Invited talk at II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS
Teaching Materials: Adoption, adaptation or creation
Organised by ISPI "San Bartolomé". Rosario, 2004
Presentation and handout
The document outlines 20 different sentence patterns that can be used when writing, including compound sentences, sentences with series, repetitions, modifiers, inversions, and combinations of patterns. Common structures include sentences joined by coordinating conjunctions; sentences containing lists, pairs, or internal series; and sentences beginning with participial phrases, prepositional phrases, or inverted word order. The various patterns provide tools for creating interesting and engaging sentence structure in writing.
This document is an example of an online class forum discussion about hyperfiction. It contains posts from several students (Maria, Melina, Laura C, Maria Eugenia F, Maria Eugenia T, Laura, Cristina) and their teacher, Mariel. The students visited various hyperfiction links provided and discussed their impressions. Many found it difficult to understand at first but enjoyed the interactive nature. They debated questions around whether hyperfiction is democratic, if screens will replace books, and how the reader experiences different versions of a story in hyperfiction compared to traditional books. The forum provides an example of an online class discussion around a topic in literature.
Using Novels in the Social Studies classroomCody Lawson
This presentation was shared with a district wide teacher in-service on how to effectively use novels in the social studies classroom. Participants of the session included middle and high school level teachers.
The document discusses using literature in English language teaching. It provides rationales for why literature can be an effective tool, such as exposing students to cultural contexts and authentic language models. Literature is motivating for students and helps develop reading, writing, speaking and listening skills. Short stories, poems and plays are highlighted as genres that can be used in the classroom. Specific activities are outlined, such as cloze exercises, role plays, pronunciation practice and writing assignments. The document concludes that literature provides authentic examples of language use while also encouraging cultural and personal growth.
This document provides an overview of teaching grammar and the academic essay. It discusses research showing that traditional grammar instruction has little impact on writing quality and can be harmful. However, grammar can still be taught to expose language ideas and broaden students' language registers and tools for writing. The document also discusses alternatives to traditional essays, such as RAFTS writing. It addresses balancing concerns over correctness with supporting student expression and diversity in language use.
Robert Lado was influential in the development of SLA theory and methods. He studied how language transfer affects foreign language learning. Specifically, he hypothesized that aspects of a foreign language similar to one's native language will be easier to learn, while differences will be more difficult. This contrastive analysis hypothesis informed the Audiolingual method and focus on minimal pairs.
This document provides an overview of the goals and tasks for Lesson 2 of the Grade 7 English Learning Package. The lesson aims to help students appreciate cultural diversity by exploring creation stories from different regions of the Philippines. It outlines 9 goals for students related to expressing cultural awareness, interpreting stories, using proper tones and language. It then presents 5 initial tasks for students, including brainstorming about ethnic groups in the Philippines and identifying similarities and differences between creation stories.
The document outlines 20 different sentence patterns that can be used when writing, including compound sentences, sentences with series, repetitions, modifiers, inversions, and combinations of patterns. Common structures include sentences joined by coordinating conjunctions; sentences containing lists, pairs, or internal series; and sentences beginning with participial phrases, prepositional phrases, or inverted word order. The various patterns provide tools for creating interesting and engaging sentence structure in writing.
This document is an example of an online class forum discussion about hyperfiction. It contains posts from several students (Maria, Melina, Laura C, Maria Eugenia F, Maria Eugenia T, Laura, Cristina) and their teacher, Mariel. The students visited various hyperfiction links provided and discussed their impressions. Many found it difficult to understand at first but enjoyed the interactive nature. They debated questions around whether hyperfiction is democratic, if screens will replace books, and how the reader experiences different versions of a story in hyperfiction compared to traditional books. The forum provides an example of an online class discussion around a topic in literature.
Using Novels in the Social Studies classroomCody Lawson
This presentation was shared with a district wide teacher in-service on how to effectively use novels in the social studies classroom. Participants of the session included middle and high school level teachers.
The document discusses using literature in English language teaching. It provides rationales for why literature can be an effective tool, such as exposing students to cultural contexts and authentic language models. Literature is motivating for students and helps develop reading, writing, speaking and listening skills. Short stories, poems and plays are highlighted as genres that can be used in the classroom. Specific activities are outlined, such as cloze exercises, role plays, pronunciation practice and writing assignments. The document concludes that literature provides authentic examples of language use while also encouraging cultural and personal growth.
