English Language Workskhop- English Instructors
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English Language Workskhop- English Instructors English Language Workskhop- English Instructors Presentation Transcript

  • Schedule  9:00-10:30 Teaching English in YOUR Class Learning & Retaining new info Listening & Speaking Skills  10:30-10:45 BREAK  10:45-12:15 Reading & Writing Skills  12:15-12:30 BREAK  12:30-14:00 Group Work & Presentations HANADI MIRZA 2
  • I. How do you TEACH English In YOUR Classroom? Skills Course book Workbook Syllabus HANADI MIRZA 3
  • II. How Do Students - LEARN English? - RETAIN New Info? HANADI MIRZA 4
  • HANADI MIRZA 5
  •  HANADI MIRZA 6
  • Human Memory HANADI MIRZA 7
  • What Do We Remember? We remember …       10% of what we read; 20% of what we hear; 30% of what we see; 50% of what we see and hear 80% of what we say; 90% of what we say and do From: Resources for Organizations and Creative Training TechnIques, 1997 LEARNING by DOING HANADI MIRZA 8
  • Language Skills Development  L Listening Receptive  S Speaking Productive  R Reading  W Writing Subskills Grammar & Vocab HANADI MIRZA 9
  • III. LISTENING COMPREHENSION Skill  3.5 A  3.7 D Listening vs. Hearing Your students’ Problems HANADI MIRZA 10
  • From Input to Intake What is happening INSIDE your head? A: “ Is it Wemberley?” B: “NO, it’s Thursday.” C: “Ah, me too. Let’s have a drink!” HANADI MIRZA 11
  • Listening Process Comprehension  1. Raw Speech Image Formation 2. Conversation Types (Lecture, Dialog, Radio news 3. Speaker’s Objective (Ask Q’s, Inform, Suggest …) 4. Make Cognitive Association (Background K.)  Plausible Interpretations 5. Assign Literal Meaning to Utterances  Understanding HANADI MIRZA 12
  •  Misunderstanding 6. Assign Intended Meaning to Utterance  Misunderstanding= Hearer Makes False Assumptions about the Speaker’s Intended Meaning  Understanding= Intended Meaning Matches Speaker’s Literal Utterance 7. What to Retain in Short/Long Term Memory 8. Info Is Retained Conceptually NOT Original Form PARAPHRASING HANADI MIRZA 13
  • Good vs. Poor Listeners HANADI MIRZA 14
  • Giving & Following Instructions 1- Attract Students’ Attention 2- Seating Arrangement 3- Tell Students’:  What to do?  What materials to use?  How much time needed to complete Task? 4- Ask Students’ to rephrase Instruction  TPR (Total Physical Response) HANADI MIRZA 15
  • Listening Activities Purpose  a. Listen for the gist  b. Listen for specific information  c. Listen for details Strategies  1. Planning  2. Monitoring  3. Evaluating HANADI MIRZA 16
  • Thematic Vocabulary 1- Meaning IN Context: Word / Definition / Synonym / Antonym Graded readers are written in narrative form. 2- Application:  Word Formation  Speaking  Writing HANADI MIRZA 17
  • Listening  3.3 D / 3.8 A  3.6 B IV. SPEAKING Skill What do we say? Why Speak? Your Students’ Problems HANADI MIRZA 18
  • Spoken Language - Monolog = lecture radio news,… - Dialog = interpersonal or transactional Fluency versus Accuracy  Fluency: NOT speed  ability to express one’s ideas logically  Accuracy: NO Grammar OR Pronunciation mistakes HANADI MIRZA 19
  • Correcting Pronunciation  Simplified Phonetics         [ə] = (euh) sound Answer [an sə r] Respond s job [djob ] Schedule [sked jouwə l] Time table People [py pə l] persons Suggest [sag djèst] Jounralist [djə r nalist] Work in pairs [wə rk in pèrz] Question [kwest shə n] HANADI MIRZA 20
  • Correcting Grammar Mistakes  Revisit a point in grammar Eg. He? She? Or It? Ex 1: Use pictures of different people, animals, things, places, ….: Ex. 2: Tom is a little boy. _____ goes to school everyday, and _____ likes to study with his friend Carl. His sister plays the piano and _____likes to play with her little dog. _____ is her favorite friend. Ex. 3: Monolog or Dialog  Integrate grammar HANADI MIRZA 21
