For instance, if one considers the opening paragraphs of most articles and stories, one finds that there are a number of types, e.g. starting with a question to catch the reader’s attention, going directly to the main point, starting with an anecdote, etc.

Read the opening paragraph of the suggested texts and decide which category they fall into: Names of Summary of Question to Example Anecdote reading the main point hold the sources reader’s attention The above are all examples of reading comprehension exercises taken from Developing Reading Skills by François Grellet, which are to be studied and adapted to each teacher’s classroom situation. These exercises are the base to develop a series of reading tasks for each of the educational levels, in the different workshops develop with the teachers. Some ideas to develop writing in the language class.

Learning to write in another language means that there is not only a process of identification of the graphic symbols with the meaning of the words, but it is also a skill development process that must include recognition of symbols, identification of those symbols with the sounds of the language and the use of the words correctly within a unit of thought. Celce-Murcia and Olshtain: 2000, define the process of writng as the production of written word that results in a text which, however, must be read and comprehended in order for communication to take place. Writing is another skill that, according to the communicative approach in language teaching and learning, must suit the purpose for doing it. Although at beginning levels, students need to practice how the letters are made and to fill in blanks and answer questions until they are ready to perform real or authentic writing tasks; such as: o filling out forms o writing short dialogues and conversations o writing questionnaires o writing personal letters o writing business letters o writing personal narratives o writing essays o writing fiction or poetry o writing technical reports o writing procedures o writing summaries At beginning levels students must be familiar with personal information forms that are normally used when registering in a course or event.

The instructions should be given orally for a classroom activity and in written form whenever the task is being done for assessment and evaluation purposes. Fill out the forms with the information requested. 1 Name: ________________________ Date of birth:_____________ Age:________Nationality:___________ Address:________________________________________________ _______________________________________________________ Home telephone number:_____________Work telephone number________ E: mail:__________________ Profession:__________________ Professional experience:_______________________________________ Interests:_________________________________________________ 2 Student’s name:___________________ID number:__________________ Course name: ___________________________________________ Father’s name:_____________________________________________

Mother’s name:_____________________________________________ The use of appropriate language expressions are necessary to complete the forms. Teachers may also ask students to prepare a written dialogue or short conversation. 3 Fill out the form with the appropriate information. Name ________________________________ Age ________ Address___________________________________________ Eye color_________________ Hair color_________________ Type of clothes ______________________________________ Favorite course_______________________________________ Year in school _________________________________________ After each student completes his/her form, the teacher will complete the following chart. Juan Keyna Albert Eye color Hair color Type of clothes Favorite course Year in shcool

Once the chart is completed, the information can be used to describe each one of the students orally. 4. Use the information in the chart to write a biography if each person in paragraph form. NAME DATE OF EDUCATION YEAR OF OCCUPATION DATE OF BIRTH MARRIAGE DEATH Mary Baez 12/09/69 Eastern Oregon 1980 engineer 7/7/00 Leslie Opp 4/29/54 New York Univ. 1976 actress 10/4/89 Mary Tripp 8/6/15 Albany Univ. -- advertising 11/24/83 director Allan Short 12/20/66 Catholic Univ. -- priest 12/09/03 Example: Mary Baez was born on December 9, 1969. She studied at Eastern Oregon University. She got married in 1980. She was an engineer. She died on July 7, 2000. 5 Use a series of pictures to write a story. Tell the students to look at the pictures carefully in order to write a series of sentences describing each one of the scenes. Describe a family photo.

Describe a picture or a chart. 6 Write the procedure to operate a machine. The teacher may assign a reading task previously and may ask the students to closely follow the procedure for operating an eletrical device. At the same time, he/she may ask students to create a machine and to write the steps onr must follow to make it works. Example: Instructions 1) Open lid. 2) Put the clothes inside the tank. 3) Add the soap. 4) Open the water faucet. 5) Shut the lid. 6) Push the start bottom. 6) Wait until the washing machine finishes its cycle to take the clothes out. Each class will collect as many procedures as there are students in the class. The teacher should check them in order to provide feedback to each work. Letter writing tasks It is a good idea to start teaching students how to write letters to friends, or pen or key pals. The tasks may be as complex as the level of performance of the students.

Internet provides the students with great possibilities for finding friends around the world and exchanging personal and general information, culture and other important facts. The teacher can provide a model of a letter and may ask the students to use it as an example to write other letters. The following example shows the type of language a seventh grader should use during the last trimester. Dear Ron: I read your message and I found it I would like to visit your country sometime in the future. I seems to me it is very beautiful. Costa Rica is a small country in Central America. It is not a big country like your country. There are around 4 million “ticos”, which is what people from the region calls us because of the way we talk. We have very nice weather most of the time. The temperature is never above 80° and never below 60° in the central plateau. Yes, it is just like spring. Of course, although the sun may shine in the mornings, there can be heavy rains in the afternoons. You never know. At the beach, it is really hot and you can swim in the ocean. I know that you like water sports. The Caribbean offers spectacular waves to the surfers. Perhaps this is what you are looking forward to. You are very wellcome to visit me anytime. Please let me know in advance. Best, Amy

P.S. Keep in touch. The information exchange in the letters can varied according to the topics studied in the units and to the interests of the students. Letters of application The teacher should present different models of letters of application for the students to study and choose a model before they are able to write their own. The instructions should tell the students to write a letter applying for a job, and to tell why he/she is the best candidate for the position. He/she should describe his/her work skills, professional expertise and work experience. Work with examples of other written tasks. III PLANNING FOR THE CAROUSEL CLASSROOM Planning is an essential part of the teaching practice. It is to the teacher what the “blue print” is to the engineer or architect. In both cases, if the bricks are not solid, the building collapses. It is recommended when planning for teaching, that one carry out a needs analysis to determine just who the population is and what their specific interests and abilities are. Along this line, it is mandatory to apply a diagnostic test to find out what the students know and if necessary, what is needed to do to refresh knowledge or to develop strategies to help them reach the expected level of proficiency in the language.

For the Carousel Classroom, the instructor must devote some time to planning the lesson and choosing the different activities for each one of the environments and for each one of the students as well. To carry out this task, the teacher must take into consideration the English teaching syllabus, the resources available and the final goals he/she is requested to reach. In order to help you with your planning task, the following template will help you to cope with the syllabus, the students’ learning needs and the use of different resources and specific activities for developing each one of units of the teaching syllabus.

/Weekly/Daily Planning Target Content: Level: Time allotted: Linguistic Language & Functions Mediation Activities Values/Attitude Evaluation of L & Culture Outcome Objectives Warm-up Functions Listening PRESENTATION (teacher centered) Speaking Language Content PRACTICE (Student centered) Reading Writing PRODUCTION/USE (Student centered) Closure Curricular Accommodations: Chronicle: Materials. DTC y ED-Suggested English Plan Sample 09

To fill in the planning matrix, the teacher must take the national teaching syllabus, and focus on the whole unit for a while and then, look at the objectives. He/she must remember that the objectives are written in terms of skill development. At the end of this chapter, a list of linguistic competencies of learning outcomes are presented as a summary of what is required from the students once they have finished each of the school levels. For each one of the objectives, the teacher must choose a procedure and develop it, step by step to guarantee that learning takes place and that the student are acquiring the language elements they are studying. At this point, the teacher should provide enough time and activities for the most important teaching steps: Presentation, Practice, Production. It has been proved that students learn only if they have time for these four phases in their learning process. Warm- up Each time the teacher introduces or changes activities, a warm-up activity must be used to activate prior knowledge and create the space for the new learning to take place. Presentation The time teachers take to introduce the unit, topic, theme or situation. Practice Time spent in practicing what has been taught or introduced. The practice may be controlled or free Production and Consolidation The students are asked to perform orally or in written form. The students show how much they have learned by producing and presenting their oral or written work.

Wrap up It is recommended to include a short activity at the end of each learning situation in order to have a sense of what has gone on in the classroom and how much learning has taken place. Time Just remember to time every single activity. The success of your teaching practice depends on the amount of time the students have to carry out the action plan. LINGUISTIC COMPETENCIES / LEARNING OUTCOMES 7Th The students can… • greet and say good bye. • introduce him/herself to others. • introduce other people. • indentify oneself to others. • understand formal and informal situations to interact • ask for directions and instructions. • use numbers. • tell time. • listen carefully in order to respond appropriately. • explain how a dictionary is organized. • identify classroom objects. • write short descriptions of the objects studied. • locate people and objects. • use a map to get to a particular place. • ask for a description of something. • describe people and objects. • spell words. • accept and refuse goods and services. • give and respond to instructions. • ask for and give information. • write short descriptions. • write a set of instructions. • produce a series of oral interactions

• have a basic conversation 8th The students can … • listen to tapes and to their instructor • understand the instructors oral speech and tapes. • identify family members and their partners’ relatives. • talk about family members and their partners’ relatives. • describe people´s physical appearance. • write desciptions. • compare people´s features and personality traits. • understand the meaning of words through context. • infer the meaning of words through context. • complete written exercises. • name characteristics of some means of transportation. • talk about routines. • write a list of characteristics of different subject • describe personal travel plans. • write schedules and timetables. • describe their own travel plans in oral and written form. • accept and refuse goods or services. • order from a catalogue. • express likes, dislikes and preferences. • write a short composition. • identify grammatical functions of words. • give and follow directions. • write a set of instructions or directions. • identify and describe occupations. • produce a written description. • ask for and give information

9th The students can… • listen with understanding. • talk about sports and leisure activities. • produce a written composition. • talk about the lives and achievements of famours athletes and musicians. • write a short descriptive paragraph. • understand instructions for operating electrical appliances. • write a set of instructions for opertating a machine. • extract information from a text ( roots, suffixes and prefixes). • complete information with roots, suffixes and prefixes. • discuss different means of transportation: quality, rentability and use. • write a text. • express opinions about the use of computers and technology in everyday life. • produce a written description of a situation. • discuss natural resources and the promotion of conservation. • write a letter to the editor ,a letter of complaint , etc. • identify registers in a given context. • complete texts with information from a given context. • talk about causes, effects and prevention of environmental pollution. • produce written texts dealing with causes , effects and prevention of environmental pollution. • express opinions, emotions and points of view. • understand style and register.

• analyze environmental issues. • use present, past and future when interacting or writing about different issues. • make suggestions. • express advantages and disadvanrages. 10th The students can … • listen to tapes, native speakers or movies. • discuss the achievements of our national athletes. • produce written descriptive texts. • Narrate different topics. • talk about Costa Rican art, music and crafts. • produce pieces of writing such as: brochures, flyers with information, posters and texts. • identify synonyms and antonyms. • use synomyms and antonyms in appropriate contexts. • exchange information about Costa Rican typical food. • produce written information promoting our typical food. • follow procedures to make a product. • write procedures. • compare holidays and celebrations in Costa Rica with some celebrations in English speaking countries. • write comparative texts about holidays, celebrations and culture. • discuss the causes and effects of the misuse of natural resources. • write texts using cause and effect. • identify and use linking words in context. • use linking words correctly. • talk about tourist attractions in Costa Rica. • write promotional material. • discuss common illnessess and diseases. • produce pieces of writing to alert and prevent people from getting contaminated. • discuss about our democratic tradition. • write flyers and prompotional material about the topic. • comment on careers, jobs and lifestyles.

• write a resume, a letter inquiring information about a job, letters of complaint, presentation, etc. • use complex language for different communication purposes. 11th The students can … • listen to different varieties of spoken language. • talk about types of food, eating habits and behaviors at the table. • produce pieces of writing describing the situation at the table, etc. • describe procedures for setting a table. • indentify formal and informal situations at the table. • discus aspects of tourism around the world. • describe travel plans • make reservations. • fill out forms • write descriptive texts. • use linking words in context. • justify job demands in Costa Rica. • produce a written text • compare careers. • write comparative texts. • summarize information. • argue their position towards science and technology. • produce pieces of writing describing a situation. • discuss morals and values. • agree and disagree. • persuade someone to do something. • use prefixes, sufixes and root words in context. • deduce meaning from context. • justify men´s and women´s roles in our society. • discuss senior citizens and minority groups. • invite someone to do something. • use words with the same pronunciation (homonyms). • discuss mass media and communications. • write a set of texts, describing, criticizing, justifying points of view or demanding explanations.

• use language comprehensibly and appropriately to communicate effectively. • write a letter inquiring information on diverse topics of interest. • ask for and give information. • discuss different topics studied. • analyze information. • produce well - prepared and spontaneous speeches. • infer meaning from context. • express and defend opinions and personal points of view. • evaluate content. • write a resume, cover letter, letter of presentation, letter of application, etc.

