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Reverend Samuel Parris is initially portrayed as a selfish, power-hungry man more concerned with his reputation and authority over the village than the well-being of others. As accusations of witchcraft grow, Parris loses power and influence. He becomes weak and desperate to prove the accusations are true to avoid blame. By the end, his primary motivation is self-preservation through fear of how the community now views him.
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The document provides background information on Arthur Miller's play The Crucible, including the historical contexts of Puritanism, the Salem witch trials of 1692, and McCarthyism in the 1950s. Miller used The Crucible to draw parallels between the hysteria of the Salem witch trials and the anti-communist witch hunts led by Senator Joseph McCarthy during the Red Scare. The document also summarizes some of the main characters in The Crucible like Abigail Williams, John Proctor, and Elizabeth Proctor.
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The document summarizes a presentation about using authentic materials in world language curriculum. It discusses defining authentic materials, advantages of using them, challenges in finding and integrating them, and provides examples of different types of authentic materials like videos, songs, newspapers and their use. The presentation emphasizes engaging students with various technologies and scaffolding authentic materials for different proficiency levels.
The document is a presentation on The Crucible that discusses how cultural and religious superstitions are dissolving as education, technology, and science advance. It examines the theocracy of Salem and quotes from the introduction about the virgin forest being the Devil's last preserve. It also quotes characters from The Crucible, including a quote from John Proctor about not denying witches according to the Bible.
The document discusses the Salem Witch Trials of 1692 and Arthur Miller's play The Crucible. It describes how religious persecution in their native England led Puritans to settle in America but they later persecuted others through hysteria over witches. Accusations of witchcraft stemmed from spectral evidence and led to executions. The Crucible was written by Miller as an allegory for the anti-Communist hysteria and witch hunt led by Senator McCarthy in the 1950s.
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The document summarizes the main characters in Act I of The Crucible. Reverend Parris suspects witchcraft in Salem and pressures Judge Danforth to punish those accused. Abigail Williams falsely accuses others to cover up her affair with John Proctor. Thomas Putnam accuses neighbors to steal their land, while his wife blames Rebecca Nurse for their children's deaths. Mary Warren is afraid of Abigail but wants to please the Proctors. Reverend Hale investigates but later doubts the trials' validity.
The document provides background information on Arthur Miller's play The Crucible, including the historical contexts of Puritanism, the Salem witch trials of 1692, and McCarthyism in the 1950s. Miller used The Crucible to draw parallels between the hysteria of the Salem witch trials and the anti-communist witch hunts led by Senator Joseph McCarthy during the Red Scare. The document also summarizes some of the main characters in The Crucible like Abigail Williams, John Proctor, and Elizabeth Proctor.
Arthur Miller was an American playwright born in 1915 in New York City. Some of his most famous plays include All My Sons, Death of a Salesman, and The Crucible. The Crucible, written in 1952, was inspired by the Salem witch trials of 1692 and served as a metaphor for McCarthyism during the 1950s Red Scare in the United States. Miller was summoned before the House Un-American Activities Committee in 1956 and cited for contempt of Congress for refusing to name other communists. He married actresses Marilyn Monroe and Inge Morath during his career before passing away in 2005.
This document outlines a presentation about energizing world language curriculum with authentic materials. It discusses the definition of authentic materials, advantages and disadvantages of using them, strategies for finding and incorporating authentic texts, audio, videos and other media into lessons. Examples are provided of how to scaffold materials for different proficiency levels and assess student comprehension and engagement. Technology tools that can be used to interact with students and create multimedia projects incorporating authentic content are also presented.
The document summarizes a presentation about using authentic materials in world language curriculum. It discusses defining authentic materials, advantages of using them, challenges in finding and integrating them, and provides examples of different types of authentic materials like videos, songs, newspapers and their use. The presentation emphasizes engaging students with various technologies and scaffolding authentic materials for different proficiency levels.
This document outlines a presentation about using authentic materials in world language curriculum. It defines authentic materials as texts created by native speakers for other native speakers. The presentation discusses the benefits of authentic materials for exposing students to real language and culture. It provides examples of audio and written authentic resources and strategies for selecting and scaffolding materials for different proficiency levels. Recommendations are made for integrating technology and authentic materials into world language instruction.
Creative ways to use podcasts in the classroom can engage both teachers and students. Podcasts provide an additional tool for teachers to help students learn as the curriculum drives their creation. When students create podcasts, they develop a greater understanding of concepts and connections as they become more engaged. Teachers also have an alternative way to assess student learning beyond tests. Some examples of how podcasts can be used are to reinforce concepts, increase writing skills, and conduct alternative assessments.