  • Speaking Activities Role Play, Presentation, Guessing Game, Project  Familiarize SS with the evaluation criteria to lower their level of anxiety and provide enough practice  to improve fluency and  to internalize grammatical rules and increase accuracy.  Help SS to Develop Good Conversation Skills (be polite, take turns, ,…)  Improve SS pronunciation using simplified phonetics HANADI MIRZA 22
  • Input NEEDED for Authentic Speaking Activities  a. b. c. Listen to: Monolog/dialog Music Sounds  a. b. c. Use Sight: Watch a Video Look at Picture/Drawing Read a text HANADI MIRZA 23
  •  Listening  3.12  Speaking  V. READING COMPREHENSION Skill  Why do we read?  Reading vs. Reading Comprehension  Reading Aloud vs. Silent Reading  Your Students’ Problems HANADI MIRZA 24
  • Reading Comprehension = Meaning Making PURPOSE: - Read for the Gist (main idea) - Read for Specific Info - Read for Details (intensive / inferential Reading)  Develop Schemata for CV Reading / Other types Reading Strategies: - Previewing/Predicting - Questioning - Clarifying - Summarizing | Reading Skills: a) Skimming b) Scanning HANADI MIRZA 25
  • Comprehension of a Text         1- Pre-Reading Stage Warm-up (Discussion) Pre-Teach Vocab OR Meaning from Context Predict Story from Title/Pictures 2- During Reading Stage (Silent Reading) Answer Factual THEN Analytical Questions Fill in the Story Map / Chart/ Table…. 3- Post-Reading Stage Summarize the Story / Text Read Aloud  Pronunciation + Intonation Connect: R-W / R-S / R- Drawing / …. HANADI MIRZA 26
  • Reading Aloud  Simplified Phonetics Past Tense of Regular Verbs  (-ed)  [- id] , [-t] , or [-d] ? WANTED -DECIDED  [-t] & [-d] + [-id] / Vd + [-d] / vl + [-t] ASKED - PLAYED  Created , Needed / Proved / Fixed Plural Form of Nouns  (-s)  [-z] or [-s] or [-ə z] ? MAPS- BOTTLES - CHURCHES [ vd + [-z] / vl + [-s] / -ch, -sh, -ss, -x + [-ə z] [ Boys, girls / cats, lin ks / classes, foxes  HANADI MIRZA 27
  • Vocab Box 1- Thematic Vocabulary (3.11 A / Quiz 94) Word / P. of Sp. / Def / Syn / Anto 2- Application: * Word Formation + Prefixes & Suffixes Word / Noun / Verb / Adj. / Adv. * WRITE  Sentences / Paragraph / Essay HANADI MIRZA 28
  • Listening Speaking 3.9- p. 40 / p. 37 D Reading 3.8 C- D VI. WRITING Skill What do we write? Why write? Your Students’ Problems HANADI MIRZA 29
  • We Write…         Letter  Word  Sentence (vs. Non-Sentence)  Paragraph  Essay  Term Paper  Master Thesis  Ph.D. Dissertation HANADI MIRZA 30
  • Students’ Paragraphs The Teacher will never forget that kindergarten student named Jad. Because he was the most active student in her classroom. He participates more than anyone else. At play time, all Kids were playing together, while Jad was sitting alone, the Teacher realize that, she agave him his seat next to his friends in order to read a story that was about Bears. HANADI MIRZA 31
  • Sentence  1- capital letter . / ? / !  2- Meaningful (ONE idea)  3- Structure  S V (O) Simple Sentence Combining 2 Ideas: Add and Contra Cause Sequenc st e effect but HANADI becauseMIRZA first 32
  • Sentence Structure & Question Formation  What age are you? (Fr) vs. How old are you?  I have 20 years old. (French & Arabic)   I am 20 years old.  Simple sentence  SVO (French)   VSO (Arabic)  SVO  Question  (Wh-) + Aux + S + V + … ? HANADI MIRZA 33
  • Paragraph Schemata  Elements  Title +  Indentation  Topic Sentence  Supporting Details  Concluding Sentence Genre: Descriptive Adjectives Senses Simile Metaphor  Essay: Intro+ Body 1+ Body 2+ (Body 3)+ Conc HANADI MIRZA 34
