Transforming  English For You  into  Headway   Organizing  Reading  Tasks in Large Multilevel Classes Within a Strict Curr...
Nothing new <ul><li>How to do the things you already know… </li></ul><ul><li>… and not to lesson plan yourself to death. <...
Teacher Complaints <ul><li>Students of many levels in one class </li></ul><ul><li>Too many students in classrooms </li></u...
Teaching Reading (All the theory in under 30 seconds) <ul><li>Two goals for teachers </li></ul><ul><ul><li>Learn language ...
Reading Steps <ul><li>Pre-Reading </li></ul><ul><li>While-Reading </li></ul><ul><li>Post-Reading </li></ul>
Sample Reading Lesson <ul><li>Using text from  English for You 1 </li></ul><ul><li>Headway-like reading lesson </li></ul><...
Blackboard Exercise 1 Good/Bad Computers People
Blackboard Exercise 2 <ul><li>Paragraph 2: </li></ul><ul><ul><li>a) People are great;  b) Why are people unique?;  c) Why ...
Lesson Debriefing <ul><li>Aims of the lesson </li></ul><ul><li>Steps of the lesson </li></ul><ul><li>How can this activity...
Lesson Aims <ul><li>Language skills: vocabulary </li></ul><ul><li>Reading skills: summarizing, searching for specific info...
Step 1: Warm up <ul><li>Activity:  </li></ul><ul><ul><li>Ask students about computers </li></ul></ul><ul><li>Purpose:   </...
Step 2: Text prep <ul><li>Activity:  </li></ul><ul><ul><li>Number paragraphs </li></ul></ul><ul><li>Purpose:   </li></ul><...
Step 3: Getting to gist through prediction <ul><li>Activity:  </li></ul><ul><ul><li>Guess what text is about from title </...
Step 4: New vocabulary <ul><li>Activity:  </li></ul><ul><ul><li>Find one new word in each of the selected paragraphs </li>...
Step 5: Summarizing the text <ul><li>Activity:  </li></ul><ul><ul><li>Summarize  paragraphs 2-5 in different ways </li></u...
Step 6: More vocabulary <ul><li>Activity:  </li></ul><ul><ul><li>Play a game with synonyms </li></ul></ul><ul><li>Purpose:...
Step 7: Making connections <ul><li>Activity:  </li></ul><ul><ul><li>Talk about the context of the text and the Ss views on...
Step 8: Post-reading activities <ul><li>Activity:  </li></ul><ul><ul><li>Have Ss write a story about a part of the text </...
Summary through questions <ul><li>Why reading skills? </li></ul><ul><li>Why not reading out loud? </li></ul><ul><li>Why no...
Contact <ul><li>[email_address] </li></ul><ul><li>[email_address] </li></ul><ul><li>www.bohemica.com </li></ul><ul><li>www...
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Teaching Reading: Transforming English For You Into Headway

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Teaching Reading: Transforming English For You Into Headway