Stages of a Receptive Skill Lesson Development (Schema Theory) 1. Pre-Activities Why? How? • contextualize the text or segment, focus • to provide needed background learners information • recall/review what is known about the topic • to activate student's knowledge of the topic • react to visual clues, organization, etc. • to anticipate content • language preparation/expansion • predict • brainstorm 2. Global Activities Why? How? • to train students to consider a text • identify type of text or information or segment in its entirety • identify main idea(s) • to wean students away from the tendency to translate word for • create/match titles or subtitles for the text word • order or sequence information • verify predictions 3. Specific Information Activities Why? How? • to locate specific information • complete grids, charts, diagrams, etc. (real-life task) • answer questions (who, what, where, etc.) • to train students to look or listen

for and find vs. look at and get • recognize cognates lost • select/match/identify specific information • to fulfill students' expectations • to access precision of understanding 4. Linguistic Activities Why? How? • to train students to use the known • focus on specific aspects of language: to learn the new vocabulary, structures, discourse, and sociolinguistic features • to infer meaning, structures, etc. • inductive reasoning • to stretch students cognitively and linguistically • cloze-type activities, match, guess; open- ended questions 5. Post-Activities Why? How? • to relate • make decisions related to purpose of text reading/listening/viewing to their original purpose • discuss/debate issues raised • to use input to anchor or • express own opinion consolidate language • tell the story in own words • to use input as a springboard for • analyze point of view, style, etc. other activities • link to other skills: speaking, writing, further reading or listening Annex #1 IV ASSESSING AND EVALUATING IN THE CAROUSEL CLASSROOM

Assessment and evaluation in the Carousel Classroom must become a continuous process. The teacher and the students must become aware of progress in the different skills and through the individual assignments each student performs. The use of reflecting portfolios is a practical way to keep track of progress. A reflective portfolio is a document that students complete after each session in the Carousel Classroom. There they state their thoughts concerning their learning progress and their needs in relation to a specific skill or learning difficulty. Margot Gottlieb defines this device as a “means of reflection. Portfolios focus on the students’ learning process, as reported by the students. The teacher’s role is to enhance the students’ metacognitive and affective awareness in learning. The centerpiece of this portfolio type is the student’s perceptions, interpretations, and strategies utilized in acquiring knowledge. How students learn and what their attitudes and reactions might be are as valuable as what they learn.” The students may complete their portfolios electronically or on paper. The teacher in the Carousel Classroom counts on lots of resources to create a portfolio for each of the students, which at beginning levels may be written in Spanish to help the students express themselves about the reflecting process. As they move on to the other levels, the teacher may consider the possibility of having them complete it in English. To be fair in evaluating language abilities, using a variety of scales and rubrics is recommended. The scales and rubrics presented below are examples. By using the web, teachers will be able to create their own or we will create instruments together in the different workshops programmed for English teachers. In this section of the module, there are models of rubrics and scales taken from different sources, which are presented as examples for teachers to create their own. During the workshops prepared for teachers, there should be lots of opportunities to have hands on experience with the Internet in order to search the web to create materials for specific classroom needs.

Rubrics and scales examples Rubric Made Using: RubiStar ( http://rubistar.4teachers.org ) Literature Circle - Listening and Sharing: Listening Example Teacher Name: Student Name: ________________________________________ CATEGORY 4 3 2 1 Respects Others Student listens Student listens quietly Student interrupts Student interrupts quietly, does not and does not once or twice, but often by whispering, interrupt, and stays in interrupt. Moves a comments are making comments or assigned place couple of times, but relevant. Stays in noises that distract without distracting or does not distract assigned place others OR moves fidgeting. others. without distracting around in ways that movements. distract others. Comprehension Student seems to Student seems to Student understands Student has trouble understand entire understand most of some parts of the understanding or story and accurately the story and story and accurately remembering most answers 3 questions accurately answers 2 answers 1 question parts of the story. related to the story. questions related to related to the story. the story. Participates Willingly Student routinely Student volunteers Student does not Student does not volunteers answers to once or twice and volunteer answers, willingly participate. questions and willingly tries to but willing tries to willingly tries to answer all questions answer questions answer questions s/he is asked. s/he is asked. s/he is asked. Thinks about Student describes Student describes Student describes Student cannot Characters how a character how a character how a character describe how a might have felt at might have felt at might have felt at character might have some point in the some point in the some point in the felt at a certain point story, and points out story, and points out story, but does NOT in the story. some pictures or some pictures or provide good support words to support words to support for the interpretation, his/her interpretation his/her interpretation even when asked. without being asked. when asked. Follows Along Student is on the Student is on the Student is on the Student is on the correct page and is correct page and correct page and wrong page OR is actively reading along usually appears to be seems to read along clearly reading ahead (eyes move along the actively reading, but occasionally. May or behind the person lines) or finger is looks at the reader or have a little trouble who is reading aloud. following words being the pictures finding place when read aloud by others. occasionally. Can find called upon to read. place easily when called upon to read.

Date Created: Nov 28, 2003 09:40 am (CST) Rubric Made Using: RubiStar ( http://rubistar.4teachers.org ) Reading - Analyzing Information : Reading21 Teacher Name: Student Name: ________________________________________ CATEGORY 4 3 2 1 Identifies important Student lists all the The student lists all The student lists all The student cannot information main points of the the main points, but but one of the main high light important article without having uses the article for points, using the information with the article in front of reference. article for reference. accuracy. him/her. S/he does not highlight any unimportant points. Identifies details Student recalls Student recalls Student is able to Student cannot locate several details for several details for locate most of the details with accuracy. each main point each main point, but details when looking without referring to needs to refer to the at the article. the article. article, occasionally. Identifies facts Student accurately Student accurately Student accurately Student has difficulty locates at least 5 locates 4 facts in the locates 4 facts in the locating facts in an facts in the article and article and gives a article. Explanation is article. gives a clear reasonable weak. explanation of why explanation of why these are facts, rather they are facts, rather than opinions. than opinions. Identifies opinions Student accurately Student accurately Student accurately Student has difficulty locates at least 5 locates at least 4 locates at least 4 locating opinions in opinions in the article opinions in the article opinions in the article. an article. and gives a clear and gives a Explanation is weak. explanation of why reasonable these are opinions, explanation of why rather than facts. these are opinions, rather than facts.

Relates Graphics to Student accurately Student accurately Student accurately Student has difficulty Text explains how each explains how each explains how some of relating graphics and graphic/diagram is graphic/diagram is the diagrams are diagrams to the text. related to the text, related to the text. related to the text. and accurately determines whether each graphic/diagram agrees with the information in the text. Summarization Student uses only 1-3 Student uses several Student summarizes Student has great sentences to describe sentences to most of the article difficulty summarizing clearly what the accurately describe accurately, but has the article. article is about. what the article is some slight about. misunderstanding. Date Created: Nov 28, 2003 09:55 am (CST) Holistic Language Scoring Rubric Rating Description 6 Communicates competently in a variety of settings Speaks fluently Masters a variety of grammatical structures Uses extensive vocabulary but may lag behind native-speaking peers Understands classroom discussion without difficulty 5 Speaks in social and in a variety of settings with sustained and connected discourse; any errors do not interfere with meaning Speaks with near-native fluency: any hesitations do not interfere with communication Uses a variety of structures with occasional grammar errors Uses varied vocabulary Understands simple sentences in sustained conversation; requires repetition 4 Initiates and sustains a conversation with descriptors and details; exhibits self- confidence in social situations; begins to communicate Speaks with occasional hesitation Uses some complex sentences; applies rules of grammar but lacks control of irregular forms (e.g. run, man, not- never, more-higher) Uses adequate vocabulary; some word usage irregularities Understands classroom discussions with repetition, rephrasing and clarification 3 Begins to initiate conversation; retells a story or experience; asks and responds to simple questions Speaks hesitantly because of rephrasing and searching of words Uses predominantly present tense verbs; demonstrates errors of emissions (leaves words out, word endings off) Uses limited vocabulary Understands simple sentences in sustained conversation; requires repetition

2 Begins to communicate personal and survival needs Speaks in single-word utterances and short patterns Uses functional vocabulary Understands words and phrases, requires repetitions 1 Begins to name concrete objects Repeats words and phrases Understands little or no English Adapted from O´Malley Analytic Scoring to Evaluate Writing Content 5 – Excellent: main ideas stated clearly and accurately, change of opinion very clear 4 – Good: main ideas stated fairly clearly and accurately, change of opinion relatively clear 3 – Average: main ideas somewhat unclear or inaccurate change of opinion statement somewhat weak 2 – Poor: main ideas not clear or accurate, change of opinion statement weak 1 – Very poor: main ideas not at all clear or accurate, change of opinion statement very weak Organization 5 – Excellent: well organized and perfectly coherent 4 – Good: fairly well organized and generally coherent 3- Average: loosely organized but main ideas clear, logical but incomplete sequencing 2- Poor: ideas disconnected, lacks logical sequencing 1 – Very poor: no organization, incoherent Vocabulary 5 – Excellent: very effective choice of words and use of idioms and word forms 4 – Good: effective choice of words and use of idioms and word forms 3 – Average: adequate choice of words but some misuse of vocabulary, idioms, and word forms 2 – Poor: limited range, confused use of words, idioms, and word forms 1 – Very poor: very limited range, very poor knowledge of words, idioms, and word forms Grammar 5 – Excellent: no errors, good control of structure 4 – Good: almost no errors, fair control of structure 3 – Average: some errors, fair control of structure 2 – Poor: many errors, poor control of structure 1 – Very poor: dominated by errors, no control of structure

Mechanics 5 – Excellent: mastery of spelling and punctuation 4 – Good: few errors in spelling and punctuation 3 – Average: fair number of spelling and punctuation 2 – Poor: frequent errors in spelling and punctuation 1 – Very poor: no control over spelling and punctuation Cohen, A.D. Assessing Language Ability in the Classroom ANALYTIC ORAL LANGUAGE SCORING Focus/Rating: 1 2 3 4 5 6

Speaking Begins to Communicate Initiates Initiates and Speaks in Communicates name concrete s personal conversations, sustains a different competently objects and survival retells a conversation settings with in social and needs story or with sustained and classroom experience; descriptors connected settings asks and and details; discourse; and responds to exhibits errors do not simple self- interfere with questions confidence in meaning social and other situations Fluency Repeats words Speaks in Speaks Speaks with Speaks with Speaks and phrases single-word hesitantly occasional near-native fluently utterances because of hesitation fluency; any and short rephrasing hesitations do patterns and searching not interfere for words with communicatio n Structure Uses Uses some Uses a variety Masters a predominantly complex of structures variety of present tense sentences; with grammatical verbs; applies rules occasional structures demonstrates of grammar grammar errors of but lacks errors omission control of (leaves words irregular out,, word forms( e.g., endings off) runned, mans, not never, more higher) Vocabulary Uses Uses limited Uses Uses varied Uses functional vocabulary adequate vocabulary extensive vocabulary vocabulary; vocabulary some word but may lag usage behind irregularities native- speakers Listening Understanding Understands Understands Understands Understands Understands little or no words and simple discussions most spoken any kind of English phrases, sentences in with language, discussion requires sustained repetitions, including without any repetition conversation; rephrasing classroom difficulty requires and discussion repetition clarification Adapted from O´Malley, J.M. Authentic Assessment for English Language Learners

Students’ reflective portfolios As it was mentioned earlier, the reflective portfolios must provide an opportunity for the students to keep a record of their own learning progress. It should be written using direct and simple language. The wisest idea is to prepare a set of questions for the students to complete after each learning segment. As it was said previously, the questions for beginning levels may be written in Spanish to help the learners feel confident with their own learning process and to be able to provide follow up for their own progress. The teacher, occasionally, should pick up the students portfolio to give feed back to the students. At the same time, both the teacher and the student will benefit from the written dialogue, which will help each one of them; a) to know the student better, and 2) to receive first hand advice either on how to do to improve learning or which learning strategy would be the best for the student to apply. Sample Questions for the student portfolio Portafolio del alumno – 7° año ¿Qué espera usted de este curso de inglés que utiliza la sala de innovaciones The Carousel Classroom? R/ ¿Se siente usted seguro con el uso de la tecnología? Diga por qué sí o por qué nó? R/ ¿Qué obstáculos ha encontrado hasta el momento? R/ ¿Qué le ha parecido el cambiar de ambientes de aprendizaje? R/

¿ Qué es lo que más le agrada y por qué? R/ ¿ Cuál es su meta con relación al aprendizaje del inglés? ¿Qué espera? R/ Portafolio del alumno Unit # 8° año Usted está aprendiendo inglés con el apoyo de varios medios electrónicos. ¿Qué es lo que más le agrada? R/ ¿Cuál habilidad lingüïstica prefiere y por qué? R/ ¿Qué es lo que se le hace más fácil? ¿Por qué? R/ ¿ Qué es lo más difícil para usted y por qué? R/ ¿ Qué le gustaría aprender en esta unidad? R/ ¿ Qué sabe sobre la unidad? R/

¿Qué es lo que todavía quiere saber sobre lo que aprendió? R/ ¿Cuál es su meta personal de aprendizaje en esta unidad? R/ Students Portfolio Unit # - 9° grade What do you expect to achieve at the end of this course? A/ What do you think about the use of computers for language learning? A/ What is the least you like using technology in the classroom? Why ? A/ Which exercises do you consider easy for you and why? A/ Do you think you are improving your language proficiency? Why? A/

What else would you like to know about the topic you are studying and why? A/ What difficulties have you found? How could we help you? A/ Please give us your opinion about the way you are learning English this year. A/ V. SOME REFERENCES FOR SEARCHING THE WEB The sites are all taken from the course “The Use of Technology into the Language Classroom”, given by Dr. Leslie Opp-Beckman from the University of Oregon at Eugene, in November 2003 and sponsored by the United States Embassy in San José. We can with her permission for publishing her work. Web-based Resources for English Language Teaching & Learning EMAIL RESOURCES

Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu ePALS Classroom Exchange http://www.epals.com/ Web site for email keypals in many languages. ESL Café Web Guide: Email Keypals http://www.eslcafe.com/search/Email/ Ideas for using email in the English classroom. eTandem http://www.slf.ruhr-uni-bochum.de/etandem/etindex-en.html In eTandem, you work together with a learning partner from another country. Intercultural Email Classroom Connections (IECC) http://www.iecc.org/ This service works teacher-to-teacher, linking classrooms around the world. KeyPals Club (formerly, Mighty Media) http://www.teaching.com/keypals/ Students enter information on a form and sign themselves up for an email partner. Linguistic Funland http://www.linguistic-funland.com/addapal.html Students enter information on a form and sign themselves up for an email partner. Student Lists http://www.latrobe.edu.au/education/sl/sl.html There are 10 Student Lists. They provide a forum for cross-cultural discussion and writing practice in English for college, university and adult students worldwide.

