MAGAZINES IN THE CLASSROOM <ul><li>Magazines as well as newspapers provide a great number of different activities to be us...
MAGAZINES IN THE CLASSROOM <ul><li>Certainly the type of magazine we’ll use with our class will depend much upon the type ...
MAGAZINES IN THE CLASSROOM <ul><li>making students skim through the whole publication, list the topics covered, w rite the...
BOOKS IN THE CLASSROOM <ul><li>Role of books and literature is crucial in modern life as well, a driving force in educatio...
BOOKS IN THE CLASSROOM <ul><li>“ People die, books never die”.  (Roosevelt) </li></ul><ul><li>Literature:  </li></ul><ul><...
BOOKS IN THE CLASSROOM <ul><li>Different models of teaching literature in class </li></ul><ul><li>The cultural model views...
BOOKS IN THE CLASSROOM <ul><li>Devise a warmer that looks at the source of the literature that will be studied. </li></ul>...
BOOKS IN THE CLASSROOM <ul><li>Stage five: follow up activities </li></ul><ul><li>Using poems: have students read each oth...
BOOKS IN THE CLASSROOM <ul><li>Choosing material:  (Think of the following.) </li></ul><ul><ul><li>Do you understand enoug...
How to Adapt a Text <ul><li>Find a reading comprehension text in your textbook/the internet  that is appealing to your stu...
How to Adapt Textbook Activities in an ESL Class <ul><li>Decide what content or which topics need adapting in light of the...
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Magazines and books_in_the_classroom

  1. 2. MAGAZINES IN THE CLASSROOM <ul><li>Magazines as well as newspapers provide a great number of different activities to be used in the ESL classroom. </li></ul><ul><li>They are a rich source of authentic materials and can be very motivating and inspire a wide range of activities, just like newspapers. </li></ul><ul><li>They are also a good supply to help students develop language as they provide pictures which can estimulate verbal or written stories. </li></ul><ul><li>They can be used to introduced different kinds of topics, like colours, clothes means of transport, short stories, stimulating picture discussions. </li></ul><ul><li>If we ESL teachers bring magazines inside the classroom, we’ll estimulate our class interest in British and/or American culture. </li></ul>
  2. 3. MAGAZINES IN THE CLASSROOM <ul><li>Certainly the type of magazine we’ll use with our class will depend much upon the type of students we have, anyways teen-magazines and language ones are good. </li></ul><ul><li>Tips: </li></ul><ul><li>Use the cover image to brainstorm words associated with the picture </li></ul><ul><li>Look at the headlines on the cover to predict the main topics featured inside. </li></ul><ul><li>Choose the best cover from a selection of 4 magazines. </li></ul><ul><li>We can also use whole magazines with activities suc as : </li></ul>
  3. 4. MAGAZINES IN THE CLASSROOM <ul><li>making students skim through the whole publication, list the topics covered, w rite the key headlines from all main feature articles on the board and dictate a list of topics or themes, etc. </li></ul><ul><li>We can also let the students choose what they like. </li></ul><ul><li>Magazines can also be used as a means to work with comprehension, by using graded language magazines to check comprehension with lower levels and authentic magazines for intermediate level and up. </li></ul><ul><li>Even lower levels can do tasks describing pictures and finding pictures in a magazine even if they are not yet proficient enough to read a real English magazine. </li></ul>
  4. 5. BOOKS IN THE CLASSROOM <ul><li>Role of books and literature is crucial in modern life as well, a driving force in education, business, law, science, medicine and entertainment. </li></ul><ul><li>They are our heritage. </li></ul><ul><li>Students gain the legacy of knowledge earned by those who came before . </li></ul><ul><li>People of all ages find information, pleasure, relaxation and inspiration while reading books. </li></ul><ul><li>Books lack the immediacy of other mass media, but they make up for that by greater thoroughness and permanence </li></ul><ul><li>Books are saved and treasured in great public libraries and in personal collections. Readers go back to famous books, rereading them again and again. </li></ul><ul><li>They are among the most enduring of the mass media. Some people save them for years, and libraries save them for centuries. </li></ul>
  5. 6. BOOKS IN THE CLASSROOM <ul><li>“ People die, books never die”. (Roosevelt) </li></ul><ul><li>Literature: </li></ul><ul><ul><li>1. stories, poems, and plays, especially those that are considered to have value as art and not just entertainment (c) Macmillan Publishers Ltd. 2003. </li></ul></ul><ul><ul><li>2. literary texts are products that reflect different aspects of society. They are cultural documents which offer a deeper understanding of a country or countries (Basnet & Mounfold 1993). </li></ul></ul><ul><li>Reasons to use Literature: </li></ul><ul><li>Literature is authentic material. </li></ul><ul><li>Literature encourages interaction. </li></ul><ul><li>Literature expands language awareness. </li></ul><ul><li>Literature educates the whole person. </li></ul><ul><li>Literature is motivating. </li></ul>