This document provides an overview of teaching grammar and the academic essay. It discusses research showing that traditional grammar instruction has little impact on writing quality and can be harmful. However, grammar can still be taught to expose language ideas and broaden students' language registers and tools for writing. The document also discusses alternatives to traditional essays, such as RAFTS writing. It addresses balancing concerns over correctness with supporting student expression and diversity in language use.
Robert Lado was influential in the development of SLA theory and methods. He studied how language transfer affects foreign language learning. Specifically, he hypothesized that aspects of a foreign language similar to one's native language will be easier to learn, while differences will be more difficult. This contrastive analysis hypothesis informed the Audiolingual method and focus on minimal pairs.
This document provides an overview of the goals and tasks for Lesson 2 of the Grade 7 English Learning Package. The lesson aims to help students appreciate cultural diversity by exploring creation stories from different regions of the Philippines. It outlines 9 goals for students related to expressing cultural awareness, interpreting stories, using proper tones and language. It then presents 5 initial tasks for students, including brainstorming about ethnic groups in the Philippines and identifying similarities and differences between creation stories.
This document provides an introduction and overview of a Grade 7 English learning package. It outlines the goals and tasks for Lesson 1, which focuses on valuing the wisdom of elders through Filipino proverbs. The lesson explores the purpose and categories of proverbs, and provides examples of proverbs from different regions of the Philippines. It emphasizes that proverbs are an important part of cultural preservation and help strengthen national identity. The learning package aims to engage students in exploring themes and texts while developing language and information skills.
This document provides an introduction and overview of a Grade 7 English learning package. It outlines the goals and tasks for Lesson 1, which focuses on valuing the wisdom of elders through proverbs. The lesson allows students to appreciate proverbs as guides that express ancestral wisdom and values. It includes an article about the collection of Philippine proverbs and examples of proverbs categorized by common themes. Overall, the learning package aims to engage students in exploring texts and strengthening their English language and critical thinking skills.
This document provides a grade 7 English learning package for the first quarter. It includes 5 lessons that aim to explore real-life themes through literary and informative texts while enriching students' grammar, information management, and appreciation of cultural diversity. The initial tasks in Lesson 1 involve identifying true/false statements about proverbs, classifying proverbs, and analyzing a sample text on Philippine folk literature.
This document provides a grade 7 English learning package for the first quarter. It includes 5 lessons that aim to explore real-life themes through literary and informative texts while enriching students' grammar, information management, and appreciation of cultural diversity. The initial tasks in Lesson 1 involve identifying true/false statements about proverbs, recognizing speaker characteristics, and classifying words. Students are asked to locate, reflect on, classify and analyze information from a reading on Philippine proverbs.
1. The document is the first chapter of a memoir that describes the author Julia Alvarez's experience immigrating to the United States from the Dominican Republic as a child and growing up between two cultures and languages.
2. As a child, Alvarez and her family faced discrimination for speaking Spanish in public. Over time, she and her sisters became more comfortable speaking English to gain independence from their parents and culture of origin.
3. As a teenager, Alvarez struggles with her identity during visits to the Dominican Republic, where she is more comfortable speaking English than Spanish and feels distanced from her family's culture and expectations.
Lesson Plan in English Fourth Year (Death of Siegfrid)Jomar Linga
The lesson plan summarizes the story of Oedipus the King by Sophocles. It aims to help students identify the characters, appreciate working as a team, and understand the new knowledge conveyed in the story. The plan outlines reading and discussing the story, identifying key characters like Oedipus and Jocasta, and answering questions about plot points like Oedipus solving the Sphinx's riddle. Students will then analyze the characters and events in groups before the teacher evaluates their comprehension through multiple choice and short answer tests.
Antipodes is the first collection of Aboriginal and white poetic responses to the settlement of Australia over the past 200 years. It includes poems from the earliest encounters between Indigenous Australians and colonists up through contemporary times. The anthology contains works from established poets as well as emerging voices, and brings together poems from both Aboriginal and non-Aboriginal authors that comment on colonization and cultural clashes from differing perspectives. The collection aims to provide meaningful representation of Aboriginal viewpoints and expand understanding of Australia's heritage in light of increasing recognition of colonial impacts.
