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Teaching English Through English I  Class #3
Teaching English Through English I  Class #3
Teaching English Through English I  Class #3
Teaching English Through English I  Class #3
Teaching English Through English I  Class #3
Teaching English Through English I  Class #3
Teaching English Through English I  Class #3
Teaching English Through English I  Class #3
Teaching English Through English I  Class #3
Teaching English Through English I  Class #3
Teaching English Through English I  Class #3
Teaching English Through English I  Class #3
Teaching English Through English I  Class #3
Teaching English Through English I  Class #3
Teaching English Through English I  Class #3
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Teaching English Through English I Class #3

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  • 1. Teaching English Through English I Session # 3 Wednesday, August 5 th
  • 2. Agenda
    • Writing and Reading Habits Survey
    • Critical Reading & Active Reading
    • NNEST Newsletter article: Discussion of English Villages in South Korea
    • Writing Task: Reflection on English Villages.
    • Evaluating Academic Sources
    • Teaching Demonstration: Creating a Lesson Plan based on the academic sources
    • Completing Join the Club Chapter 1
    • Join the Club Chapter 2
  • 3. Teaching Critical Reading
    • Critical reading is NOT a skill. It is a learnt practice.
    • Mastering the critical reading skills require some time. Be patient with yourself. Read and write on a regular basis.
    • Remember that different texts require different reading. Each text has different audience and social purpose.
    • Annotate text while reading
    • http://www.bucks.edu/~specpop/annotate-ex.htm
  • 4. Teaching Critical Reading
    • Have your students write in response to reading texts. Assign daily writing assignments based on reading.
    • Teach your students how to annotate texts
    • Design a focused and informal writing tasks based on readings.
    • Encourage your students to connect the reading to a past lecture or to their prior knowledge.
    • Help your students compare/contrast with another readings
    • Critique/evaluate
  • 5. Integrated nature of reading and writing
    • Reading and writing are reciprocal activities; the outcome of a reading activity can serve as the input for writing, and writing can lead a student to further reading resources (Hirvela, 2004)
    • We don’t know what we have read until we begin to work with it by talking and writing about it (Hirvela, 2004)
  • 6. Active Reading
    • The following is a list of some techniques that you can use to annotate text:
    • Underline important terms.
    • Circle definitions and meanings.
    • Write key words and definitions in the margin.
    • Signal where important information can be found with key words or symbols in the margin.
    • Write short summaries in the margin at the end of sub-units.
    • Write the questions in the margin next to the section where the answer is found.
    • Indicate steps in a process by using numbers in the margin.
  • 7. Active Reading by asking questions
    • Where did the argument come from?
    • What does the argument say?
    • Can I trust the author? Who is the author?
    • How does the argument work?
  • 8. Useful websites for Students and Teachers
    • http:// www.dartmouth.edu/~writing/materials/student/index.html
    • http://www.criticalreading.com/
    • OWL Purdue’s Writing Lab: http:// owl.english.purdue.edu/handouts/grammar/g_comma.html
    • OSU’s Writing Center:
    • http://cstw.osu.edu/writingcenter/handouts/default.cfm
  • 9. English Villages in South Korea
    • http://english-village.gg.go.kr/exclude/userIndex/engIndex.do
    • http://www.esljobkorea.org/esl-job.php?job =679
  • 10. Reader-Based Questions about English Villages in South Korea
    • Can you describe how you read this article?
    • What strategies did you use? What problems did you encounter while reading?
    • What kinds of writing did you do as you were reading this article?
    • You will write a reflective essay on this article. What does reflective essay mean to you? How do you plan on writing a reflective essay?
    • Choose the section of the article that surprised you the most. Choose the section of the article that you reacted the most. Why?
    • What were your reactions at the end of this article? Were you satisfies by the author’s arguments? Would you change this article any way if you could?
  • 11. Reflective Writing
    • Take about 20 minutes to do some reflective writing on the article written by Mi-Young Kim. Let the readers know your point of view and prove it with facts from the article. In your reflective essay, you can answer the following questions:
    • What is the main idea of the article?
    • What are some of the important supporting details?
    • Did anything about the article surprise you?
    • What is your own opinion on this topic?
    • Teaching Question : How would you teach this reading text to adult EFL students? Write down the steps that you would use to teach this reading.
  • 12. PEER EDITING
    • What does Peer-editing mean to you?
    • Did you have any peer-editing experiences in your Korean or English writing classes?
    • Listen to the Peer-editing Lecture (New PP slides)
    • Read one of your colleague’s reflective essay on English Villages in South Korea, and fill out the Peer-Editing form.
    • Post your peer edited work on the class blog.
  • 13. Evaluating your sources
    • 1. Authority  What are the author's qualifications?  Is the document written on a topic in the author's area of expertise?  Is the author affiliated with an institution? 
    • 2. Accuracy  Does the article cite its sources?  Are the conclusions justified and supported by evidence?  Is the information reliable and free of error?
    • 3. Comprehensiveness  Are the topics explored in depth?  Does the information appear to be valid and well-researched?  Does the work update other sources?  Is the information useful or repetitious?
    • 4. Validity  Does the author inform or persuade?  Is the language free of emotion-rousing words or bias? Does the author express a particular point of view?
    • 5. Ease of use  Is the resource organized logically?  Are the main points clearly presented?  
  • 14. Teaching Demonstration Practice
    • After evaluating the reliability of your sources, you will work on Reading and Writing activity based on the source your group has selected.
    • Choose one of the academic texts that your group has provided.
    • Create a Lesson Plan teaching the reading text.
    • In your Lesson Plan, include the aim of the lesson , the level of your students and the reading and writing activities that you will use with your students.
  • 15. Assignments
    • Join the Club Chapter # 3
    • Blog Writing on English Villages in Korea
    • Reading Assignment (cancelled)

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