Tips and Techniques for Effective Web Searches Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu 1. Check the web sites of publishers of materials you know of or are already using. 2. Check web sites of professional organizations in your field. 3. Check web sites of school districts and government departments. 4. Look through existing lesson plan archives. (Why reinvent the wheel?) 5. Try the obvious first. If you're looking for information on Picasso, enter the specific term "Picasso" rather than the generic term "painters.” Try synonyms as alternatives. 6. For hard-to-find items, try a variety of directories, databases and meta-search engines. Use the Help or Advanced information on directories and search engines, for example: Google http://www.google.com/ Yahoo http://www.yahoo.com DMOZ http://www.dmoz.com/ Kartoo http://www.kartoo.com/ 7. With young learners, consider using search engines especially designed for children: Fact Monster, Encyclopedia http://www.factmonster.com/ Kidgrid http://www.kidgrid.com/kgpopular.htm Kids Click http://sunsite.berkeley.edu/kidsclick%21/ Little Explorers, Dictionary http://www.enchantedlearning.com/Dictionary.html Yahooligans http://www.yahooligans.com/ 8. Learn more about the "deep" or "hidden" web, see: AskEric “Uncovering the Hidden Web" by Marcia Mardis, in 2 Parts. ERIC Reference numbers: ED456863 and ED456864 http://www.askeric.org/

Web-based Resources for English Language Teaching & Learning PROFESSIONAL ORGANIZATIONS & PUBLICATIONS Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu The following are some web sites for professional organizations and publications for educators interested in language teaching and in technology. It is not intended to be a comprehensive list of everything available, but rather a means to help you get started. The American Council on the Teaching of Foreign Languages (ACTFL) http://www.actfl.org/ Standards for teaching language in K-12 classrooms. American Educational Research Association (AERA) http://www.aera.net/ AERA is a prominent international professional organization with the primary goal of advancing educational research and its practical application in the classroom. AskERIC http://www.askeric.org/ Thousands of resources on a variety of educational issues. This collection includes Internet sites, lesson plans, articles, educational organizations, and electronic discussion groups. Sponsored by the U.S. Department of Education. Asynchronous Learning Network, from the Sloan Consortium http://www.aln.org/ The purpose of the Sloan Consortium (Sloan-C) is to help learning organizations continually improve quality, scale, and breadth according to their own distinctive missions, so that education will become a part of everyday life, accessible and affordable for anyone, anywhere, at any time, in a wide variety of disciplines.

The Center for Applied Linguistics (CAL) http://www.cal.org/ A private, nonprofit organization involved in applying research and information about language and culture to educational, cultural, and social concerns. Computer Assisted Language Learning Consortium (CALICO) http://calico.org/ A professional organization that serves a membership involved in both education and high technology. CALICO has an emphasis on modern language teaching and learning, but reaches out to all areas that employ the languages of the world to instruct and to learn. iLoveLanguages http://www.ilovelanguages.com/ The latest redesign of The Human-Languages Page and the Languages catalog of the WWW Virtual Library, with thousands of hand-reviewed links including online language lessons, translating dictionaries, native literature, translation services, software, and language schools. International Association of Language Learning Technology (IALL) http://iallt.org/ A professional organization whose members provide leadership in the development, integration, evaluation and management of instructional technology for the teaching and learning of language, literature and culture. International Reading Association http://www.reading.org/positions/ As an advocate of excellence in the teaching of reading, the International Reading Association participates actively in the process of shaping sound public policy in education. Research-based positions on critical issues are disseminated through a series of policy statements, resolutions, and other publications. Language Learning and Technology (LLT) http://llt.msu.edu/ A refereed online journal for second and foreign language educators. Multimedia Educational Resource for Learning and Online Teaching ( MERLOT) http://www.merlot.org/ An open resource designed primarily for faculty and students of higher education. membership is free. Links to online learning materials are collected here along with annotations such as peer reviews and assignments. You are welcome to browse the collection or search for materials. National Clearinghouse for English Language Acquisition (NCELA) http://www.ncela.gwu.edu/ A large repository of lesson plans, articles, and research for English language educators, sponsored by the U.S. Department of Education.

National Council for Teachers of English (NCTE) http://www.ncte.org/ Many reports on the integration of various computer-based tools and resources in writing and reading-related activities. Adobe Acrobat Reader is required to open these PDF reports. National Network for Early Language Learning's (NNELL) http://www.nnell.org/ An organization for educators involved in teaching foreign languages to children. National Research Center on English Learning & Achievement (CELA) http://cela.albany.edu/overview.htm Conducts research dedicated to gaining knowledge to improve students' English and literacy achievement in schools across America. CELA is affiliated with the Albany Institute for Research in Education (AIRE) in the School of Education at the University at Albany, State University of New York (SUNY). Teaching English as a Second or Foreign Language (TESL-EJ) http://www-writing.berkeley.edu/TESL-EJ/ A refereed online journal for second and foreign language educators. Teachers of English to Speakers of Other Languages (TESOL) http://www.tesol.org/ An international organization for second and foreign English language educators. For information on affiliate organizations, also see http://www.tesol.org/mbr/community/index.html (scroll down to “Affiliates”). For information from TESOL’s Computer Assisted Language Learning Interest Section (CALL-IS), also see the http://www.uoregon.edu/~call/ web site. U.S. Department of Education http://www.ed.gov/index.jsp Teaching resources, research and policy statements. Virtual CALL Library http://www.sussex.ac.uk/languages/1-6-6.html A collection of Computer Assisted Language Learning (CALL) software on the Internet and available for downloading. World Society and Culture Directory, from Yahoo http://dir.yahoo.com/Society_and_Culture/Cultures_and_Groups/Cultures/ An alphabetical link list of countries, with links for each country to sites about music, art, cuisine, politics, pop culture, and more.

Web Site Evaluation Guide This form offers some general ideas for you to think about as you evaluate web sites for your teaching and educational setting. Remember that the goal is to identify globally available web-based resources that can be adapted to your local context. Talk with a partner and compare your findings. How would you each rate the web sites on a continuum of Excellent to Poor? (N/A = Not Applicable) Usability: 1. The overall interface and design are appropriate. Excellent  Poor N/A 2. I have a good sense right away of what the site offers. Excellent  Poor N/A Text: 1. The text size and style are easy to read. Excellent  Poor N/A 2. The text color is easy to see against the background. Excellent  Poor N/A 3. The text and links are well organized. Excellent  Poor N/A Graphics: 1. The page and graphics load quickly. Excellent  Poor N/A 2. The graphics fit the theme and purpose of the page. Excellent  Poor N/A Links: 1. The links are easy to read. Excellent  Poor N/A

2. The links clearly state what page or site they lead to. Excellent  Poor N/A 3. When clicked, the links work correctly. Excellent  Poor N/A Appropriateness for Students: 1. The level of English will work well for my students. Excellent  Poor N/A 2. This site is culturally appropriate. Excellent  Poor N/A 3. This site is appropriate for the age of my students. Excellent  Poor N/A 4. The content is interesting. Excellent  Poor N/A 5. The content fits well with my curriculum / lesson. Excellent  Poor N/A 6. This site is one I would recommend to others. Excellent  Poor N/A Other Observations: Web-based Resources for English Language Teaching & Learning PROJECTS FOR PRE-TEENS and TEENS Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu Article

Project-based Learning Using Information Technology http://darkwing.uoregon.edu/~moursund/PBL%20Book%201999/ A good overview of PBL and its use in conjunction with computers, from Dave Moursund. More books also available at http://darkwing.uoregon.edu/~moursund/ Lesson Plans, Teaching Tips and Interactive Web Sites BBC Learning http://www.bbc.co.uk/learning/ This site has options for activities specifically for teen and pre-teen age groups. Global School Net http://www.globalschoolhouse.org/pr/ This is a project registry. There are hundreds of projects listed here for all ages and all subjects. Some are on line projects, some are not. Scroll down to the bottom of the page for the search function. International Education and Resource Network (iEARN) http://www.iearn.org/ iEARN is a non-profit global network that enables young people to use the Internet and other new technologies to engage in collaborative educational projects that both enhance learning and make a difference in the world. Youth Interaction http://www.youth.se/ This website can bring an international dimension to your youth organization. Youth Net http://www.youth.net/welcome.html Information on projects and for web sites for young people. Most of the projects here are possible without a computer; however, the people who maintain the site would like for results of projects to be published so that other people participating in the project can see what other schools around the world are doing. Youth Projects http://streetlevel.iit.edu/youthprojects/youthprojects.html Here are a number of Web projects produced by “street-level” youth in recent years. Directories

DMOZ Kids and Teens Directory > ESL http://newhoo.com/Kids_and_Teens/School_Time/English/English_as_a_ Second_Language/ Gateway to Educational Materials http://www.thegateway.org/ You can look for materials by grade level. Be sure to limit your search to free resources. Google Directory, Kids and Teens http://directory.google.com/Top/Kids_and_Teens/ Teen Outreach http://www.teenoutreach.com/teachers-corner/ A directory of resources for middle and secondary school educators, includes sections for ESL and lesson plans. Youth Projects http://www.ncl.org/anr/youth_project.html UNESCO’s Youth Voluntary Projects http://www.volunt.net/

Web-based Resources for English Language Teaching & Learning VIDEO Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu Articles Practical Aspects of Using Video in the Foreign Language Classroom http://iteslj.org/Articles/Canning-Video.html Current theory on the use of video as an educational medium of instruction. Resources for Teaching Film and Video Courses, Society for Cinema Studies http://www.cinemastudies.org/temp.htm An article that outlines important issues and aspects for teaching film and video courses. Video Versatility http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/97/aug/video.html Five major areas for using video in the ESL/EFL classroom. Lesson Plans, Teaching Tips and Interactive Web Sites The English Learner Movie Guides http://www.eslnotes.com/synopses.html All movie guides are available in PDF, HTML and WORD formats (PDF Adobe Acrobat Reader format is best for printing). Internet TESL Journal, Lesson Plans http://iteslj.org/Lessons/ Scroll down to the “Video” section. Teach with Movies, A Tool for Parents and Teachers http://www.teachwithmovies.org/ Learning guides to go with a wide variety of movies. This service has recently become a paid subscription, but here are still free samples available.

Site Guide, teaching with Video http://school.discovery.com/siteguide/teachingwithvideo.html Some suggestions from Discovery for finding and using good videos. Teaching History through Film: Film Teaching Guides http://www.mediapede.org/filmhistory/guides.cfm A series of teacher resource guides produced through a collaborative effort by the Center for the Study of Public History and Public Culture at the George Washington University and Mediapede through a generous grant from the Woodrow Wilson National Fellowship Foundation. Teaching with Film & Video, Karin’s ESL PartyLand http://www.eslpartyland.com/teachers/nov/film.htm General teaching resources as well as fully-developed lessons on various films and videos. Unspoken Content: Silent Film in the ESL Classroom http://www.ncte.org/pdfs/subscribers-only/tetyc/ 0291-sept01/TE0291Unspoken.pdf A list of titles and corresponding content for use in the classroom (PDF files). Using Video, Television and Films in Language Teaching http://w99.middlebury.edu/ID013A/handout13.html An outline of issues to consider and tips to use. Directories: English through Film Links http://www.ucfv.bc.ca/esl/eslfilm.htm ESL Cafe Web Guide: Movies and Screenplays http://www.eslcafe.com/search/Movies_and_Screenplays/ ESL Cafe Web Guide: Video http://www.eslcafe.com/search/Video/ Film, Media and Drama, Online Teaching & Learning Resources http://info.ox.ac.uk/ctitext/tchfilm.html Video Cassettes and the Internet http://www.wfi.fr/volterre/videoweb.html

Web-based Resources for English Language Teaching & Learning STORYTELLING Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu Lesson Plans, Teaching Tips and Interactive Web Sites Children’s Story Books Online http://www.magickeys.com/books/index.html Large print readable text for young students. Conversation Questions for the ESL/EFL Classroom http://iteslj.org/questions/ Lots of ideas to get conversations going in class. Games and Activities for the English as a Second Language Classroom http://www.aitech.ac.jp/~iteslj/c/games.html Classroom activities that involve storytelling and many other interactive ideas. Introduction to ESL Storytelling http://www.cathyspagnoli.com/English/ Teacher resources on warm ups, finding stories, and tales to try in class. Magical Myths from Mexico, Curriculum Ideas http://www.columbia.edu/~ljl17/myths.html The stories in this unit are tales of fantasy and magic from different regions of Mexico. Quandary Action Mazes, from Martin Holmes http://www.halfbakedsoftware.com/quandary/version_1/examples/ Interactive stories. Go to “Quandary” and choose from the example mazes (The Evil Landlady, Castaway, First Aid for an Accident). Readers Theater for Bilingual/ESL Students http://litsite.alaska.edu/uaa/workbooks/readtheater.html This web site offers excellent teaching ideas for drama and storytelling and poetry in the classroom. Don't miss the "Workbook" section at the bottom of the page. RubiStar http://rubistar.4teachers.org/