  6. 7. BOOKS IN THE CLASSROOM <ul><li>Different models of teaching literature in class </li></ul><ul><li>The cultural model views a literary text as a product treated as a source of information about the target culture. </li></ul><ul><li>The language model aims to be more learner-centered. It aims to be more learner-centered, they come to grips with the meaning and increase their general awareness of English. </li></ul><ul><li>The personal growth model is also a process-based approach and tries to be more learner-centered. Learners encouraged to draw on their own opinions, feelings and personal experiences. It aims for interaction between the text and the reader in English, helping make the language more memorable. </li></ul><ul><li>How to plan a lesson. </li></ul><ul><li>Stage one: warmer </li></ul><ul><li>Devise a warmer that gets students thinking about the topic of the extract or poem. </li></ul>
  7. 8. BOOKS IN THE CLASSROOM <ul><li>Devise a warmer that looks at the source of the literature that will be studied. </li></ul><ul><li>Stage two: before reading </li></ul><ul><ul><li>Pre-teaching very difficult words </li></ul></ul><ul><ul><li>Predicting. </li></ul></ul><ul><ul><li>Giving students a “taste”. </li></ul></ul><ul><li>Stage three: understanding the text, general comprehension- </li></ul><ul><ul><li>Read the whole thing to the students so that they can get more of a “feel” for the text. </li></ul></ul><ul><ul><li>Set comprehension questions or ask them to explain the significance of certain key words of the text. </li></ul></ul><ul><li>Stage four: understanding the language </li></ul><ul><ul><li>See how many of the unfamiliar words students can get from context. </li></ul></ul><ul><ul><li>Look at certain elements of style that the author has used. </li></ul></ul><ul><ul><li>Look at the connotation of words which the author has chosen. </li></ul></ul>
  8. 9. BOOKS IN THE CLASSROOM <ul><li>Stage five: follow up activities </li></ul><ul><li>Using poems: have students read each other the poem aloud at the same time, checking for each other’s pronunciation and rhythm… </li></ul><ul><li>Using extracts from stories or short stories: Ask students to write what they think will happen next, or what they think happened just before… </li></ul><ul><li>Using extracts from plays: Ask students to act out a part of the scene in groups. </li></ul><ul><li>Possible problems we can face once we decide to use literature. </li></ul><ul><li>Where can we get material? This is easy to answer, the web is the place where we can get instant access to many literature material; </li></ul><ul><ul><li>www.bookbrowse.com </li></ul></ul><ul><ul><li> www.readersread.com </li></ul></ul><ul><ul><li>www.blackliterature.com </li></ul></ul><ul><ul><li>www.favoritepoem.org </li></ul></ul><ul><ul><li>www.emule.com/poetry </li></ul></ul>
  9. 10. BOOKS IN THE CLASSROOM <ul><li>Choosing material: (Think of the following.) </li></ul><ul><ul><li>Do you understand enough about the text to feel comfortable using it? </li></ul></ul><ul><ul><li>Is there enough time to work on the text in class? </li></ul></ul><ul><ul><li>Does it fit with the rest of your syllabus? </li></ul></ul><ul><ul><li>Is it something that could be relevant to the learners? </li></ul></ul><ul><ul><li>Will it be motivating for them? </li></ul></ul><ul><ul><li>How much cultural or literary background do the learners need to be able to deal with the tasks? </li></ul></ul><ul><ul><li>Is the level of language in the text too difficult (see below) </li></ul></ul><ul><li>Text difficulty: </li></ul><ul><ul><li>Learners can be trained to infer meaning of difficult words from context. The selection of a text must be given careful thought, but also the treatment of the text by the teacher (this means think about the tasks you set for a reading of a piece of literature, not just the text). </li></ul></ul>
  10. 11. How to Adapt a Text <ul><li>Find a reading comprehension text in your textbook/the internet that is appealing to your students for its thematic content </li></ul><ul><li>Make of list of no more than 10 difficult vocabulary items which you plan to teach. </li></ul><ul><li>Isolate the challenging concept or theme of the text. </li></ul><ul><li>Simplify the text (if necessary) using simpler ways of saying things. </li></ul><ul><li>Design appropriate reading activities. </li></ul><ul><li>Teach vocabulary. </li></ul><ul><li>Distribute the &quot;new&quot; reading comprehension text and conduct your reading lesson as planned. </li></ul>
  11. 12. How to Adapt Textbook Activities in an ESL Class <ul><li>Decide what content or which topics need adapting in light of the reading texts and activities. </li></ul><ul><li>Before you go ahead and change some of the activities particularly the reading activities, consider rewriting parts or all of the texts. </li></ul><ul><li>Take a look at those textbook activities in your textbooks and redesign them in light of the amount of the activity itself. </li></ul><ul><li>Cater to the level of difficulty of the task. The teacher can adapt the task to suit all three levels: lower, middle and stronger. </li></ul><ul><li>Decide how you want to engage your students. </li></ul>

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