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Week 12 english 345






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    Week 12 english 345 Week 12 english 345 Presentation Transcript

      Teaching Integrated Skills through contextualization
    • Introductions: Tanışma
      A: Merhaba! Adin ne?
      B: Benimadim Lisya. Seninadin ne?
      Benimadimda Mary.
      A: Ben de memnunoldum.
    • Hello: Merhaba: mehr-hah-bah
      What’s your name: adin ne? (ad-en-ne) ismin ne? (ees-men-ne)
      Nice to meet you: (Tanistigimiza) Memnunoldum: meM-nan owl-dom
    • A: Bu ne?
      B: Kalem.
      Bu ne: What’s this?
      Kalem: a pen/pencil
      Kitap: Book
      Pencere: Window
    • Contextualizing Linguistic Input
      How did you make meaning during this short foreign language session?
      What were some of the contextual cues that helped you make meaning?
      What type of drills your instructor used during the lesson? What language skills were integrated during this session?
    • Agenda
      Any questions about your text evaluation? See me after class or during the break.
      Please report back your progress in your blogs and arrange a meeting with me if you have any questions.
      Discussion Facilitation by Gina andJenn
      Writing Across the Borders Documentary and the follow-up discussion on working with linguistically diverse students’ on the writing environments
      Talking About Teaching demos
    • Key ideas/concepts from Chapter 9 and 10
      What are the four language related realities Kuma describes? Describe each of them.
      What is “contextual cues”
      Define the speech act theory.
      What’s the main criticism towards the separation of skills in language teaching?
    • Writing Across Borders: A documentary by Oregon State University.
      How does culture play out in writing?
      How do we assess ESL students’ writing?
      What kinds of teaching practices advantages/disadvantages ESL students?
    • Transformative Teaching Demo/Drama 20% (can be done in pairs)
      a) Description of the context (3-5 minutes): This includes a detailed description of the students (nationality, age, gender, language level etc.) and the teaching context (urban, rural, international, pull out classroom, a bilingual program, sheltered English, mainstream language arts etc.). Prior to the beginning of your demo, you may give your classmates specific roles as English language learners by handing out scenarios. Also, please include the course objectives and the skills and knowledge that you want your students to acquire.
      b) Teaching (10-15 minutes): Take about 10-15 minutes to teach a unit focusing on an area of your interest (speaking, listening, writing, or integrated skills,). If there are any materials that you would like the class to read, please give them to your classmates at least one day before your demo day.
      c) Reflection (5-10 minutes): For this component, you are asked to reflect on your teaching practice by commenting on the choice of your materials, teaching method and exchanges you had with your students. This is when you and your group mates will reflect on your teaching. Some of the questions you may consider in this reflection part are as follows: What was the most rewarding experience for you? How did your students receive your teaching? What reading materials helped you construct your teaching plan and teaching philosophy? In what ways can you improve this class?
    • Assignments
      Bilingual education by Garcia
      Chapter 11 and 12
      Teaching Demo decisions