The document summarizes how in 1066, William the Conqueror of Normandy invaded England and defeated King Harold II of England at the Battle of Hastings. This marked a turning point where Norman French replaced Old English as the dominant language, putting the English language at risk of becoming a dead language. However, English survived and eventually became the global lingua franca it is today. The battle showed how English could have been lost, but it adapted and endured instead.
This four-week unit encourages fifth grade students to experiment with language and explore their personal writing styles. Students will read spoonerisms and poetry to appreciate language, and bring in a book about an important figure as inspiration for writing about their own interests. They will explore word origins, compare literal and figurative language, and present an original poem. Students will also write an opinion essay in response to how and why we play with language, and how writing reflects our identity. Resources distributed for the unit include the books The King Who Rained, Who Was Albert Einstein, and The World at His Fingertips: Louis Braille.
This four-week unit for 5th grade students encourages experimenting with language through reading spoonerisms and poetry. Students explore word origins and compare literal and figurative language. They research an important figure and write about their own interests and identity. Students also write an opinion essay in response to how and why we play with language. Resources distributed include books about the inventor Louis Braille and scientist Albert Einstein.
PPT_English 7_Q1_W1-3 (Connecting to a Significant Past through Proverbs).pptxEddiePadillaLugo
This document provides an overview of literature during the pre-colonial period in the Philippines. It discusses that literature included oral traditions like riddles, proverbs, and folktales, as well as written works using the Baybayin writing system. Specific genres of pre-colonial literature mentioned include riddles, proverbs, tanagas (short poems), and folktales, which were used to teach lessons and values. The document also notes that while writing materials were limited, oral traditions allowed literature to still develop and be passed down during this time in Philippine history.
Structuralism is based on the linguistic theories of Ferdinand de Saussure and was developed further by Roman Jakobson. It views phenomena like myths, rituals, or texts as systems of signs governed by underlying rules or structures. A structuralist analysis aims to uncover these deep structures by examining how the elements of a system relate to each other synchronically. The document provides an example of how a structuralist might analyze a simple story by reducing it to an abstract system of signifiers like "high", "low", and "middle" that follow predictable patterns.
The document provides an overview of week 1 of a course focused on culturally and linguistically diverse (CLD) student success. It discusses key vocabulary and concepts related to the sociocultural, linguistic, academic, and cognitive dimensions of CLD learning. Activities are presented to help students understand these dimensions, including creating a vocabulary foldable, discussing the iceberg model of language transfer, and applying concepts like the U-curve hypothesis to their own experiences. The goal is for educators to gain foundational knowledge of best practices for CLD students.
This document provides a lesson plan for teaching students about materials things are made of using Roald Dahl's adaptation of "The Three Little Pigs." The plan covers pre-reading activities to build vocabulary, activities while reading like questions and exercises, and post-reading activities such as games and assessment. The goal is for students to understand typical expressions related to materials, connect the theme to other lessons, and use the passive voice correctly. A variety of resources are listed to enhance learning.
This lesson plan aims to teach students about the poem "Ozymandias" by Percy Bysshe Shelley. It begins with motivating students by having them bring pictures representing their desired legacy. It then guides students through close reading and analysis of the poem, having them investigate words, discuss themes, and retell the story in a few sentences. The lesson concludes by having students reflect on their own legacy by writing an epitaph. The plan balances attention to both the literary content and language features to help students gain a deeper understanding of the text.
This document is the preface to a book about languages written by Kató Lomb. It summarizes that the author wrote the book to popularize the study of languages for laypeople rather than academics. Lomb acknowledges that popularizing a topic requires simplification. The preface also establishes that the book will wander between different topics related to languages in a non-linear fashion, guided by the author's interestedness in the subject.
This document appears to be from a pronunciation course at the Universidad Tecnológica de Pereira. It contains 18 exercises focused on identifying and classifying English consonant sounds, transcribing words phonetically, and distinguishing similar phonemes. Students are asked to write phonemic transcriptions, analyze word problems, provide examples of sounds, and demonstrate their understanding of phonetic concepts through matching and other identification activities.