Creates evaluation rubrics (guides) for project-based learning activities, including rubrics for storytelling (see: Oral projects > Storytelling). Story Arts Online http://www.storyarts.org/ Heather Forest's site for teachers, librarians, and students explores the use of storytelling in the classroom to enhance speaking, listening, reading and writing skills. Theater Words http://theaterwords.com/ Free one-act plays for ESL conversation and storytelling in large or small groups. Directories Google Directory: Arts - Performing Arts - Storytelling, Google Directory http://directory.google.com/Top/Arts/Performing_Arts/Storytelling/ StoryNet, Links List http://www.storynet.org/resources/links.htm Storytelling, from Eduscape http://www.42explore.com/story.htm Tim Sheppard's Storytelling Resources for Storytellers http://www.timsheppard.co.uk/story/ Yahooligans Directory: Language Arts > Stories http://www.yahooligans.com/School_Bell/Language_Arts/Stories/Storytelling/

Web-based Resources for English Language Teaching & Learning REALIA & MANIPULATIVES Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu Articles ERIC Digest, Thematic, Communicative Language Teaching in the K-8 Classroom http://www.cal.org/ericcll/digest/0004thematic.html Foreign language instruction for children can be enriched when teachers use thematic units that focus on content-area information, engage students in activities in which they must think critically, and provide opportunities for students to use the target language in meaningful contexts and in new and complex ways. The use of manipulatives is incorporated into the sample lessons. Linking Second Language Instruction with Content Instruction http://www.nwrel.org/msec/just_good/8/chapter2.html By organizing key concepts, or big ideas, into theme-based units, teachers can create extended learning experiences that give students more time to become proficient with the language used to discuss and explore those larger concepts. The use of manipulatives is incorporated into teaching with "inquiry activities" and a problem solving approach. Methodologies in Foreign Language Teaching A Brief Historical Overview http://www.linguatics.com/methods.htm Cites the appearance of manipulatives as part of The Silent Way in the 1960s-1990s. Lesson Plans, Teaching Tips and Interactive Web Sites Examples of Realia Collections  Culture Boxes, Cleveland Council on World Affairs http://ccwa.org/culturebox.htm  Education Curriculum Library Manipulatives, Language Arts http://w3.byuh.edu/library/curriculum/LangArtsMan/LangArtsMan.htm  Ethnic Boxes, Ministry of Education, Wellington, New Zealand http://www.tki.org.nz/r/esol/esolonline/classroom/starter_packs/ethnic_boxes_e.php  Gunn Education Materials Center, University of Southern Mississippi http://www.lib.usm.edu/~gunn/gunn_site/ed_materials/realia.shtml  Realia Boxes, Melbourne Center for Japanese Language Education http://www.arts.monash.edu.au/affiliates/mcjle/materialsrealia.html The MCJLE makes available to teachers and students, 9 Realia Boxes.

Paper Dolls http://members.aol.com/derru/toybox/dolls.htm Teachers can create paper dolls for printouts around seasons, holidays and cultural topics. Pictures for Language Teaching http://www.langpix.com/ Free photos to use in your language lessons. Realia in English http://www.columbia.edu/~ljl17/engrealia.html Choose a country (USA, Nepal, India) and see if you can guess what the cultural objects are. Virtual Realia http://iteslj.org/Articles/Smith-Realia.html Virtual realia: (in language teaching) digitized objects and items from the target culture which are brought into the classroom as examples or aids and used to stimulate spoken or written language production. Directories DMOZ http://dmoz.org/Arts/Education/Language_Arts/English/English_as_a_Second_Language/T eacher_Resources/ Google http://directory.google.com/Top/Arts/Education/Language_Arts/English/English_as_a_Sec ond_Language/Teacher_Resources/

Web-based Resources for English Language Teaching & Learning MUSIC and SONGS Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu Articles ERIC Digest, Using Music in the Adult ESL Classroom http://www.cal.org/ncle/digests/music.htm Music can be used in the adult English as a second language (ESL) classroom to create a learning environment; to build listening comprehension, speaking, reading, and writing skills; to increase vocabulary; and to expand cultural knowledge. This digest looks briefly at research and offers strategies for using music in the adult ESL classroom. Reasons for Using Songs in the ESL/EFL Classroom http://www.aitech.ac.jp/~iteslj/Articles/Schoepp-Songs.html "Songs have become an integral part of our language experience, and if used in coordination with a language lesson they can be of great value. Fortunately, with the expanding prevalence of the Internet and specifically the World Wide Web into both the classrooms and lives of students, access to music and lyrics has been made easier. This paper will focus on the reasons for using songs by demonstrating their effectiveness as a learning tool." Musical Activities for Young Learners of EFL http://www.aitech.ac.jp/~iteslj/Lessons/Cakir-MusicalActivities.html "It has been said that children have a natural musical taste and that play is the only activity that they take seriously. If this is so, teachers should not let song practice or any activity seem like work. They should keep it spontaneous. This has been shown to apply even to language teachers." Songs, Verse and Games for Teaching Grammar http://iteslj.org/Techniques/Saricoban-Songs.html "Grammar teaching has often been regarded as a structure based, formal activity. In order to make a grammar lesson effective, beneficial, and interesting a teacher should use some well-developed and fascinating techniques in the classroom. In this paper, the examples of such integrated sources and techniques -- the use of songs, verse, games, and problem solving activities -- will be clarified and several examples will be provided."

Lesson Plans, Teaching Tips and Interactive Web Sites Connect with Music, Lessons Any Teacher Can Teach! http://www.educationworld.com/a_lesson/lesson303.shtml Any teacher can integrate music into his or her curriculum. No special training or skills are necessary! This week, Education World offers five lesson plans that will show you how you can integrate music and make your core curriculum sing! ESL through Music http://www.forefrontpublishers.com/eslmusic/ Teachers are provided with the tools which they need in order to foster the acquisition of English through music. English Listening Room http://www.manythings.org/el/ Listen to folksongs and fill in the blanks (RealAudio files). Musical English Lessons International http://www.musicalenglishlessons.com/index-ex.htm English lessons cross-referenced with songs and skills. Songs for Teaching, Using Music to Promote Learning http://www.songsforteaching.com/ Creative teachers can use music to teach content across the curriculum to students of all ages. We bring you some of our favorite ideas for using the magic of music in your lesson plans. TESL Songs from Internet TESL Journal (I-TESL-J) http://www.aitech.ac.jp/~iteslj/links/TESL/Songs/ Directories E.L. Easton http://eleaston.com/music.html ESL Through Music http://www.caslt.org/research/music.htm Lyrics.com http://www.lyrics.com/.

Microsoft Word Companion Web Guide Leslie Opp-Beckman, University of Oregon leslieob@uoregon.edu Word is a word processing in the Microsoft Office suite that allows you to create documents. Microsoft Education http://www.microsoft.com/education/ Microsoft Lesson Plans http://www.microsoft.com/education/default.asp?ID=LessonPlans Product Support http://www.microsoft.com/office/ Word Teaching Tips and Resources About Me Lesson Plan, Grade Levels 1-4 http://www.kent.k12.wa.us/curriculum/tech/lessons/2/about_me.html Create a Flyer Example Lesson Plans: Cheer a Friend! http://www.lessonplanspage.com/CIWordProcessorUsage-FlyerCreation46.htm Germany, Here We Come http://www.esc20.k12.tx.us/etprojects/formats/webquests/spring2001/jay/germany/t each.html Computer Skills Lesson Plans, Grade Levels 2-8 http://www.dpi.state.nc.us/Curriculum/computer.skills/lssnplns/wordproc/wp_toc.ht m Course Syllabus, Integrating Word Processing http://www.d261.k12.id.us/Technology/integration/wordonline/syllabus.htm Electronic Literacy, Grade Levels K-12 http://www.mcps.k12.md.us/departments/isa/elit/el/structures_lp.htm How Are You Building Your Body? Lesson Plan for Grade 5 http://www.techined.com/lesson.htm Integrating Technology for Inquiry

http://www.nteq.com/examples/Lessons/trip1.html Internet Scavenger Hunt, Grade Levels 7-12 http://faculty.tamu-commerce.edu/espinoza/s/dennis-g-lp1.html Introduction to Computer Literacy for Adults http://literacy.kent.edu/Midwest/Materials/ndakota/complit/toc.html Keyboarding and Applications, http://www.angelfire.com/ks/tonyaskinner/keybrd.html The New Lesson Plan, From Now On -- The Educational Technology Journal http://www.fno.org/apr2000/newplan.html Technology Integrated Lesson Plan Archive, Grade Levels K-6 http://www.fayar.net/admin/technology/curriculum/lp-arc.htm Technology Integration Lesson Plan, Focus: Word Processing http://www.nisd.net/cmptecww/DeptWebSite/TIP/Secondary/SocStud/Smith.html Using a Word Processing Program in Class, A Lesson Plan for ESL/EFL http://esl.about.com/library/lessons/bl_wordprocess.htm Word Processing -- Copy, Paste, Footer, Etc., Lesson Plan http://www.lessonplanspage.com/CICopyPasteFromInternetSitesToWordProcessorI dea35.htm Word Quest, Lesson Plan Creation for Teachers http://www.coe.unco.edu/DonnaFerguson/501/Quest_Word.htm Wrestling with Science and Social Studies, A Grade 5 Lesson Plan http://www.create.cett.msstate.edu/create/lplans/lplan_details.asp? articleID=74

Microsoft PowerPoint Companion Web Guide Leslie Opp-Beckman, University of Oregon leslieob@uoregon.edu PowerPoint is a program in the Microsoft Office suite that creates multimedia presentations to display information in a graphical format. Microsoft Education http://www.microsoft.com/education/ Microsoft Lesson Plans http://www.microsoft.com/education/default.asp?ID=LessonPlans or http://www.microsoft.com/office/powerpoint/using/default.asp Product Support http://www.microsoft.com/office/ PowerPoint Teaching Tips and Resources Animated Stories Using Microsoft PowerPoint http://www.lessonplanspage.com/CILAAnimatedStoriesUsingPowerPointIdea47.ht m Got Data? http://www.create.cett.msstate.edu/create/lplans/lplan_details.asp?articleID=150 Ideas for Teachers Using PowerPoint in your Classrooms http://www.lite.iwarp.com/pptideas.htm Internet Investigations: Unsolved Mysteries, Grade Levels 4-5 http://www.kyrene.k12.az.us/schools/brisas/sunda/mystery/Lessonplan.htm Using books and the Internet, student groups research an unsolved mystery or unusual occurrence. The culmination of the research is a PowerPoint slide show that highlights various theories and the group’s conclusion about the mystery. The slide show is presented to the class, and the students in the audience use active listening as they view the presentations and fill out a project evaluation form. Kindergarten PowerPoint "Book" Lesson Plan http://4dw.net/besteacher/ppt.html

Literature / Language Arts Lesson Plan http://www.usd298.com/TLCF2000/2001UOP/cavallippwhales.htm Uses whales as a focus. What other animals or topics could be used instead? Mona Lisa Lesson Plan, Grade Levels 6-12 http://library.thinkquest.org/13681/data/learn/lesson.htm Multimedia Applications on a Shoestring Budget, Grades 3-12 http://library.thinkquest.org/50001/PowerPt2.htm PowerPoint for Creating a New Business, Secondary Grade Level http://teachers.net/lessons/posts/1101.html PowerPoint Tips: Picking Fonts, Illustrating Ideas http://www.infocomm.org/NewsNetwork/Presenters/index.cfm? objectID=A4E53021-4655-11D6-A0F500D0B7913DE7 Teaching Ideas for PowerPoint Slide Shows http://www.learn.k12.ct.us/julie/pptideas.htm Extended Activities and Resources Directory: Lesson Planet > Technology > PowerPoint http://lessonplanet.teacherwebtools.com/search/Technology/Powerpoint/ Ideas and Examples of Customized PowerPoint Backgrounds http://www.powerpointbackgrounds.com/cb-examples.htm Internet4Classrooms http://www.internet4classrooms.com/on-line_powerpoint.htm PowerPoint Ideas http://www.oktechmasters.org/kayed/pwrpnt.htm

Microsoft Excel Companion Web Guide Leslie Opp-Beckman, University of Oregon leslieob@uoregon.edu Excel is a program in the Microsoft Office suite that lets you develop spreadsheets that display data in various tabular and visual formats. Microsoft Education http://www.microsoft.com/education/ Microsoft Lesson Plans http://www.microsoft.com/education/default.asp?ID=LessonPlans Product Support http://www.microsoft.com/office/ Spreadsheet Teaching Tips and Resources Class of Characters, Grade level 6 http://prometheus.educ.ncat.edu/dpi/ss/SS7321.htm Computer Skills Lesson Plans, Grade Levels 6-8 http://www.dpi.state.nc.us/Curriculum/Computer.skills/lssnplns/sstoc.html Fabulous Fossils, Grade Level 7 http://www.create.cett.msstate.edu/create/classroom/lplan_view.asp?articleID=49 It's "ELEMENT" ary, A Lesson Plan for the Periodic Table (Chemistry) http://www.education-world.com/a_tsl/archives/01-1/lesson0011.shtml Life Span Spreadsheet, Lesson Plan for Grade Level 4 http://its.guilford.k12.nc.us/act/grade4/act4.asp?ID=429