  1. 1. Transforming English For You into Headway Organizing Reading Tasks in Large Multilevel Classes Within a Strict Curriculum and With Limited Resources Dominik Lukes Peace Corps
  2. 2. Nothing new <ul><li>How to do the things you already know… </li></ul><ul><li>… and not to lesson plan yourself to death. </li></ul>
  3. 3. Teacher Complaints <ul><li>Students of many levels in one class </li></ul><ul><li>Too many students in classrooms </li></ul><ul><li>Textbooks inappropriate to the level of students </li></ul><ul><li>Not enough time for creative lesson planning </li></ul><ul><li>Strict inspections </li></ul>
  4. 4. Teaching Reading (All the theory in under 30 seconds) <ul><li>Two goals for teachers </li></ul><ul><ul><li>Learn language (vocabulary, functional grammar, phrases) </li></ul></ul><ul><ul><li>Learn how to work with texts (acquire additional learning skills) </li></ul></ul><ul><li>Two purposes for students </li></ul><ul><ul><li>For enjoyment </li></ul></ul><ul><ul><li>For information </li></ul></ul><ul><li>Two cognitive modes </li></ul><ul><ul><li>For detail </li></ul></ul><ul><ul><li>For gist </li></ul></ul>
  5. 5. Reading Steps <ul><li>Pre-Reading </li></ul><ul><li>While-Reading </li></ul><ul><li>Post-Reading </li></ul>
  6. 6. Sample Reading Lesson <ul><li>Using text from English for You 1 </li></ul><ul><li>Headway-like reading lesson </li></ul><ul><li>No photocopier necessary </li></ul><ul><li>No supplementary materials necessary </li></ul><ul><li>Reusable exercises </li></ul><ul><li>No students need to leave their seats </li></ul><ul><li>Discipline can be maintained easily (for most of the lesson) </li></ul><ul><li>Students of all levels can learn something </li></ul>
  7. 7. Blackboard Exercise 1 Good/Bad Computers People
  8. 8. Blackboard Exercise 2 <ul><li>Paragraph 2: </li></ul><ul><ul><li>a) People are great; b) Why are people unique?; c) Why are computers bad? </li></ul></ul><ul><li>Paragraph 5: </li></ul><ul><ul><li>Some people are afraid that computers will replace people. </li></ul></ul><ul><ul><li>In the future, doctors and journalists will use computers a lot. </li></ul></ul><ul><ul><li>Computers will replace doctors and journalists. </li></ul></ul>
  9. 9. Lesson Debriefing <ul><li>Aims of the lesson </li></ul><ul><li>Steps of the lesson </li></ul><ul><li>How can this activity be modified for different levels, students, texts </li></ul>
  10. 10. Lesson Aims <ul><li>Language skills: vocabulary </li></ul><ul><li>Reading skills: summarizing, searching for specific information </li></ul><ul><li>Other skills: critical thinking (predictions, personalization, preferences) </li></ul>
  11. 11. Step 1: Warm up <ul><li>Activity: </li></ul><ul><ul><li>Ask students about computers </li></ul></ul><ul><li>Purpose: </li></ul><ul><ul><li>Engage students’ interest </li></ul></ul><ul><ul><li>Activate appropriate vocabulary </li></ul></ul><ul><li>Alternatives: Have this discussion in Albanian; Review homework with relevant materials; Teach computer-related vocabulary; Do a vocab game </li></ul>
  12. 12. Step 2: Text prep <ul><li>Activity: </li></ul><ul><ul><li>Number paragraphs </li></ul></ul><ul><li>Purpose: </li></ul><ul><ul><li>Make text easier to refer to for all students </li></ul></ul><ul><ul><li>Give students their first encounter with the text in an easy task </li></ul></ul><ul><li>Notes: Use pencil if necessary </li></ul>
  13. 13. Step 3: Getting to gist through prediction <ul><li>Activity: </li></ul><ul><ul><li>Guess what text is about from title </li></ul></ul><ul><ul><li>Search for the number of words used to refer to computers and people; write down things said about people and computers in a chart </li></ul></ul><ul><li>Purpose: </li></ul><ul><ul><li>Summarize the text </li></ul></ul><ul><ul><li>Show Ss a strategy for discovering gist </li></ul></ul><ul><li>Alternatives: Ask Ss (if more advanced) to write a subtitle to the text; Ask Ss to predict what the text will say based on certain key words; If resources allow – use scrambled text </li></ul>
  14. 14. Step 4: New vocabulary <ul><li>Activity: </li></ul><ul><ul><li>Find one new word in each of the selected paragraphs </li></ul></ul><ul><li>Purpose: </li></ul><ul><ul><li>Make it easier for Ss to do the upcoming exercises </li></ul></ul><ul><ul><li>Allow lower level Ss to do different activity than higher level Ss </li></ul></ul><ul><li>Alternatives: Teach selected new words (based on what you know about Ss) and have Ss find them in text </li></ul>
  15. 15. Step 5: Summarizing the text <ul><li>Activity: </li></ul><ul><ul><li>Summarize paragraphs 2-5 in different ways </li></ul></ul><ul><li>Purpose: </li></ul><ul><ul><li>Help Ss understand the main idea of the text </li></ul></ul><ul><ul><li>Show Ss different strategies for summarizing </li></ul></ul><ul><li>Alternatives: With different texts or more advanced Ss: Ask Ss to break text into sections with subtitles, draw a chart of the argument, or plot and characters for stories </li></ul>
  16. 16. Step 6: More vocabulary <ul><li>Activity: </li></ul><ul><ul><li>Play a game with synonyms </li></ul></ul><ul><li>Purpose: </li></ul><ul><ul><li>Engage Ss with text some more and give them a fun activity to do </li></ul></ul><ul><ul><li>Teach Ss new words </li></ul></ul><ul><ul><li>Prepare Ss for difficult exercise on p. 91 (homework) </li></ul></ul>
  17. 17. Step 7: Making connections <ul><li>Activity: </li></ul><ul><ul><li>Talk about the context of the text and the Ss views on the subject matter </li></ul></ul><ul><li>Purpose: </li></ul><ul><ul><li>Help Ss understand the author and his or her intentions </li></ul></ul><ul><ul><li>Allow Ss to express personal opinions on the text </li></ul></ul><ul><ul><li>Help Ss discover statements made by texts </li></ul></ul><ul><li>Alternatives: Use more questions from page 90. </li></ul>
  18. 18. Step 8: Post-reading activities <ul><li>Activity: </li></ul><ul><ul><li>Have Ss write a story about a part of the text </li></ul></ul><ul><li>Purpose: </li></ul><ul><ul><li>Employ additional language not in the text </li></ul></ul><ul><ul><li>Show Ss understanding of the contents of the text </li></ul></ul><ul><ul><li>Allow different level students to do an activity at their own level </li></ul></ul><ul><li>Alternatives: Write about Ss own experiences with computers (e.g. some questions on p. 90) </li></ul>
  19. 19. Summary through questions <ul><li>Why reading skills? </li></ul><ul><li>Why not reading out loud? </li></ul><ul><li>Why not read the whole text at once (or why not at all)? </li></ul><ul><li>Why/when/how (not) translation? </li></ul><ul><li>Where else could these types of exercises be used? </li></ul><ul><li>What should have come before and what comes next? </li></ul>
  20. 20. Contact <ul><li>[email_address] </li></ul><ul><li>[email_address] </li></ul><ul><li>www.bohemica.com </li></ul><ul><li>www.dominiklukes.net </li></ul>

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