U2L2 - Categories of Children and Adolescents' Literature.pdfJerryGlennCastillo1
This document provides an overview of children's and adolescent literature categories and genres. It discusses picture books, poetry, folklore/fairytales, fantasy, science fiction, realistic fiction, historical fiction, biography, and non-fiction. Specific examples are given, such as Mother Goose nursery rhymes and Edward Lear's "The Owl and the Pussycat." Qualities of nursery rhymes that appeal to children are outlined, including musical quality, action, humor, story interest, and variety of subjects. The origins of Mother Goose rhymes and their transmission through oral tradition are also summarized.
El documento resume las actividades del programa de traducción en el Instituto "Olga Cossettini", incluyendo fotos tomadas por un estudiante de fotografía durante la celebración del 40 aniversario del programa en octubre de 2012. Reconoce que el programa atrae a estudiantes con diversos talentos y les desea lo mejor a los estudiantes actuales y futuros.
Paper presented at APIBA Annual Seminar 2012. Oct 27th 2012. Buenos Aires. Argentina.
See https://sites.google.com/site/writingdigital2012/useful-sites for a complete list of links to useful sites
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This document provides an introduction and overview of a Grade 7 English learning package. It outlines the goals and tasks for Lesson 1, which focuses on valuing the wisdom of elders through Filipino proverbs. The lesson explores the purpose and categories of proverbs, and provides examples of proverbs from different regions of the Philippines. It emphasizes that proverbs are an important part of cultural preservation and help strengthen national identity. The learning package aims to engage students in exploring themes and texts while developing language and information skills.
This document provides an introduction and overview of a Grade 7 English learning package. It outlines the goals and tasks for Lesson 1, which focuses on valuing the wisdom of elders through proverbs. The lesson allows students to appreciate proverbs as guides that express ancestral wisdom and values. It includes an article about the collection of Philippine proverbs and examples of proverbs categorized by common themes. Overall, the learning package aims to engage students in exploring texts and strengthening their English language and critical thinking skills.
This document provides a grade 7 English learning package for the first quarter. It includes 5 lessons that aim to explore real-life themes through literary and informative texts while enriching students' grammar, information management, and appreciation of cultural diversity. The initial tasks in Lesson 1 involve identifying true/false statements about proverbs, classifying proverbs, and analyzing a sample text on Philippine folk literature.
This document provides a grade 7 English learning package for the first quarter. It includes 5 lessons that aim to explore real-life themes through literary and informative texts while enriching students' grammar, information management, and appreciation of cultural diversity. The initial tasks in Lesson 1 involve identifying true/false statements about proverbs, recognizing speaker characteristics, and classifying words. Students are asked to locate, reflect on, classify and analyze information from a reading on Philippine proverbs.
1. The document is the first chapter of a memoir that describes the author Julia Alvarez's experience immigrating to the United States from the Dominican Republic as a child and growing up between two cultures and languages.
2. As a child, Alvarez and her family faced discrimination for speaking Spanish in public. Over time, she and her sisters became more comfortable speaking English to gain independence from their parents and culture of origin.
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The lesson plan summarizes the story of Oedipus the King by Sophocles. It aims to help students identify the characters, appreciate working as a team, and understand the new knowledge conveyed in the story. The plan outlines reading and discussing the story, identifying key characters like Oedipus and Jocasta, and answering questions about plot points like Oedipus solving the Sphinx's riddle. Students will then analyze the characters and events in groups before the teacher evaluates their comprehension through multiple choice and short answer tests.
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The document summarizes how in 1066, William the Conqueror of Normandy invaded England and defeated King Harold II of England at the Battle of Hastings. This marked a turning point where Norman French replaced Old English as the dominant language, putting the English language at risk of becoming a dead language. However, English survived and eventually became the global lingua franca it is today. The battle showed how English could have been lost, but it adapted and endured instead.
This four-week unit encourages fifth grade students to experiment with language and explore their personal writing styles. Students will read spoonerisms and poetry to appreciate language, and bring in a book about an important figure as inspiration for writing about their own interests. They will explore word origins, compare literal and figurative language, and present an original poem. Students will also write an opinion essay in response to how and why we play with language, and how writing reflects our identity. Resources distributed for the unit include the books The King Who Rained, Who Was Albert Einstein, and The World at His Fingertips: Louis Braille.