M & M Lesson Plan http://www.oktechmasters.org/andyb/mm_lesson_plan.htm My Dream Room, Grade Levels 7-8 http://www.lessonplanspage.com/CIMathSpreadsheetToBudgetRoomExpenses78.ht m Ohm's Law Made Easy with a Spreadsheet http://www.learnnc.org/learnnc/lessonp.nsf/docunid/FBFC8639A3DA63D4852568 F10054B7A9?openDocument Other Planets, Other Moons, Lesson Plan for Grade Levels 4-6 http://www.lpb.org/education/classroom/opom/007_curr.htm Payroll Spreadsheet, Grade Levels 6-12 http://www.coorisd.k12.mi.us/cte/school2wk/lessonplans/96/jb96.htm The Savings Bank, An AskERIC Lesson Plan for Grade Level 6 http://www.askeric.org/Virtual/Lessons/Mathematics/Applied_Math/APM0008.htm l Spreadsheet Ideas http://www.mwsu.edu/~educ/coe/ss/ss.htm Spreadsheets Lesson Plan http://www.quadrant.net/bdoskoch/ssheets.html Spreadsheets Teaching Themes http://teachers.teach-nology.com/themes/comp/spreadsheets/ Also see the “Excel in the Classroom” tutorial: http://www.teach-nology.com/tutorials/excel/ Extended Activities and Resources Directory: Everything You Always Wanted to Know about Spreadsheets http://www.manassas.k12.va.us/round/classweb/volz/excelweb/sslplan.htm Directory: Lesson Planet > Technology > Spreadsheets http://lessonplanet.teacherwebtools.com/search/Technology/Spreadsheets/

Web-based Resources for English Language Teaching & Learning CLASSROOM MANAGEMENT TECHNIQUES Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu Articles Education World, Curriculum Articles: A) Creating a Climate for Learning, Effective Classroom Management Techniques http://www.education-world.com/a_curr/curr155.shtml According to Fred Jones' Positive Classroom Discipline, "The most widespread management technique at home and in the classroom is nag, nag, nag." It's also probably the least effective. How can you avoid making that technique your own and create a "climate for learning"? This week, Education World looks to the experts for answers. B) Classroom Management: Ten Teacher-Tested Tips! http://www.educationworld.com/a_curr/curr261.shtml Hallway conferences. Pasta discipline. Buddy rooms. Bell work. Those and six other ideas for taming temper tantrums are the focus of this Education World story. How Do Classroom Management Techniques Change in the Computer Classroom http://writing.colostate.edu/references/teaching/pcteacher/pop6d.cfm “Because the computer classroom might remind some students of drop-in computer labs, we always warn teachers that explicit ground rules about attendance will get the class off to a smoother start.” Read about these and other suggested tips for computer class management. Lesson Plans, Teaching Tips and Interactive Web Sites Classroom Management, Classroom Set-Up Grades 3-12, from Rhonda Bjelland http://www.pacificnet.net/~mandel/ClassroomManagement.html Classroom Management Index, Simple Ways to Help Children with "Special Needs," from Opal Harris http://www.adda-sr.org/ClassroommanagementIndex.htm Classroom Management Techniques, from Jane Scaplen

http://www.stemnet.nf.ca/~jscaplen/integration/english/prep2.html Delivering on Technology’s Promise, Classroom Management Techniques http://www.wested.org/techplan/tk_cms.html ESL Café’s Idea Cookbook, Group Formation http://www.eslcafe.com/ideas/sefer.cgi?Group:Formation: Peace Education International, Anger Management and Conflict Resolution Techniques http://www.peaceeducationintl.com/ Pro-Teacher, Behavior Management and Positive Discipline Plans and Strategies http://www.proteacher.com/030001.shtml Roll with the Punches, from Lawrence Klepinger http://iteslj.org/Techniques/Klepinger-RollCall.html Ideas for variety in calling roll (taking attendance0 every day. Directories Education World, Classroom Management http://www.education-world.com/a_curr/archives/classmanagement.shtml Managing a Technology Classroom http://www.memphis-schools.k12.tn.us/admin/tlapages/one_computer.htm The Internet and Your Classroom http://www.itrc.ucf.edu/classes/net2/lesson5.html The Really Big List of Class Management Resources http://drwilliampmartin.tripod.com/classm.html The Teacher’s Guide, Classroom Management http://www.theteachersguide.com/ClassManagement.htm

Web-based Resources for English Language Teaching & Learning LESSON PLANS Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu AskERIC Lesson Plans http://www.askeric.org/Virtual/Lessons/ More than 2000 unique lesson plans from all over the United States and the world. A to Z Teacher Stuff http://www.atozteacherstuff.com/ Created for teachers by teachers. Britannica Encyclopedia http://www.britannica.com/ You don't need to log in to use the search box. Enter the phrase "lesson plans" (or any other keywords that interest you) in order to pull up a wealth of encyclopedic information. Columbia Education Center (CEC) http://www.col-ed.org/index_lessons.html Lesson plans by grade level and subject area. Core Knowledge http://www.coreknowledge.org/CKproto2/resrcs/ Lesson plans for elementary and middle school learners. Discovery's Lesson Plans Library http://school.discovery.com/lessonplans/ Hundreds of original lesson plans on a variety of topics, sorted according to age and grade level. EdHelper http://www.edhelper.com/ Lesson plans, webquests, worksheets, critical thinking problems, exams and puzzles.

Education Place, from Houghton Mifflin http://www.eduplace.com/ Resources for teachers, students, and parents. EFL4U.com http://www.efl4u.com/ Over 160 downloadable lesson worksheets. Encarta Schoolhouse http://encarta.msn.com/guide/newschoolhouse.asp Lesson plans from Encarta, an encyclopedia publisher. Everything ESL http://www.everythingesl.net/ Content-based lesson plans for ESL/EFL. Internet TESL Journal (I-TESL-J), Lesson Plans http://iteslj.org/Lessons/ Lesson plans for ESOL from Internet TESL Journal, organized by skill area. It's Up To Us, HIV-AIDS Education, from Henry Lesnick http://www.hostos.cuny.edu/homepages/lesnick/Aids/Default.htm An AIDS Education Curriculum for ESL students and other English language. LessonPlanZ.com http://www.lessonplanz.com/ Lesson plans by grade level and by subject area. Microsoft Lesson Connection http://www.k12.msn.com/ A searchable collection of lesson plans. National Clearinghouse for English Language Acquisition (NCELA) http://www.ncela.gwu.edu/ A large repository of lesson plans, articles, and research for English language educators. New York Times Learning Network http://www.nytimes.com/learning/ Lesson plans based on current news topics for middle school level and higher. Smithsonian http://educate.si.edu/lp/lp_fs.html Lesson plan ideas from Smithsonian. Teach-Nology http://www.teach-nology.com/teachers/lesson_plans/

Worksheets, rubrics (for evaluation and assessment), lesson plans, games, and tips. Teacher Helpers http://www.teacherhelpers.com/lesson_plans.html Elementary school level lesson plans by subject and grade level. TeacherLink http://teacherlink.ed.usu.edu/TLresources/longterm/ Teaching resources in English from NASA that can be adapted to ESL/EFL settings. TEFL.NET ESL, Worksheets http://www.tefl.net/handouts/ Worksheets and handouts for EFL/ESL use in class. U.S. Department of Education http://www.ed.gov/index.jsp Lesson plans by grade level and topic from the U.S. Department of Education. Directories American Teachers http://www.americanteachers.com/lessonplans.cfm Cool Teaching Units and Lessons http://169.207.3.68/~rlevine/coolunits.htm ESL Web Guide http://www.eslcafe.com/search/Lesson_Plans/ LessonPlans.com http://LessonPlans.com/ Sites for Teachers http://www.sitesforteachers.com/

Web-based Resources for English Language Teaching & Learning INTERACTIVE WEB SITES Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu Articles Edutaining Kids http://www.edutainingkids.com/allarticles.html A series of articles and reviews on educational games and software for kids. Learning Through Many Kinds of Intelligence http://www.newhorizons.org/art_lrnthrumi.html Creating a rich, nurturing, and stimulating environment filled with interesting materials, toys, games, and books lays the foundation for healthier, happier, brighter children. Video Games Stimulate Learning, BBC News http://news.bbc.co.uk/1/hi/education/1879019.stm Computer games can have significant educational value and become part of the classroom. Lesson Plans, Teaching Tips and Interactive Web Sites Converters (Time, Currency, Temperature)  Currency Converter http://xe.com/ 9. Time Zone Converter http://www.timezoneconverter.com/ Games (Hangman, Mad Libs, Eliza)  Blue Dog Can Count! http://www.forbesfield.com/bdf.html  Eliza Online http://pandi.20m.com/games/elizav2.html

 TEFLGames.com http://www.teflgames.com/games.html Online Museums and Virtual Tours  Louvre Museum Virtual Tour http://www.louvre.or.jp/louvre/QTVR/anglais/  Ocean Planet Online http://seawifs.gsfc.nasa.gov/ocean_planet.html Personality Quizzes For single use or with a partner. Typically for high intermediate and advanced level students.  Big Five Personality Test http://www.outofservice.com/bigfive/  Life Colors Lite http://www.lifecolorsonline.com/lifecolorslite.html Directories Barbarian's Online Tests Page - Personality Tests http://www.wizardrealm.com/tests/personality.html Dave's ESL Café> Games http://www.eslcafe.com/search/Games/ English Club > ESL Games http://games.englishclub.com/ English Games http://www.rong-chang.com/game.htm Fishing for Free ESL Games http://www.teachingfish.com/ ITESL Journal > Games http://iteslj.org/links/ESL/Games/ Interesting Things for ESL Students http://www.manythings.org/

Web-based Resources for English Language Teaching & Learning ICE BREAKERS Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu Lesson Plans, Teaching Tips and Interactive Web Sites The following web sites contain ideas for ice breakers and community building. Your task is to:  Rate the web sites for use by age group / grade level. Put your recommendation in the “Grade” column.  Indicate whether the ice breaker ideas at each web site: • Can be used as-is. • Require adaptation (what kind of adaptation). • Can not be used at all (why not). Put your recommendation in the “Use” column. Grade Use Web Site 1) ESL Café’s Idea Cookbook, Ice Breakers http://www.eslcafe.com/ideas/sefer.cgi?Ice:Breakers Notes: 2) Games and Activities for the ESL Classroom, Internet TESL Journal http://iteslj.org/c/games.html Notes: 3) Icebreaker Games http://www.christysclipart.com/ice_breakers.html Notes: 4) Icebreakers and Getting-to-Know-You games, from Girl Scouts http://jfg.girlscouts.org/How/Games/Startinggames.htm 5) Icebreakers, from Tailor Made Mysteries http://www.tailormademysteries.com/tmm/partytips/icebrea kers.htm Notes:

Grade Use Web Site 6) Icebreaking Games http://www.geocities.com/Heartland/Acres/6690/icebreak. htm Notes: 7) Meeting Wizard http://www.meetingwizard.org/meetings/icebreakers.cfm Notes: 8) Open Concept http://www.openconcept.ca/index.php/Facilitation/30 Notes: 9) Tell Me More, Chapter 1, Teacher’s Notes http://iteslj.org/t/tmm/01t.htm Notes: 10) University of Hawaii, Break the Ice http://www.hcc.hawaii.edu/intranet/committees/FacDevCom /guidebk/teachtip/breakice.htm Notes: 11) University of Wisconsin-Milwaukee, Student Organization Advising and Resources http://www.uwm.edu/Dept/SOAR/Lead/Icebreak.html Notes: Directories Optional: these are additional directory-style resources with lists of other web sites you can visit and evaluate in the future. Group Skills, from Carter McNamara http://www.mapnp.org/library/grp_skll/grp_skll.htm NW Lincs Teachers Toolbox http://www.nwlincs.org/NWLINCSWEB/teachtool.htm Look under the category “Fun Stuff.” Teacher Talk Forum, Lesson Plans http://education.indiana.edu/cas/ttforum/lesson.html Look under the category “Icebreakers.”

Web-based Resources for English Language Teaching & Learning HOLIDAYS Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu Article Becoming a Cultural Insider: How Holidays Can Help ESL Students' Acculturation and Language Learning http://iteslj.org/Articles/Lvovich-Cultural_Insider.html From Natasha Lvovich, based on experiences teaching low level English to young adults and adults at a U.S. community college. Lesson Plans, Teaching Tips and Interactive Web Sites Dave’s ESL Café, Idea Cookbook, Holidays http://www.eslcafe.com/ideas/sefer.cgi?Holidays: Ideas for holiday activities in the English language class room. Holidays Around the World http://www.sinc.sunysb.edu/Stu/mippolit/webquest2.html For this assignment, you and two partners will first answer the 10 questions below, in full (no short answers) . Then complete the analysis section below. Important web links are included in the Resources section. Holidays in 2003 http://babel.ling.northwestern.edu/~esl/holidays.html A calendar of holidays at the top of the page, with web sites to visit in the middle, and a list of ideas for ESL instruction at the bottom.