  • Model Paragraph My perfect sl hchool would be much like the one I went to; however, several improvements could be made. There could be a better pupilteacher relationship, especially between older teachers and pupils. Pupils should be once again given some kind of incentives to do well both at academic and sports activities. Discipline would be strict but punishment would only be administered in severe cases. School would still be compulsory. HANADI MIRZA 35
  • Problems with Writing Tasks  Poor Writing Topics (summer vacations)  NO Schemata for Paragraph or Essay - ID of Paragraph = Topic Sentence - ID of Essay = Thesis Statement HANADI MIRZA 36
  • Writing Topics * Students usually wait for the summer vacations to rest and have fun. Some go to the beach. Others spend their time in the mountains or even travel abroad. Write a paragraph in which you describe a new place you visited. How was it? What did you do there? (Graphic Organizer)  Write a 4-paragraph essay in which you argue with or against the law of banning smoking in public places in Lebanon. HANADI MIRZA 37
  • Other Problems with Writing  Grammar NOT integrated IN Writing (Habits in the present  Simple present)  Poor explanation of Spelling rules in Elem (hid – hide / cut – cute / mad – made)  Memorizing words visually (Dictation= NO Use of Listening to Write) * Memorizing sentences/paragraphs for (official) exams  destroy writing process HANADI MIRZA 38
  • Improve Spelling & Writing (3.18 A / p. 44 C)               1- Picture + 1 missing letter (beg. Letter THEN other letters) 2- Picture + 2 missing letters (any two) 3- Picture + scrambled letters 4- Picture only 5- Scrambled letters  Word Formation 6- Find the word: Cross puzzle (+ pics) 7- Dictation: Listen then Write word 8- Unscramble words  Sentence Formation  Write sentences 9- Unscramble sentences  Make a Paragraph  Write a paragraph 10- Sequence paragraphs  make an Essay  Write an essay 11- Creative Writing HANADI MIRZA 39
  • Correcting Written Mistakes Mistake Type Correction Sentence freind Spelling Friend Tom is my friend. he mixs Simple pre- Mixes Presen S-V -prep. -at the morning -make homework Sara mixes tea and sugar. -- collocations HANADI MIRZA 40
  • Correcting Grammar Mistakes Integrating Grammar INTO Writing 1. Task A  Writing + Grammar OR Grammar exercise 2. a) Teaching based on mistakes & Learning outcomes (Modeling / Guided / Independent stages) b) Working on needed Writing / Grammar exercises 3. Task B  Repeat Sequence till Students meet grammar objectives in the course syllabus Reinforce grammar & writing through READING HANADI MIRZA 41
  • Avoid Plagiarism Copy/Paste in:  Master Thesis  Ph.D. Dissertation Projects Paraphrase ideas taken from: Internet/ newspapers / books / magazines...  Quote people (APA Style) HANADI MIRZA 42
  • Writing Activities * NEEDED Input from Listening/Reading * Integrate Vocabulary / Grammar * Scoring Rubric * Writing as Process NOT as a Product: 1- Gather ideas  Needed ideas in Graphic Org. 2- Outline  Organize ideas 3- Write draft 1  respect paragraph/essay format 4- Review ideas  include all needed ideas? (GO) 5 -Edit mistakes  Spelling/ Grammar / Mechanics 6- Write draft 2  Proofread (Peer/ Self/ Teacher Evaluation) HANADI MIRZA 43
  • VII. Group Work & Presentation Micro- Teaching (10 minutes)      Listening Activity Speaking Activity (vocab ) Reading Activity (+ 2 vocab) Writing Activity (grammar) Reinforce grammar & Writing through Reading HANADI MIRZA 44
  • Hanadi MIRZA * hanadym@hotmail.com * www.hanadimirza.blogspot.com M IATEFL BESIG blogroll: * Teacher Training Blog – Hanadi Mirza HANADI MIRZA 45