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See https://sites.google.com/site/writingdigital2012/useful-sites for a complete list of links to useful sites
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Teaching Literature, Teaching Language: Same Difference?,
1. ISPI “San Bartolomé”
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA
ENSEÑANZA DEL INGLÉS
Teaching Materials: Adoption, adaptation or creation
Rosario, 2004
TEACHING LITERATURE, TEACHING LANGUAGE: SAME
DIFFERENCE?
Mariel R. Amez
ISPI “San Bartolomé”; IES “O. Cossettini”
2. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
She is ravishingly beautiful
She is infinitely changeable
She is the finest cook in the world
She is always warm and welcoming
She keeps the world’s finest cellar
She is always young
yet full of experience
FRANCE
She has countless lovers. And is faithful to the end.
3. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
LITERATURE = TEXT READER
personal + aesthetic
Widdowson, H. G. (1979). Explorations in Applied Linguistics. Oxford: O.U.P.
REFERENTIAL INFORMS
LANGUAGE
REPRESENTATIONAL INVOLVES
McRae, J. (1991) Literature with a small “l”. London & Basingstroke: Macmillan
CRITERIA FOR SELECTING LITERARY TEXTS
interest
appeal
relevance
language difficulty
Collie, J. & S. Slater. (1987) Literature in the Language Classroom. Cambridge: C.U.P.
4. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
CRITERIA FOR EXPLOITATION
♦ RELATING THE TEXT TO ONE’S LIFE
♦ DEVELOPING INFERENCE AND INTERPRETATION
♦ LEARNING TO APPRECIATE TEXT
Plot
Character
Themes
Language
Imagery
Sounds
5. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 5
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
TASK 3
1- Sid lived in six houses. (d)
2- He had six different names to remember. (f) 1
2
3- All this work sometimes wore Sid out. (c) 3
4- One cold damp day he caught a nasty cough. (e)
5- Sid didn’t have just one spoonful of medicine. (a)
6- Sid's owners were furious. (b)
4
5
6
Opening situation(s)/ problem(s)
(the main problem(s) that confront(s) the
characters at the beginning of the story)
Key events
(the main things that happen: characters’
choices/ actions & their motives;
consequences of actions & events; events
outside the control of the characters)
Climax
(what happens to bring about the ending?)
Ending
6. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 6
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
TASK 4
Scaramouche Bob Satan Sally Sooty Schwartz
behaviour swanky airs job naughty silly smooched rough
and
tough
food? chicken fish lamb mince fish beef and
kidney
stew
master? sophisticated, working spoilt obedient lonely grumpy
romantic lady class boy girl elderly old man
family lady
TASK 6
D A E D S O I P
M I L R A B U E
S O N T C F I R
E M Z N H Y H S
N A P O E O K O
U S V E R R J N
H T U B T P S A
W E M A N L D L
P R B N S M E I
R S A F A I B T
Y O H G V M A I
S E B Y U S E E
I D T S P O I S
7. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 7
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
universal appeal
inductive learning of wide range of lang. skills
POETRY
leeway for experimentation
complete context for writing in a compact form
freedom to express ideas
fast writing
PATTERN different patterns of interaction
POETRY practice of different concepts
challenging
non-competitive
TASK 7
Catalogue poem
Eating
Sleeping
Playing
Chasing
Sniffing
Mewing
Purring
Catching a ball
Entangling wool
Sid, Sid, Sid.
8. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 8
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
TASK 9
Narrator D.B. Mother Father
Next time I catch you … X
Life’s super, man, super. X
Can’t complain, really. I’ll X
soon be OK again.
You should know better X
than…
TASK 10
ADJECTIVE QUOTE
sensible his intelligence and his feelings were clearly separate
cautious wise judgment
contented on working days …he was a man of good character
serious a man of misty views
miserable??
dull?? thinking of what there would be for dinner
TASK 10
Eustacia Vye
Beautiful, self-centred.
Dreaming, scheming, seething.
Wishing for more, committed
Suicide.
TASK 11
On a dark (1) desert highway, cool (2) wind in my hair
Warm (3) smell of colitas rising (4) up through the air
Up ahead in the distance, I saw a shimmering (5) light
My head grew heavy (6) and my sight grew dim (7)
I had to stop (8) for the night.
9. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 9
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
TASK 14
”Hotel” is black and red.
It tastes like alcohol and chocolate.
It sounds like the silence of the desert.
And smells like musky smoke.