Holidays in the U.S. http://www.eskimo.com/~cjh/esl/book1/chap2.html A list of holidays for each month. Holidays, The Tower of English http://towerofenglish.com/holidays.html A list of holiday sites with tasks to complete for each one. New Year Celebrations Around the World http://www.educationworld.com/a_tech/webquest032.shtml Students learn about New Year's celebrations in various countries around the world. Pairs of students select a country and research how people in that country celebrate the New Year. Self-Study Holidays http://a4esl.org/q/h/holidays.html From I-TESL Journal, lots of holiday-related activities for English language learners. Thanksgiving WebQuest http://www.uoregon.edu/~leslieob/RW5Thanksgiving.html A list of holiday sites with tasks to complete for each one, centered around the theme of U.S. Thanksgiving. Winter Celebrations Webquest http://aldertrootes.wcpss.net/winterholidays.html A project for learning about a wide variety of winter holidays around the world. Directories ESL Web Guide, Holidays http://www.eslcafe.com/search/Holidays/ The Holiday Zone http://www.theholidayzone.com/links.html NETEACH-L, Sites Neteachers Thought Were Cool! http://www.tesol.net/neteach.cgi?FA=ShowCat&Category=Holidays

Web-based Resources for English Language Teaching & Learning DRAMA Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu Articles Creating Drama with Poetry: Teaching English as a Second Language Through Dramatization and Improvisation http://www.cal.org/ericcll/digest/gaspar01.html “Creating drama with poetry is an exciting language learning experience. The technique employs a multi-sensory approach to language acquisition by involving second language learners physically, emotionally, and cognitively in the language learning process.” Encouraging English Expression through Script-based Improvisations http://iteslj.org/Techniques/Berlinger-ScriptImprov.html “Dialogues, scenes and plays that approximate real communication provide a dynamic format in which language skills can be introduced and reinforced. Improvisation greatly enhances this approach.” Lesson Plans, Teaching Tips and Interactive Web Sites Creative Drama Lesson Plans http://www.geocities.com/Broadway/Alley/3765/lessons.html Lesson plans developed for use in a Creative Drama Classroom (and a few games and lessons from others as well). Child Drama http://www.childdrama.com/ Classroom ideas, theatre games, plays for performance, and book list.

The Drama Teacher's Resource Room http://www3.sk.sympatico.ca/erachi/ At the Drama Teacher's Resource Room we are striving to make it easier for you to encourage creative and challenging experiences for students in your drama classroom. Dramatic Storytelling in the English Classroom http://www.aspa.asn.au/Projects/english/help.htm Role play, historical theater, and drama ideas. Exploring Prejudice in Young Adult Literature through Drama and Role Play http://scholar.lib.vt.edu/ejournals/ALAN/spring95/Bontempo.html Young adult literature provides rich literary material for exploring issues and dilemmas of the human experience as perceived by the young. National Standards for Theater Education http://www.byu.edu/tma/arts-ed/ Information on Improvisation Situations, Theatre Games and Drama and Theatre Books. TEFL.NET ESL Lesson Plans, Improvisations http://www.tefl.net/lessonplans/improvisations.htm “Improvisations are not role-plays or simulations (although many of them can be adapted as such). The objective here is total spontaneity and improvisation.“ Directories Drama Resources http://www.teachers.henrico.k12.va.us/Specialist/franceslively/drama.htm EdHelper, Drama Lessons http://www.edhelper.com/cat35.htm LessonPlansPage.com http://www.lessonplanspage.com/LAK1.htm ProTeacher http://www.proteacher.com/080010.shtml

Web-based Resources for English Language Teaching & Learning CREATIVE WRITING WEB SITES Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu Articles Creative Writing Process http://www.nzcal.com/hp/adk/index.php Suggestions for stages to support creative writing plus worksheets. Write On! http://write-on.homeip.net/ A series of discussions and informal articles for writers of all genres. Lesson Plans, Teaching Tips and Interactive Web Sites ABC's of the Writing Process http://www.angelfire.com/wi/writingprocess Overviews each of the five stages of the writing process. Intended for K-12 educators. Creative Writing, from Teacher’s Corner http://www.theteacherscorner.net/writing/creative/ Lesson plan ideas for primary / elementary school children. Daily Writing Exercise http://www.michellerichmond.com/exercise.html New exercises daily on characterization, dialogue, plot, description, setting, & more. ESL Creative Writing Worksheets http://bogglesworld.com/creativewriting.htm Simple worksheets and ideas for starting stories. Intended for K-12 educators. Instant Muse http://www.webcom.com/wordings/artofwrite/inspiration.html Home of the Poetry Generator and Story Starter online tools. Language Arts Lesson Plans, from Columbia Education Center http://www.col-ed.org/cur/lang.html Small print, but well worth investigating. Language Arts – Creative Writing Lesson Plans http://www.lessontutor.com/ltlist.html Scroll down the page to Creative Writing and click on the grade level(s) of interest.

PIZAZZ: Creative Writing Ideas for EFL/ESL http://www.uoregon.edu/~leslieob/pizzaz.html Creative writing and storytelling ideas for EFL/ESL teachers. Wake Up Writing http://www.wakeupwriting.com Daily writing exercise to get your pen moving first thing in the morning. Directories Fostering Creative Writing, from Michael Krauss, Lewis and Clark College http://www.lclark.edu/~krauss/tesol98/creativity.html ESL Writing Guide, from Dave Sperling http://www.eslcafe.com/search/Writing/ Google Directory, Writers Resources > Creative Writing http://directory.google.com/Top/Arts/Writers_Resources/Creative_Writing/ Writing, from I-TESL-J http://iteslj.org/links/ESL/Writing/ Yahoo Directory, Literature > Creative Writing http://dir.yahoo.com/Arts/Humanities/Literature/Creative_Writing/

Web-based Resources for English Language Teaching & Learning AUTHENTIC MATERIALS WEB SITES Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu Articles Adapting Authentic Materials for Language Teaching, FORUM, Steven Darian http://exchanges.state.gov/forum/vols/vol39/no2/p2.htm "Adapting original materials for language teaching is a subtle process—half art, half science. I have drawn on my experience in preparing an intermediate-level 300-page ESL text for business. The process is basically the same for the primary or secondary school classroom, too." Effective Ways to Use Authentic Materials with ESL/EFL Students, I-TESL-J http://aitech.ac.jp/~iteslj/Techniques/Kelly-Authentic.html This paper explains how authentic materials can be effectively used in the ESL classroom. Each pair of students is given a copy of the authentic material accompanied by a set of questions about the contents of the handout. Students work together with a partner to extract pertinent information that is necessary to answer the questions. Internet Technologies for Authentic Language Learning Experiences, ERIC Digest http://www.ed.gov/databases/ERIC_Digests/ed414770.html "With the focus on language, communication, and culture in the national standards for foreign language learning (1996), foreign language teachers are continually searching for better ways of accessing authentic materials and providing experiences that will improve their students' knowledge and skills in these target areas. As the Internet transforms communication around the world, it is natural that it should play a major role in the foreign language classroom." Second Language Literacy Through Student-Centered Learning, I-TESL-J http://iteslj.org/Articles/Caprio-StudentCentered.html Introducing students to conducting research in a foreign language using authentic materials. Selecting Authentic Materials (Reading, Listening, Viewing) http://www.richmond.edu/~terry/Middlebury/authentic.htm A checklist of things to consider when selecting authentic materials for the language classroom.

Sources of Authentic Materials in English Bartleby's Online Books, Reference and Verse http://www.bartleby.com/ CalPhoto Image Library http://elib.cs.berkeley.edu/photos/ iTools, Online Language and Research Tools http://www.itools.com/ Language Box, Resources http://www.languagebox.com/Home.html Links to worldwide media resources, organized by language. Online Books Page http://onlinebooks.library.upenn.edu/ Online Newspapers http://www.onlinenewspapers.com/ Project Gutenberg, Online Books http://promo.net/pg/ Radio-Locator, International Search http://www.radio-locator.com/cgi-bin/nation Web sites for radio stations in countries all around the world. Directories TEFL.Net ESL Lesson Plans > Authentic Reading Material http://www.tefl.net/lessonplans/authentic.htm Yahooligans, Directory of Resources for Kids http://www.yahooligans.com/ Example Sites Horoscopes and Astrology Abner’s Daily Horoscopes http://freehoroscopes.hypermart.net/ AskJeeves for Kids and Teens http://www.ajkids.com/ Enter the question: “What is my horoscope?”

Yahooligan’s Chinese Astrology http://www.yahooligans.com/Around_the_World/Countries/China/Cultures_and_Traditions /Chinese_Astrology/ Hotel Information All-Hotels http://www.allhotels.com Expedia http://www.expedia.com Hotels.com http://www.hotels.com Maps FreeTrip.com http://www.freetrip.com MapQuest http://www.mapquest.com/ Maps.com http://maps.com/ Menus and Recipes Epicurious http://www.epicurious.com Meals for You http://www.mealsforyou.com/ Menu Maker http://www.themenumaker.com/ Newspaper Articles Create Your Own Newspaper (CRAYON) http://www.crayon.net/

Newslink http://newslink.org/news.html Newspaper Links http://www.newspaperlinks.com/ Online Newspapers http://www.onlinenewspapers.com/ Reference Desk, Newspapers, USA and Worldwide http://www.refdesk.com/paper.html

Tourist Information and Travel Student Universe http://www.studentuniverse.com/ Tourist.com http://www.tourist.com/ Travel.com http://www.travel.com/ Travel Planner, USA http://www.ecola.com/travel/ VisitEurope.com http://www.visiteurope.com/ Weather and Road Condition Reports CNN Weather http://www.cnn.com/WEATHER/ Weather.com http://www.weather.com Weather Underground http://www.wunderground.com/ Yahoo! Weather http://weather.yahoo.com/ Yahooligans Weather Directory for Kids http://www.yahooligans.com/Science_and_Nature/The_Earth/Weather/Forecasts_and_Wea ther_Maps/

Tips for Online Learning and Teaching Leslie Opp-Beckman, University of Oregon Course Preparation and Orientation  Log into your online course as a student so that you can get the feel of what things look like from their "side."  If training materials or tutorials are available, make full use of them well in advance. Find out what help services are available and how to use them so you will be prepared if you need them.  Allow a period of breaking in and getting oriented at the beginning of the course, especially the first time that you teach it online or the first time your students take an online course.  Find a colleague who is teaching online, also, so that you have someone you can share ideas with and consult for advice, as needed.  Think about what you value in your face-to-face teaching and look for creative ways to incorporate your own "personal touch" in your online course. Explain your teaching philosophy, how to participate in the course and the kinds of assignments you will give.  Model lifelong learning for your students. Share your own insights about and your reactions to new uses of technology. Let your students know when you are learning along with them.  Educate yourself as to your institution's policies on use of online resources (is "chat," for example, permitted or not).  Educate yourself as to your institution's policies on student confidentiality and privacy (there may be certain kinds of information, for example, that can not be shared without written permission from students; email addresses and photographs may fall into this category).  Recognize that some students may be apprehensive about the technology and need encouragement, especially if there is no face-to-face aspect to the course. For example, you can acknowledge receipt of assignments right away with a simple "Thank you" and "I'll get back to you by X amount of time."  Set clear guidelines for the kinds of files you will accept as email attachments or in the digital drop box. Check incoming attachments and drop box files as soon as possible for "readability," especially in the beginning of the course, so that you can let a student know right away if s/he needs to send it again or in another format. Setting the Tone and Leading by Example  Use technical terms sparingly and provide definitions; do not assume that everyone knows a term or is using it in the same way that you would. Keep the focus on the activities and content.  Good conversations can happen around technology. Encourage your students to help you, and each other, with technology challenges.  If you are using an online grading system, make sure that students know how to access their individual files.

 Ask students for feedback on a regular basis. Be open to their suggestions and make reasonable adjustments accordingly.  Be accessible. Encourage regular student-faculty contact. Encourage learners to send private e-mail messages or to phone the instructor as needed.  Send regular personal notes throughout the online course to simulate the informal chat that often occurs at the beginning of a traditional class. You can use a "template" as the core of a message and add in individuals' names and personal details.  Send regular "checking in with you" notes to individuals at regular intervals throughout the course (again, use a template and add in names.) This helps identify and solve little problems before they turn into big ones.  Send regular reminder notes or post announcements on class business (quizzes, assignments due, etc.).  Assign individuals or small groups to play the role of "teacher" and of moderator for portions of the course.  Encourage students to think about computer-based resources conceptually and holistically instead of as a lock-step, linear sets of directions to follow. Show them how to transfer over knowledge from previous learning and computer-related work experiences. For example, knowing that other English language learning software has a "help" or "student manual" function, it is reasonable to expect that any new online learning coursesite will also have this feature. It might be called something else and there may be differences in quality and interface, but it is a concept that can be generalized across all computer-based learning resources. Creating Opportunities for Success  Refer students to a Frequently Asked Questions (FAQ's) section for common problems. Offer online and print references and for questions that come out of the online course.  Encourage cooperation among students. For example, you can set up a mentoring or "buddy" system that pairs experienced online learners with less experienced learners.  Build a cushion into deadlines. Online learners often juggle very full work and personal schedules on top of their academic studies. Understand that technical problems and Life's problems can cause occasional delays.  Be alert to delays that are developing into patterns, however. Check the "statistics" or "report" option offered by the online learning system frequently. Send private messages to those who are falling behind, or who are reading but not writing. If they have not signed on for a week or more, contact them as individuals with a tactful inquiry. Try to help them with their problems or suggest ways in which they might contribute.  Build redundancy into topics, class announcements and skills area practice. Email  Use the class roster or address book function of the system to quickly and accurately send messages to individuals, groups or the whole class. Send email reminders about deadlines, opportunities and events frequently.  Use email to give personal, frequent feedback on performance.