The document discusses various teaching resources and materials that can be used in the classroom, including coursebooks, the board, visual aids, technology, and alternatives when resources are limited. It provides advice on using different resources effectively, such as maintaining eye contact when writing on the board and including pre, during, and post viewing activities for videos. The document also considers the benefits and drawbacks of relying heavily on coursebooks for teaching.
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Dear all,
You will be going through your Module Choices this coming Wednesday (18 March 2015). This is to remind you that for Level 6/Year 3 students we have on offer a follow-up teacher training module 1LLT600 which you can take either in Sem 1 or Sem 2 (at least I think you are eligible). Please also watch this PPT presentation to see what TEFL offers to EFL and ESOL teachers. Thank you, MK
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1. Self-designed Teaching materials for Enhanced
Harmony in the ESP Classroom
(A Practitioner’s Perspective)
TESOL 2013 ESPIS-CALLIS-VDMIS Intersection: Dallas – 23 March 2013
Mark Krzanowski
markkski2@gmail.com
IATEFL ESP SIG Co-ordinator
Director of CELT, University of Westminster London
Senior ESP/EAP Adviser for Garnet Education
Sponsored by: the British Council
2. Commercially produced materials (CPMs)
• Advantages • Disadvantages
• Carefully fine-tuned • Often too sanitised and
• Normally piloted with not necessarily
groups of students authentic
• Accompanied by • May get ‘dated’ quickly
teacher’s books and • Long production cycle
CDs or videos • At times written with
• Written by experienced abstract learners in
materials writers mind
Major issue:
Authenticity of purpose (mats not suitable for a given group of
learners) or authenticity of response (not achieved) – this affects
the ‘harmony’ of the ESP classroom 2 2
3. Samples of commercially produced materials
3 major Medical English courses compared
Traditional topics include:
Receiving the patient; past medical and family history; examining the patient; breaking bad
news; dealing with sensitive issues; communicating with challenging patients, the elderly,
children
What is medicine; achievements in medicine; computers in medicine; clinical setting: acute care;
non-clinical setting – public health; evidence-based medicine;
Emergency medicine; accidents; sports medicine; psychiatry; dermatology; cardiology; tropical
diseases;
What is missing:
More realistic scenarios (e.g. a newly trained nurse making a mistake on the first day of
work in hospital) & memorable context
Real language and workplace talk, e.g. doctors and nurses to other doctors and nurses,
and doctors and nurses to patients
Humour (e.g. Jokes and small talk) and real-life drama
Coverage of delicate issues (e.g. abortion, use of contraceptives, euthanasia, sex
change operations, miscarriage or HIV; medical negligence) – problem of publishers and
cultural restrictions and sensibilities 3
4. Samples of commercially produced materials:
English for Football
Traditional topics include:
It’s my Club; Defender; Midfielder; Striker; Goalkeeper; Scout; Manager; The greatest
team
The language – very ‘cautious’ and almost ‘contrived’; absence of highly memorable
context; everything is fairly predictable
What is missing?
More challenging, topical and relevant thought-provoking topics such as:
Racism in football; match fixing; poor command of English of international football
players playing in the UK Premier league; poor command of English of coaches
responsible for English teams; the extra time controversy in matches that end up in a
draw (why not penalty kicks straight away); corruption in football; football
hooliganism; salaries of top football players; not a single gay football player known
yet internationally – why?
4
5. Essential English (E4WP: Football
Industry) – what is missing
Understanding familiar expressions
"The referee's a ******"
"I am gutted, to be fair“
Using familiar expressions
"At the end of the day"
"There's a great bunch of lads in the dressing-room“
Introducing themselves
"I'm delighted to be joining such a big club"
"I really wanted to play for the gaffer"
Introducing others
"This is my WAG, Chantella. She's been in celebrity magazines"
"This is my agent, Paulo. He says many clubs are interested in me"
Asking questions about basic personal details
"How much is my signing bonus?"
"Where is the nearest Bentley dealership?"
Answering questions on personal details
"My best position is in the hole behind the front two"
"I have a sponsorship deal with Nike but I'm open to offers"
Have your say
Taken from The Times, 7th May 2008
5
6. Why produce DIY materials?
What the others say
• ‘Over the years many institutions and teachers have replaced
published materials with home-made materials in order to
achieve greater relevance and engagement’ (Tomlison, 2012: 158)
• *CPMs+ can ‘overprotect learners from and *thus+ not preapre
them for the reality of language use outside the classroom’ (ibid:
161)
• Call for humanising teaching materials: many CPMs are
‘insufficiently humanistic’ (ibid: 163) – my question: cacophonous
rather than harmonious? (MK)
• Mukundan (2009b: 96)criticises excessive control exercised by
coursebooks; the classroom should perhaps resemble a jungle
‘where chance and challenge and spontaneity and creativity and
risk work in complementary fashion with planned activity’
6
7. Why produce DIY materials?
What the others say
• Block (1990) – 3 reasons:
• 1. [better] contextualisation [than in CPMs]
• 2. timeliness – CPMs so dated that practically unusable.