It looks like your worst nightmare.
It makes you feel befuddled.
10. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 10
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
Representational language
Reduced number of complementary, balanced activities
Varied modes of presentation
Main aim: foster enjoyment of reading
Adopt
Adapt
Create
11. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 11
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
ANIMALS DON’T SMOKE
ANIMALS DON’T DRIVE
ANIMALS DON’T WEAR MAKE-UP
ANIMALS DON’T USE PAINT
ANIMALS DON’T DRINK ALCOHOL
ANIMALS DON’T DROP BOMBS
BECAUSE YOU DO
WHY SHOULD THEY SUFFER?
AGAINST ALL ANIMAL EXPERIMENTS
Join the Army; travel to
exotic, distant lands;
meet exciting
unusual people
12. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 12
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
“In Extensive Reading the learner reads huge amounts of very
simple text so that she can read smoothly, confidently and
pleasurably.”
“Extensive reading usually refers to the kind of reading many
students already do in their own language, for example, reading
novels, non-fiction texts or reference books.”
Reading extensively will help students to:
develop reading fluency and confidence in reading
improve spelling, knowledge of grammar and vocabulary (a better
understanding of how the language is used)
improve other language skills including writing, speaking and
listening
develop a more positive attitude to the foreign language in general
improve general knowledge
13. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 13
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
TASK 1 TASK 2
ACTIVITIES language? literature? FEATURES lit. text? other text?
matching repetition of words or
phrases
completing a chart parallelism
cloze multiple meaning of
words
pair work alliteration
discussion assonance
listening and note-taking figurative language
role-playing
creative writing
TASK 3 The beginning
7- Sid didn’t have just one spoonful of medicine.
8- Sid's owners were furious.
9- All this work sometimes wore Sid out.
10- Sid lived in six houses.
11- One cold damp day he caught a nasty cough.
12- He had six different names to remember.
TASK 4
a- What do you think the neighbours were like?
Complete this chart to help you
The end
Scaramouche Bob Satan Sally Sooty Schwartz
behaviour
food?
master?
b- Choose one of the neighbours and role-play his conversation with the vet.
c- Imagine Sid’s life on Pythagoras Street. Fill in a similar chart. Tell your partners about it.
TASK 6
TASK 5
What did Sid have six of? TASK 7
Choose the moral which you Find five words in this puzzle. Write a “Catalogue
think most appropriate. If none poem” describing
seems suitable, write one of your D A E D S O I P
M I L R A B U E Sid.
own. Be prepared to justify your
choice. S O N T C F I R
E M Z N H Y H S 1-One present
N A P O E O K O 2-participle
1- Variety is the spice of life.
3-per line,
2- Honesty is the best policy. U S V E R R J N
4-with each one
3- Communication is essential to H T U B T P S A
5-describing
happiness. W E M A N L D L
6-the nouns
4- Lying never pays. P R B N S M E I 7-in the last
5- Your own: ……….……….…… R S A F A I B T 8-line of
Y O H G V M A I 9-the poem.
S E B Y U S E E 10-Noun, noun, noun.
I D T S P O I S
14. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 14
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
TASK 8
Write the names of the characters on the spiders’ bodies. On their legs write facts about
them, such as their age, sex, job, role in the story etc..
TASK 9
Who could have said the following?
Narrator D.B. Mother Father
Next time I catch you …
Life’s super, man, super.
Can’t complain, really. I’ll soon
be OK again.
You should know better than…
TASK 10
Choose adjectives from the box to describe Gabriel. Then write phrases from the text that
helped you decide.
ADJECTIVE QUOTE arrogant – humble – sensible
– rash – cautious – serious –
clever – passionate – funny –
dull –adventurous –
contented – miserable –
TASK 10
Write a poem following this Cinquain Pattern
Line 1: One word, both title and subject of the poem (noun)
Line 2: Two words that describe the subject (adjectives)
Line 3: Three words that express an action by the subject (participles ending in -ing)
Line 4: Four words that tell a feeling the writer has about the subject (verb phrase)
Line 5: One word that is a synonym for the subject or restates or sums it up (noun)
TASK 11
Fill in the blanks with one of the words suggested. There are no right or wrong answers.
