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Teaching English Through English I Session # 3 Wednesday, August 5 th
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
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
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
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)
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.
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?
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
English Villages in South Korea http://english-village.gg.go.kr/exclude/userIndex/engIndex.do http://www.esljobkorea.org/esl-job.php?job =679
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?
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.
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.
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?  
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.
Assignments Join the Club Chapter # 3 Blog Writing on English Villages in Korea Reading Assignment (cancelled)

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Teaching English Through English I Class #3

  • 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)