 Set up keypals/e-pals for your learners. Give them engaging guidelines and topics as a foundation for meaningful and directed communication.  Encourage learners to join appropriate email lists to receive news on topics and take part in topics of interest to them.  You can use email to have students write collaborative stories or poems. Discussion  Online discussion can substitute for the usual class participation portion of the grade. In classes where learner responses are required, keep track of those who respond and those who do not.  Be a process facilitator who makes sure that participants understand and abide by good "netiquette" (Internet etiquette) by not insulting each other or getting way off the course topic. Have the students come up with a set of communication guidelines that they value. Post them. If you notice any inappropriate language ("flaming"), immediately send a private email to the student who sent it. Encourage open and honest dialog. Model appropriate discussion and expect the same of your students.  Define the purpose or objective of each discussion. This will help members stay on a specific topic. Encourage reflective thinking and ongoing discussions by offering specific topics while avoiding questions that lead to right and wrong answers.  Form learning teams. The advantages of "cooperative" or "collaborative" learning are well documented. Assign a group leader to small group discussions, and rotate this leader. Share tasks in small groups, and make groups responsible for different parts of an assignment. Have members of the group reflect on each other’s work.  Contribute no more than one long comment a day, or less if the students are actively contributing. Several short notes are more likely to be read and appreciated more than a single long entry. Write "weaving" comments every week or two, or assign individuals or groups of students to take on the task of summarizing and focusing the discussion.  Prompt your students to go deeper than mere opinions or surface answers. Have students support their arguments with facts and supportive data when available.  Be flexible and patient. Guide the conversation but don't dominate it. If a discussion is slow getting off the ground, privately ask 1 or 2 students to help "moderate" or "host" the topic to get it going. Also take care that one or two "dominant voices" do not take up a disproportionate amount of space.  Create a Student Cafe or Lounge thread where students can freely discuss issues. Also, create an Instructor thread for questions to the instructor.  Invite experts to participate in discussions. Announce to students when the expert will be arriving online. Have students prepare questions or materials in advance, as needed.  Close and purge or archive "finished" conferences in stages, giving members an opportunity to save any messages they wish to keep. Chat  Use live chat for online office hours. Post specific times in advance and send out reminders.

 Limit chat groups to 4-5 members each. Assign groups to "rooms" and circulate through them, as needed.  Allow time at the beginning and end of a chat session for informal, warm-up conversation.  Speak privately to learners during an active chat session to give sensitive feedback or make inquiries of a personal nature.  Use chat or discussion to feature an online expert.  Find another class that is covering the same topic, viewing the same video, or using the same materials that you are. Meet them online for a debate or to compare analyses or opinions.  Chat can be useful before a final exam or a midterm for students to collectively express and solve problems. Tutors and Teacher's Assistants can help monitor these kinds of discussions, too.  Make the activity interesting. If it is a discussion topic, make it one that students have a reason to get engaged in. Appeal to their life experiences, interests and ambitions.  Let the students create some of the topics sometimes. Provide an overall academic framework to guide them where you want them to go.  Invite in "mystery" guests for learners to interact with. These can be "real" people or people who take on other identities. For example, students themselves or visitors can role play the character parts from a story or video that the class is using. Assessment  Learners appreciate and seem to learn much from the responses of other learners.  Check in with students via email and see how they are feeling about the course. This will tell you if something is off-track and allow you to address it before it becomes a big problem.  Take advantage of your course "statistics" or "tracking" tools to see what parts of the course students are using and when.  Take advantage of your course gradebook. It can automatically input and calculate scores on student work, automatically compute surveys and class evaluation statistics; in short, it can really save you time.  Online learners need frequent feedback and can not seem to get enough. Feedback (or the lack thereof) is a commonly mentioned concern of online learners. Designing Online Course Components Leslie Opp-Beckman, University of Oregon Following are some tips and guidelines for instructors who are planning to incorporate online course management tools such as Nicenet, Blackboard, or WebCT in their courses. Navigation and Usability You will want to make a master plan and consider the “look” of the content for your course ahead of time, just as you would in publishing a traditional print-based class packet or

academic text. Some people find that creating a storyboard, mind map or outline for this helpful. It is important to make your course materials as “transparent” as possible to the user. The more difficult (at a conscious or unconscious level) that it is for the user to “figure out” where things are and what s/he is supposed to do with the materials, the more frustrated and disinclined to participate s/he will be. Less time on task and more barriers to resources or the learning process mean lower learning outcomes (and lower class evaluations). Some tips and “food for thought’ follow.  Use folders to organize your class content by topic and/or by week.  Arrange folders in chronological or hierarchical order.  Label your folders and documents with consistent titles and case for better navigation and readability.  Use the same folder constructs and titling system across all sections of your course (discussion tools, course documents, assignments, readings, quizzes, external links, etc.).  Turn off tools and sections that you will not use as part of the course. It’s better to have a few tools and tasks that are meaningful and aligned well with course content, than a lot of tools that have no value or real function. Confusing set of folders and titles: Clear set of folders and titles: Say Hello Week 1: Introductions Week One Discussion Week 1: Group Assignment, Culture and Conventions Put assignment here Week 2: Group Assignment, Learning Styles Week 2 Discussion Week 2: Reaction to Readings and Class Lecture Leading by Example It is important to set clear expectations and model the kind of contributions through your coursesite that you want to see from your students.  Spellcheck and grammar-check your work. (You would not submit sloppy writing to a journal or textbook publisher.)  Set clear guidelines for grading. Are discussion contributions optional or required? How do they fit into your overall grading scheme? What constitutes an acceptable vs. unacceptable contribution?  Be clear from the beginning on start and stop dates for online discussions and tasks. Are some or all of them open-ended, or do they  Solicit student feedback at several points throughout the course in order to determine what’s working well and what’s not, and why. Make adjustments and incorporate

reasonable suggestions as you are able.  Stick to deadlines that you set for students. Stick to deadlines for giving feedback that you set for instructors, too. This shows you take the course, the time they have spent and their work seriously.  Respond in a timely fashion to email and questions on the discussion board. Online communication tools do not run themselves. They require careful moderation and guidance.  Cite resources and references with author name(s), web site or print reference information, and date/location accessed. Common Sense Tips  Keep copies of your course materials on a separate computer at home or work so you can easily replace them if they somehow disappear or become corrupted.  Send students regular reminder notes with clear subject lines and information, and/or post announcements on class business (quizzes, assignments due, etc.).

One Computer Classroom Leslie Opp-Beckman, University of Oregon Email: leslieob@uoregon.edu Print Resources The following are books that you can purchase online for help with using one or a small number of computers in a primary or secondary classroom. David Dockterman’s Great Teaching in the One Computer Classroom $19.95 from Tom Snyder at http://www.tomsnyder.com/ Jessica Kahn’s Ideas and Strategies for the One-Computer Classroom $24.95 from ISTE at http://www.iste.org/ Online Resources with Corresponding Questions / Tasks The following resources are listed in chronological order according to most recent updates. One-computer Classroom (2002) Kanuski http://www.tisdaleschooldiv.sk.ca/kanuski/teachers/onecomputer/one.htm Question: What 4 “mandatory requirements” does the author suggest? The One Computer Classroom (2000) Janine Lim http://www.remc11.k12.mi.us/bcisd/classres/onecomp.htm Question: What is the author’s definition of a “smart chalkboard?”

One-computer Classroom (1999) Serena Roberts http://www.4teachers.org/techalong/roberts/ Question: This content is available in Spanish and English! Are the contents the same in both languages? Can you offer suggestions for improvement? Strategies and Applications for the One Computer Classroom (1999) Linda J. Burkhart http://www.lburkhart.com/elem/strat.htm Question: Which of the six strategies do you think might be applicable in your own educational setting? Integration Ideas for the One Computer Classroom (1999) Denver Public Schools Technology Planner http://edtech.denver.k12.co.us/planner/idbank/ibonecmptr.htm Question: What kinds of reference resources are suggested? Teacher-2-Teacher Mailing List (1999) http://www.teachnet.com/how-to/organization/onecompclass040799.html Question: What was your favorite suggestion or tip? Diverse Advice (1999) http://www.stemnet.nf.ca/~jscaplen/integration/english/advice.html Question: Have you had similar experiences that would lead you to support any of this advice? Using the Internet in the One Computer Classroom (1997) David Douglas School District, Portland, Oregon http://millpark.ddouglas.k12.or.us/onecomp.html Question: What guidelines are offered for designing a successful project? (See "Projects" and "How to Design a Successful Project".) Ideas for the One Computer Classroom (1996) Joan Peebles http://danenet.wicip.org/mmsd-it/tlc/1comprm.html Question: What kinds of "classroom modeling" suggestions does she offer?

Internet Options in the One Computer Classroom (No Date) Lewis Johnson http://www.clta.net/lessons/class.html Question: What software does he recommend for "whacking" sites and using them offline? (This is a great tip and the software works very well!) Planning for the Ultimate One Computer Classroom (No Date) http://www.methacton.k12.pa.us/training/planint.htm Question: How does this educator create "the mystique of 'where are we going today?'" Great Teaching in the One Computer Classroom (No Date) http://www.ellendale.k12.nd.us/tsp.htm Question: Is there anything in the outline you feel does not necessarily belong there? Anything that's missing? Using Technology in the One Computer Classroom (No Date) From Ed's Oasis http://www.classroom.com/edsoasis/Strategy/onecomputer.html Question: What kinds of ideas does he have for thematic units, and how might that work in an ESOL context? Directories The following are additional lists of links to web sites on this topic. Linking Technology to Teaching (2002) http://www.lttechno.com/links/onecomputerclassroom.html The One-Computer Classroom (2000) Patricia L. Pecoy, Language Resource Center, Furman University http://facweb.furman.edu/~pecoy/mfl195/onecomputer.html The One Computer Classroom, Directory from Minot Schools (No Date) http://www.minot.k12.nd.us/new/onecomputer/

http://www.nicenet.org/ Instructor: Leslie Opp-Beckman Email: leslieob@uoregon.edu Overview of Nicenet Nicenet is an online educational course management system, also known as Internet Classroom Assistant (ICA). It is run by a non-profit organization and is one of the last set of such tools available at no cost to instructor-developers. You can use it in your classes the following kinds of ways.  Conferencing: To conduct asynchronous (not in real time) discussions.  Link Sharing: To post web sites.  Documents: To post and archive readings and documents.  Class Schedule: To publish a schedule or calendar of assignments and events.  Class Members: To access a directory of students enrolled in the class.  Personal Messages: To communicate with students via email individually or in groups.  Classes: To add (join), drop, create and delete courses on Nicenet.  Class Admin.: For the instructor to change settings (preferences) for courses.  Edit User Profile: For each individual to change personal settings and information.  ICA FAQ: To get help through a Frequently Asked Question (FAQ) section. Your Nicenet Access Information: This username and password will let you log in to the Nicenet system and into this course from any computer with an Internet connection. You can change the password through Nicenet’s Edit User Profile feature at any time. Username: Password: Link Sharing and Documents We will spend much of our time exploring the web sites together in the Link Sharing area. Select handouts will be made available through the Documents section as well. For more information about Nicenet, you can consult the ICA FAQ index.