On a __________(1) desert highway, __________(2) wind in my hair
__________(3) smell of colitas __________(4) up through the air
Up ahead in the distance, I saw a __________(5) light
My head grew __________(6) and my sight grew __________(7)
I had to __________(8) for the night.
1- scary – quiet – dark 5- twinkling – shimmering – glowing
2- icy – cool – cold 6- gloomy – weary – heavy
3- lukewarm – warm – hot 7- dim – hazy
4- rising – wafting 8- rest – stop
15. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 15
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
TASK 12
Choose the most suitable meaning according to the text. More than one answer may be
possible.
1- Spirit 2- Beast
a- a strong alcoholic drink such as whisky a- an animal, especially a dangerous or
or brandy strange one
b- an imaginary creature with special b- the Antichrist, associated with the
powers number 666
c- a dead person who comes back into the c- heroin; LSD
world
TASK 13
Work in groups. Discuss the different explanations for the phrases below. Decide which
options are P (possible), I (impossible), and U (unlikely). More than one answer may be
possible.
1- 'This could be Heaven or this could be Hell' 3- bring your alibis
a-This hotel could be either extraordinary or a- You’re going to be charged with a crime
appalling b- You’re going to commit a crime
b-This place could lead me either to salvation or c- It's a crime to have such a good time
to damnation
c-Here I can find either happiness or sorrow 4- Last thing I remember
a- He fainted on hearing the night man’s words
2- Her mind is Tiffany-twisted, she’s got the b- He woke up on hearing the night man’s
Mercedes bends words
a- She is losing her mind c- He suffered a stroke on hearing the night
b- She has expensive tastes man’s words
c-She owns a renowned car
TASK 14
Listen to the song again. Try to “feel” it with your five senses. Can you write a poem to
convey your response? Follow this pattern.
Line 1: What colour the song is.
Line 2:. What the song sounds like
Line 3: What the song tastes like
Line 4: What the song smells like.
Line 5: What the song looks like.
Line 6: What the song makes you feel like
TASK 15
Write an epilogue for the story. You can do it in verse or in prose. The narrator could be the
protagonist, the woman, the night man, or somebody not mentioned in the song.
Texts:
1-“Six Dinner Sid”, in English Panorama 1,
C.U.P.
2- Catcher in the Rye (J. D. Salinger)
3- Far from the Madding Crowd.
Longman Simplified Series.
4-“Hotel California” (Eagles)
16. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 16
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
Some useful websites:
http://uk.cambridge.org/elt/readers
http://www.bbc.co.uk/arts/poetry
http://www.macmillaneducation.com/resource.htm
http://www.njcu.edu/cill/journal-index.html
http://www.oupjapan.co.jp/jr/article.shtml
http://www.penguinreaders.com/pr/resources/teachers.
TEXT 1
Sid lived at number one, Aristotle Street.
He also lived at number two, number three, number four, number five and number six.
Sid lived in six houses so that he could have six dinners. Each night he would slip out of number
one, where he might have had chicken, into number two for fish, on to number three for lamb,
mince at number four, fish again at number five, rounding off at number six with beef and kidney
stew.
Since the neighbours did not talk to one another on Aristotle Street, they did not know what Sid
was up to. They all believed the cat they fed was theirs and theirs alone.
But Sid had to work hard for his dinners. It wasn't easy being six people’s pet. He had six different
names to remember and six different ways to behave.
When he was being Scaramouche, Sid put on swanky airs. As Bob he had a job.
He was naughty as Satan and silly as Sally.
As Sooty he smooched but as Schwartz he had to act rough and tough.
All this work sometimes wore Sid out. But he didn’t care, as long as he had his six dinners. And
besides he liked being scratched in six different places and sleeping in six different beds.
In fact, life in Aristotle Street was just about perfect for Sid until one cold damp day he caught a
nasty cough.
The next thing he knew he was being taken to the vet. Poor Sid, he was taken not once, not twice
but six times. He went with six different people in six different ways.
The vet said Sid's cough wasn't nearly as nasty as it sounded; but, to be on the safe side, he
should have a spoonful of medicine. Of course, Sid didn’t have just one spoonful of medicine. He
had six.
Now one black cat does look much like another, but nobody, not even a busy vet, could see the
same cat six times without becoming suspicious. Sure enough, when he checked in his
appointment book, the vet found six cats with a cough – all living in Aristotle Street!
