Using mass media in English classroom


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  • Analyzing for news values
  • Articles can be both made up completely or real Example of the travel articles Covering a town event Media-worthy topics
  • Using mass media in English classroom

    1. 1. Using Mass Media in the Classroom Spring School English Teaching Resource Center Chisinau March 5, 2012 1
    2. 2. Newspapers & Mass MediaFor Text Analysis and Language Learning 2
    3. 3. Why use mass mediamessages? Current information Cultural information New vocabulary New stylistics Satisfaction as a language learner 3
    4. 4. Connecting with Students• Wide range of material for students’ wide range of interests• Chance to understand students• Increased participation• Relatable material• Discussion/debate opportunities 4
    5. 5. What is mass media? 5
    6. 6. 6
    7. 7. Mass Media=Connection• Young Moldovans interested in global engagement• Opportunity to connect with people across the world• Various fora for discussion, debate and sharing 7
    8. 8. Where to begin?• Introduce students to standard differences• Solicit topics of interest• Don’t underestimate the value of certain themes• Plan an introductory lesson to acquaint students with ideas of mass media 8
    9. 9. Journalistic vs. Literary Writing Past Tense Minimize! • Less capitalization • Less punctuation • Shorter paragraphs• Internationally standard? 9
    10. 10. Newspaper Articles 6 Sections Online News TodayOL HeadlineD New York Times Byline ■Headline ■BylineS Dateline ■Created date (no time) ■ContentC ■DatelineH Lead ■Entities (inline) ■Contributor declarationO ■Related Stories/Past Coverage Content/bodyOL Conclusion/Author Contribution 10
    11. 11. Inverted Pyramid Most Important Somewhat Important Fluff 11
    12. 12. News Values• Impact• Timeliness• Prominence• Proximity• Bizarreness/Oddity• Conflict• Currency 12
    13. 13. Types of News ArticlesHard NewsFeature StoriesOpinion Pieces Columns Editorials 13
    14. 14. Where does the news come from?• Naturally occurring events, like disasters and accidents• Planned activities, like meetings and news conferences• Reporter’s enterprise 14
    15. 15. Points for Discussion• The role of the journalist• Objectivity and fairness• Bias• News providers 15
    16. 16. Suggested Activities 16
    17. 17. Ongoing Project Ideas• Journal• Giving each student a “beat”• Giving each student a publication or two to follow• Group writing 17
    18. 18. Analysis Activities• Practice answering the 5 W’s and H questions • Provide an article • Provide students with the Ws and H, along with several variations of these questions• Bias identification • Provide two articles from different sources discussing the same issue • How do they differ? Can students identify forms of bias? 18
    19. 19. Discussion Activities• Seminar Discussion • Students must bring 2-3 discussion questions• Article Presentation • Students choose vocabulary words for the class and summarize the article’s content • Each student required to ask at least one question 19
    20. 20. Writing Activities• Summarizing-essential for succinct writing• Article writing • Begin with leads, then gradually work to full articles • Work through the writing process • Observation, research, sources, interviews, fact-checking 20
    21. 21. Identifying News Values• In your group, go down the list of news values and see if the article contains one or more of these values. State why or why not. 21
    22. 22. Ws and H• Who is involved in this story? Who is affected by it? Who is the best person to tell the story?• What happened? What is the point of this story? What is the writer trying to say?• Where did this happen? Where else could I go to get the full story?• When did this happen? When did the turning points occur in the story?• Why is this happening? Is it an isolated case or part of a trend? Why are people behaving the way they are?• How did this happen? How will things be different because of what happened? 22
    23. 23. Summarize!• Work in groups to summarize your stories. What are the most crucial elements? 23
    24. 24. Advantages Disadvantages• Exposure to • Difficult to entertain otherwise potentially all students’ ignored topics interests• Accessibility • Frustration with vocabulary and style• Linguistic exercise • Intimidating material• Group or individual opportunities• Real world practice 24
    25. 25. Thank you!Questions/Comments? 25