• 3. the personal touch – learners value a teacher’s effort when s/he
goes beyond a coursebook
• Engagement in DIY mats – helps to become a reflective ELT
practitioner and enhances teacher development
• Gilmore (2007:98) points to ‘the gap between authentic language
and textbook language’; *...+ ‘although recently much has been
done to redress the balance, there remain numerous gaps’
• ‘Publishers are reluctant to take risks with innovative materials or
to change the status quo’ (ibid: 112); the costs of producing global
textbooks are normally very high
7
8. Why produce DIY materials?
My ideas (MK):
• Commercially produced mats (CPMs) aimed at abstract cohorts of
learners – effectively such mats not always able to meet needs and wants
of specific groups of students
• To create a memorable context in a conducive learning and teaching
environment – such an effect is often absent in CPMs
• Go beyond editorial and content restrictions that traditional publishers
need to honour – an individual teacher can assess what can be safely
‘risked’ with a particular group in a particular country/culture
• Ease of self-identification with what one has produced for one’s students
– not so easy to read the mind of other authors
• To ‘seize the moment’ and make use of the topic that might wait for
coverage too late with a traditional publisher and even be ‘shared’
• For ESP/EAP teachers to ‘add value’ by adding another important
professional skill to their teaching repertoire, even if this happens
through trial and error
8
9. Neglected areas of ESP/EAP – e.g. Art and
Design
• ESP and EAP publishers seem to cater more for text-
based disciplines (e.g. Engineering; Law; Economics)
• Youngest academic discipline - Nursing (some
improvement recently in ESP/EAP mats available)
• Art and Design courses and students – ‘neglected’; a
dearth of ESP and EAP CPMs available
• Solutions: Teachers tutoring such students need to
bridge the lacunae and engage in production of DIY
mats
9
13. Potential sources for DIY materials for Medical English & English for Football
• TV dramas and series, e.g.: • TV sports channels, e.g.:Special
• ‘Casualty’: Report: Sky Sports News
http://www.bbc.co.uk/programmes/b006m uncovers racism in football
8wd • Radio programmes, e.g.: Chinese football
• ‘Holby City’: clubs punished for match fixing |
http://www.bbc.co.uk/programmes/b006m ABC Radio Australia
hd6 • Topical newspaper articles (paper or online
• Documentaries: BBC - Horizon - Is alcohol editions): Robbie Rogers: Former Leeds
worse than ecstasy? football player comes out as gay and ...
• BBC - Radio 4 - The Making of • Regional topics not covered by mainstream
Modern Medicine TV and radio stations or global
• Comedies, e.g.: Carry on Matron Part 1 - newspapers, e.g.: Nigeria win Africa Cup of
YouTube Nations 2013 beating Burkina Faso 1-0 in ...
13
14. How such materials can be designed and what skills and knowledge are required
• Emulation of good practice as • (Normally) solid EFL and ESOL
seen in leading proven CPMs background to be able to
transfer skills into ESP and
• Application of creativity and EAP
flair • Familiarity with current
• Creation of memorable trends in mats
adaptation, adoption, creatio
context exploiting striking and n and design
unique authentic mats • Willingness to experiment
• Attention to detail through trial and error if
necessary
• Aesthetic presentation to
• Reasonably good level of
match the standard of CPMs knowledge of a particular EAP
• Adding the personal touch to or ESP specialism in order to
humanise DIY mats and address the needs and wants
of the learners
involve learners
14
15. Conclusions
References:
• ESP practitioners still need to • Block, D. (1990) Some Thoughts
produce their own materials to on DIY materials design. ELT
better cater for the needs and Journal 45.3, pp. 211-217.
wants of the learners • Gilmore, A. (2007) Authentic
(complementary use rather than materials and authenticity in
exclusive) foreign language teaching.
• ‘Adding value’ to ones CPD Language Teaching 40.2, pp. 97-
(Continuous Professional 118
Development) through mats • Mukundan, J. (2009b) Are there
design really good reasons as to why
• Effect on the ESP classroom: textbooks should exist? In J.
enhanced harmony, cohesion Mukundan (ed), 92-100
and better synergies: satisfied • Tomlison, B. (2012) Materials
learners and professionally- development for language
fulfilled tutors. learning and teaching. Language
Teaching 45.2, pp. 143-179
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