So he rang the owners at once and, oh dear, Sid was found out! When they discovered what he
had been up to, Sid's owners were furious. They said he had no business eating so many dinners.
They said, in the future, he would have only one dinner a day. But Sid was a six-dinner-a-day cat.
So he went to live at number one, Pythagoras Place. He also went to live at numbers two, three,
four, five and six. Unlike Aristotle Street, the people who lived on Pythagoras Place talked to their
neighbours.
So, right from the start, everyone knew about Sid's six dinners. And, because everyone knew,
nobody minded.
17. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 17
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
TEXT 2
If you really want to hear about it, the first thing you'll probably want to know is where I was
born, and what my lousy childhood was like, and how my parents were occupied and all before
they had me, and all that David Copperfield kind of crap, but I don't feel like going into it. In the first
place, that stuff bores me, and in the second place, my parents would have about two
hemorrhages apiece if I told anything pretty personal about them. They're quite touchy about
anything like that, especially my father. They're nice and all - I'm not saying that - but they're also
touchy as hell. Besides, I'm not going to tell you my whole goddam autobiography or anything. I’ll
just tell you about this madman stuff that happened to me around last Christmas before I got pretty
run-down and had to come out here and take it easy. I mean that's all I told D.B. about, and he's
my brother and all. He's in Hollywood. That isn't too far from this crumby place, and he comes over
and visits me practically every weekend. He's going to drive me home when I go home next month
maybe. He just got a Jaguar. One of those little English jobs that can do around two hundred miles
an hour. It cost him damn near four thousand bucks. He's got a lot of dough now. He didn't use to.
He used to be just a regular writer, when he was home. He wrote this terrific book of short stories,
The Secret Goldfish, in case you never heard of him. The best one in it was ”The Secret Goldfish”.
It was about this little kid that wouldn't let anybody look at his goldfish because he'd bought it with
his own money. It killed me. Now he's out in Hollywood, D.B., being a prostitute. lf there's one thing
I hate, it's the movies. Don't even mention them to me.
TEXT 3
When Farmer Oak smiled, the corners of his mouth spread out towards his ears, his eyes
almost disappeared, and little lines appeared round them like the rays in a child's drawing of the
rising sun.
His first name was Gabriel, and on working days he was a man of wise judgment and good
character. On Sundays he was a man of misty views, and uncomfortable in his best clothes; he
went to church, but often he was thinking of what there would be for dinner when he meant to be
listening to the parson's address. He was at the brightest period of a man's growth, for his
intelligence and his feelings were clearly separate, not yet united by the influence of a wife and
family. In short, he was twenty-eight, and unmarried.
18. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 18
Teaching Materials: Adoption, adaptation or creation
TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE?
Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”
TEXT 4
On a dark desert highway, cool wind in my hair
Warm smell of colitas rising up through the air
Up ahead in the distance, I saw a shimmering light
My head grew heavy and my sight grew dim
I had to stop for the night
There she stood in the doorway;
I heard the mission bell
And I was thinking to myself,
'This could be Heaven or this could be Hell'
Then she lit up a candle and she showed me the way
There were voices down the corridor,
I thought I heard them say...
Welcome to the Hotel California
Such a lovely place (such a lovely face)
Plenty of room at the Hotel California
Any time of year, you can find it here
Her mind is Tiffany-twisted, she’s got the Mercedes bends
She’s got a lot of pretty, pretty boys, that she calls friends
How they dance in the courtyard, sweet summer sweat.
Some dance to remember, some dance to forget
So I called up the Captain,
'Please bring me my wine'
He said, 'We haven't had that spirit here since nineteen sixty nine'
And still those voices are calling from far away,
Wake you up in the middle of the night
Just to hear them say...
Welcome to the Hotel California
Such a lovely place (such a lovely face)
They livin' it up at the Hotel California
What a nice surprise, bring your alibis
Mirrors on the ceiling,
The pink champagne on ice
And she said ‘'We are all just prisoners here, of our own device'
And in the master's chambers,
They gathered for the feast
They stab it with their steely knives,
But they just can't kill the beast
Last thing I remember, I was
Running for the door
I had to find the passage back
To the place I was before
'Relax,' said the night man,
’We are programmed to receive.
You can check out any time you like,
but you can never leave!’