Teaching English Through English I Class #3


Published on

Published in: Education, Career
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Teaching English Through English I Class #3

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