Designing Instructional Web Sites to Meet Accessibility Standards Leslie Opp-Beckman American English Institute, University of Oregon Email: leslieob@oregon.uoregon.edu Information in this handout is adapted from James Bailey's web site: University of Oregon, Adaptive Technology Lab "Access To Technology For Students With Disabilities" http://darkwing.uoregon.edu/~atl/web_acs.htm This handout is divided into five sections: • Why should we provide universal access? • Types of Disabilities and Their Web Accommodations • Web Universal Access in Five Easy Steps • Design Considerations for Web Accessibility for People with Disabilities • Additional Resources Why should we provide universal access? Information on the web, properly designed, is accessible to all of our students, including those with disabilities. Individuals may not be denied access to university information because of blindness or any other disability. Besides having a philosophic commitment to serving people with disabilities, the university also has a legal obligation to not discriminate against people on the basis of disability. Being found out of compliance with this legal obligation could bring severe consequences to the university and to the department hosting the non-compliant web site. Types of Disabilities and Their Web Accommodations Blindness

The assistive technology used by blind computer users is the most dependent on web design. Consequently, this site is mostly devoted to accommodating blind computer users. Blind computer users use technology that reads the screen to them. And while this technology is extremely sophisticated, it still has limitations. With regard to the web, these limitations may either be eliminated or turned into impassable barriers depending on page design. Low Vision Most low-vision access issues can be handled on the client side. An accessible web page should allow the low-vision user to select fonts, colors and backgrounds. Avoid forcing such design elements on the browser. Mobility Limited Most mobility related access issues can be handled on the client side. Do consider anything involving the duration an object or page remains on the screen and may require user input. For example, when a page is moved and the old URL appears for a few seconds and then moves automatically to the new URL. A user with mobility limitations may find it difficult to use the "back" button to pass through such a timed event. Deaf and Hard of Hearing As more and more information is transmitted as sound from the web, the more a standard for access will need to be developed. Clearly, the existing closed caption model from television will be a starting place. CPB/WGBH National Center for Accessible Media (NCAM) is doing considerable research in this area. Web Universal Access in Five Easy Steps 1. Make sure your pages are clearly recognized in all browsers, including older versions of current browsers. 2. Include clear and concise ALT Tags for all images and graphics appearing in your site. Clear your cache, set your browser to images "off," and browse your site. 3. Use single columns only. 4. Provide alternatives to FORM input (e-mail link, contact phone number, etc). 5. Provide clear and uniform site navigation features

Design Considerations for Web Accessibility for People with Disabilities 1. Audio (Made Accessible) 9. Images 2. Audio (As an Accessibility) 10. Imagemaps 3. Blinking Links or Graphics 11. Links 4. Cascading Style Sheets 12. Lists 5. Columns 13. Tables 6. Frames 14. Applets and Scripts 7. Fonts 15. Downloads 8. Forms 1. Audio (Made Accessible) As designers include more sounds with their sites they will have to consider deaf or hard- of-hearing (hoh) users. Since this is a relatively new area of accessibility, there is less published and fewer recommended standards. Clearly, the existing closed caption model from television will be a starting place. CPB/WGBH National Center for Accessible Media (NCAM) is doing research in this area. 2. Audio (As an Accessibility) Some web designers want to offer access to text via sound files. The problem with this is that sound files cannot be navigated. Usually the user plays it completely and then has the option to replay it. Screen readers can stop on a word, repeat it, go to the previous word, and even spell the word if it is difficult to understand, such as a name. It is recommended that designers work with existing access technology rather than trying to create their own. 3. Blinking Links or Graphics Avoid. Screen readers can be set to report any new information appearing on the screen. Blinking text is sometimes reported over and over, interrupting the users reading of the screen. 4. Cascading Style Sheets Make sure that your page works well in a browser that either does not support style sheets or in which style sheets have been turned off. Low-vision users may have their browser set to fonts and/or colors that are easiest for them to see.

5. Columns Avoid or offer an alternative to multiple columns. The current state of screen readers is that most of them are unable to discern columns in web pages. The page will be read left to right and top to bottom. 6. Frames Frames are currently considered inaccessible page presentation. In time, this should change as browsers handle them with greater sophistication and the screen-readers can more intelligently map the screen. Until that happens, avoid using FRAMES, but if you must, please include an accessible alternative, either as a separate page, or by including the accessible HTML for FRAME-unaware browsers. 7. Fonts Specifying fonts can render your information inaccessible. Both users with disabilities and without may set up their browser to personal font and color selections. Avoid designs that conflict with those choices. 8. Forms Attention should be paid to pages containing forms. Labels should be to the left of the form. Positioning the label, for example, above the form may cause a screen reader to misidentify or not identify the form label. 9. Images Always include an informative "alt text". Some designers recommend rather detailed descriptions. Try at least to avoid being vague. "University of Oregon Logo" is better than just "Logo." A good test is to clear your cache, turn images off, and navigate your site. You should be able to quite easily. 10. Imagemaps Image maps are not accessible to blind users and may present difficulties for users with low-vision. Provide the same links in a traditional format elsewhere on the page. If you use the ALT tag as the traditional link, make sure that the frame for the graphic allows the entire ATL tag to be read.

11. Links Always offer a simple traditional link, at least as an alternative. No matter how elaborate your links get, always give the user a simple direct alternative on the same page. Make the links informative and not just the word "here." Single links should appear on one line and not break across multiple lines. 12. Lists Some screen-readers cannot interpret graphic bullets. Unless the list is extremely obvious, such as, each item is a link, then use a numbered list. 13. Tables Tables typically can be difficult to follow when read with a screen reader. Either design your tables to work in a browser not aware of tables or provide a link to an alternate presentation of the information. 14. Applets and Scripts Both applets and scripts are unique enough that it is difficult to provide accessibility guidelines for them. University of Oregon web designers may consult with the Adaptive Tech Access Advisor regarding accessible applets and scripts. 15. Downloads Most computer users with disabilities will know if they have configured their machines for downloads. The most useful information is to include the type and size of download in the link. So a link "President's Hello (28K Real Audio)" would be more useful than "President's Hello." The same holds true for video and binary downloads.

Additional Resources  W3C Web Accessibility Initiative http://www.w3.org/WAI/ "The power of the Web is in its universality. Access by everyone regardless of disability is an essential aspect." [Tim Berners-Lee, W3C Director and inventor of the World Wide Web.] WAI, in coordination with organizations around the world, pursues accessibility of the Web through five primary areas of work: technology, guidelines, tools, education and outreach, and research and development.  useit.com (Jakob Nielsen's web site) http://www.useit.com/ A bi-weekly column on usability research and guidelines for web site developers.  IBM Accessibility Center http://www-3.ibm.com/able/guidelines/web/accessweb.html  Microsoft's MSDN Site on "Accessibility Technology for Everyone" http://msdn.microsoft.com/library/default.asp?url=/nhp/Default.asp? contentid=28000544  Use "Bobby" to Test the Accessibility of your Web Page(s) http://bobby.watchfire.com/bobby/html/en/index.jsp

Intellectual Property: Copyright and Fair Use Leslie Opp-Beckman American English Institute, University of Oregon Email: leslieob@uoregon.edu Adapted from the University of Oregon FITT Center, JQ Johnson's: http://libweb.uoregon.edu/fittc/resources/copyright.html General Information Intellectual property issues affect faculty in numerous ways. Examples of questions that arise include the following.  What rules limit my use of other people's work in my teaching?  What is "fair use?"  How can I protect my own work?  Who owns student work? The general principle in copyright law is that every original work is copyrighted by the author as soon as it's fixed in a tangible medium, and that copyright confers to the author several exclusive rights, including the right to make copies, prepare derivative works, publicly display or perform the work, etc. Except when you can claim some particular exemption such as "fair use", you need permission to copy other people's works, or to modify them for your own use. For general references on copyright in education, see: • "Crash Course in Copyright," Copyright Management Center, University of Texas http://www.utsystem.edu/OGC/IntellectualProperty/cprtindx.htm • The IUPUI Copyright Management Center from Kenneth Crews http://copyright.iupui.edu/ • “When U.S. Works Pass into the Public Domain” http://www.unc.edu/~unclng/public-d.htm • CopyOwn, by Rodney Peterson, University of Maryland. http://www.inform.umd.edu/CompRes/NEThics/copyown/

Fair Use The major limitation on the exclusive rights of a copyright owner is "fair use." Copyrighted works may be used based on a consideration of 4 factors:  The purpose and character of the use.  The nature of the copyrighted work.  The amount and substantiality of the portion used.  The effect of the use on the potential market for the work. Although each of these factors is to be considered, the last is often the most critical. If the copyright owner offers a license for a work, then copying all or a significant portion of it is almost certainly unfair. However, there are no simple rules like maximum word counts; you have to apply these factors on a case by case basis. If you believe your use is a "fair use", it would be a good idea to document your reasoning. For more information, see: 10. Checklist for Fair Use, IUPUI Copyright Management Center. http://copyright.iupui.edu/checklist.htm 11. Fair Use Website, Stanford University. http://fairuse.stanford.edu/ Faculty Ownership Do you, the faculty member, own copyright, or does your institution? That depends on whether it's a "work for hire" made as part of your employment, and on any explicit terms in your employment contract. Arguably, any course handout you make is part of the work the university is paying you (an employee) to do, so it owns copyright as a work for hire. On the other hand, it is common practice in academia in the U.S. for universities not to assert any ownership rights to most course materials. For example, they routinely allow a professor to move to a different university and teach the same course using the same lecture notes and handouts. Maybe this is because the copyright is not seen as having any market value, and hence nobody fights over it. Times are changing, though, particularly in the area of distance education, and in community colleges where it is more typical to have different people do course preparation and course delivery. At many schools it is now routine for everyone to agree that all course materials are copyright by the university. If you author a book, your institution may claim copyright, though it will share royalties with you. In all cases, check with your employer to be certain about current policies and guidelines. Student Rights In some cases the course materials include works by students. For example, a course might include a discussion board to which students post. In such cases, the student postings are very clearly owned by the student, not by the professor or by the institution. Your syllabus

should spell out clearly your planned uses of student postings so that you can argue that the students gave you an implied license to use the materials. If you plan to use the student materials beyond the particular course in which the student is enrolled, you should get explicit permission in writing from the student to do so after the course is completed and grades have been turned in. You should also get permission to post any student photos and to post students' personal information in a class directory.

V. YOUR OWN REFLECTION This part of the module is for you. You have found lots of information related to teaching English with the help of technology, you know how to teach English with limited resources and, then, you have the opportunity to transform the language class. Think of the possibility that all your dreams about students’ improvement on the language will come true. But, what about if you are still worried about the use of technology and how to take advantage of this great challenge the Carousel Classroom is for you, for your students, for the institution and for the community? Do not panic! Thank God for having this privilege and get ready to change yourself and help others. An example of the teacher’s reflective portfolio is given below; please complete each of the questions. Teachers’ reflective portfolio What are your expectations as an English teacher for this year? A/ How do you understand the Carousel Classroom? A/ How do you think you would perform in your class assisted by technology? A/ What is the most difficult for you when planning for the Carousel Classroom? A/ What are your specific needs about the use of technology? A/

What obstacles have you found? A/ Do you feel confident using the equipment? Why? Why not? A/ Do you consider the students can become instructors and valuable technology leaders to assist you in the Carousel Classroom? Why? Why not? A/ How do you feel planning for and teaching the four basic skills? A/ Have you realized you are now planning for diversity? A/ When planning and developing a unit, which strategies, learning outcomes and evaluation you use and why? A/ Please take some time to reflect upon your own transformation and achievements. Write your own conclusions.

VII. BIBLIOGRAPHY Agor, B. et al. (2000). Integrating the ESL Standards Into Classroom Practice- Grades 6-8 Suzanne Irujo, Series Editor. The United States of America: TESOL. Bastidas A. Jesús A. (1996. The Teaching Portfolio - A Tool to Become a Reflective English Teacher, in English Teaching Forum. Virginia: TESOL. Inc. Brown, G., K. MalmkjÆr and J. Williams. Editors (1996). Performance and Competence in Second Language Acquisition. Cambridge: Cambridge University Press. Carter, R. and D. Nunan. Editors. (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. Celce-Murcia, M. and E. Olshtain. (2000). Discourse and Content in Language Teaching. A Guide for Language Teachers. The United States of America: Cambridge University Press. Celce- Murcia, M. Editor (1991). Teaching English as a Second or Foreign Language. The United States of America: Heinle & Heinle Publishers. Cohen, Andrew D. (1994). Assessing Language Ability in the Classroom. Second Edition. The United States of America: Heinle & Heinle Publishers. Dockterman, D.A. (1989-19989). Great Teaching in the One-Computer Classroom. The United States of America: Tom Snyder Productions. Genesee, F. and J. A. Upshur. ( 1996). Classroom Based Evaluation in Second Language Education. The United States of America: Cambridge University Press. Gottieb, M. (1995). Nurturing Student Learning Through Portfolios, in TESOL Journal. Virginia: TESOL. Inc. Grellet, F. (1981). Developing Reading Skills – A practical guide to reading comprehension Exercises. Cambridge: Cambridge University Press. Intel (1999). Intel Teach to the Future Teacher Training Curriculum and CD-ROM

The United States of America: INTEL. Johnson, K. E. (1996). Portfolio Assessment in Second Language Teacher Education. TESOL Journal. The United States of America: TESOL, Inc. Kahn, J. (1998). Ideas and Strategies for The One-Computer Classroom.Oregon:ISTE Publications. Krashen, S.D. and T. D. Terrell (1983). The Natural Approach – Language Acquisition in the Classroom. Great Britain: Pergamon / Alemany. Ministerio de Educación Pública. (2001). Programas de Estudio de Inglés III Ciclo y Educación Diversificada. San José: Imprenta Nacional. Morley, J. (1991). Listening Comprehension in Second/Foreign Languege Instruction. in Teaching English as a Second Language. Second Editon. The Unites States of America: Heinle & Heinle Publishers. O’Malley, J.M. ( ). Authentic Assessment for English Language Learners. Cambridge: Cambridge University Press. Opp-Beckman, L. (2003). Reference materials for searching the WEB- from the Course The Use of Technology to the Language Classroom. Peterson, P.W. (1991). A Synthesis of Methods for Interactive Listening in Teaching English as a Second or Foreing Language. Second Edition. The United States of America: Heile & Heile Publications. Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press. Richards, J.C. and T. S. Rodgers. (2001). Approaches and Methods in Language Teaching. Second Edition. Cambridge: Cambridge University Press.

WEB sites http://www.hrusa.org/hrmaterials/hrhandbook1/part4B.htm (The Human Rights Handbook) http://rubistar.4teachers.org)

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