• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Magazines and books_in_the_classroom

Magazines and books_in_the_classroom






Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Magazines and books_in_the_classroom Magazines and books_in_the_classroom Presentation Transcript

      • Magazines as well as newspapers provide a great number of different activities to be used in the ESL classroom.
      • They are a rich source of authentic materials and can be very motivating and inspire a wide range of activities, just like newspapers.
      • They are also a good supply to help students develop language as they provide pictures which can estimulate verbal or written stories.
      • They can be used to introduced different kinds of topics, like colours, clothes means of transport, short stories, stimulating picture discussions.
      • If we ESL teachers bring magazines inside the classroom, we’ll estimulate our class interest in British and/or American culture.
      • 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.
      • Tips:
      • Use the cover image to brainstorm words associated with the picture
      • Look at the headlines on the cover to predict the main topics featured inside.
      • Choose the best cover from a selection of 4 magazines.
      • We can also use whole magazines with activities suc as :
      • 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.
      • We can also let the students choose what they like.
      • 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.
      • 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.
      • Role of books and literature is crucial in modern life as well, a driving force in education, business, law, science, medicine and entertainment.
      • They are our heritage.
      • Students gain the legacy of knowledge earned by those who came before .
      • People of all ages find information, pleasure, relaxation and inspiration while reading books.
      • Books lack the immediacy of other mass media, but they make up for that by greater thoroughness and permanence
      • Books are saved and treasured in great public libraries and in personal collections. Readers go back to famous books, rereading them again and again.
      • They are among the most enduring of the mass media. Some people save them for years, and libraries save them for centuries.
      • “ People die, books never die”. (Roosevelt)
      • Literature:
        • 1. stories, poems, and plays, especially those that are considered to have value as art and not just entertainment (c) Macmillan Publishers Ltd. 2003.
        • 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).
      • Reasons to use Literature:
      • Literature is authentic material.
      • Literature encourages interaction.
      • Literature expands language awareness.
      • Literature educates the whole person.
      • Literature is motivating.
      • Different models of teaching literature in class
      • The cultural model views a literary text as a product treated as a source of information about the target culture.
      • 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.
      • 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.
      • How to plan a lesson.
      • Stage one: warmer
      • Devise a warmer that gets students thinking about the topic of the extract or poem.
      • Devise a warmer that looks at the source of the literature that will be studied.
      • Stage two: before reading
        • Pre-teaching very difficult words
        • Predicting.
        • Giving students a “taste”.
      • Stage three: understanding the text, general comprehension-
        • Read the whole thing to the students so that they can get more of a “feel” for the text.
        • Set comprehension questions or ask them to explain the significance of certain key words of the text.
      • Stage four: understanding the language
        • See how many of the unfamiliar words students can get from context.
        • Look at certain elements of style that the author has used.
        • Look at the connotation of words which the author has chosen.
      • Stage five: follow up activities
      • Using poems: have students read each other the poem aloud at the same time, checking for each other’s pronunciation and rhythm…
      • Using extracts from stories or short stories: Ask students to write what they think will happen next, or what they think happened just before…
      • Using extracts from plays: Ask students to act out a part of the scene in groups.
      • Possible problems we can face once we decide to use literature.
      • 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;
        • www.bookbrowse.com
        • www.readersread.com
        • www.blackliterature.com
        • www.favoritepoem.org
        • www.emule.com/poetry
      • Choosing material: (Think of the following.)
        • Do you understand enough about the text to feel comfortable using it?
        • Is there enough time to work on the text in class?
        • Does it fit with the rest of your syllabus?
        • Is it something that could be relevant to the learners?
        • Will it be motivating for them?
        • How much cultural or literary background do the learners need to be able to deal with the tasks?
        • Is the level of language in the text too difficult (see below)
      • Text difficulty:
        • 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).
    • How to Adapt a Text
      • Find a reading comprehension text in your textbook/the internet that is appealing to your students for its thematic content
      • Make of list of no more than 10 difficult vocabulary items which you plan to teach.
      • Isolate the challenging concept or theme of the text.
      • Simplify the text (if necessary) using simpler ways of saying things.
      • Design appropriate reading activities.
      • Teach vocabulary.
      • Distribute the "new" reading comprehension text and conduct your reading lesson as planned.
    • How to Adapt Textbook Activities in an ESL Class
      • Decide what content or which topics need adapting in light of the reading texts and activities.
      • Before you go ahead and change some of the activities particularly the reading activities, consider rewriting parts or all of the texts.
      • Take a look at those textbook activities in your textbooks and redesign them in light of the amount of the activity itself.
      • Cater to the level of difficulty of the task. The teacher can adapt the task to suit all three levels: lower, middle and stronger.
      • Decide how you want to engage your students.