Get Real!Using Effective and Affective Literature in ELT Susan Hillyard B.Ed. Hons
Todays Questions: What is real? What is literature? What is affective? What is effective? What elements of the Argentine context do we need to consider? The possibility of exploiting literature as a topic in an exam
Reading is like an infectious disease: it is caught not taught.(And you cant catch it from someone who hasnt got it.)Christine Nuttall, Teaching Reading Skills in a Foreign Language 1993
Think Time Rules Ask an open ended question ie. one to which you cannot give one correct answer State a specified amount of THINK TIME (eg. 2 mins.) Maintain total silence Ask Sts to jot down the answer in writing Ask Sts to read it back to self Readjust their answer if they wish
Real books http://www.carnegiegreenaway.org.uk/home/ The Carnegie and Greenaway Award Site Shadowing site Reading groups School blogs Worksheets Resources
Authenticity and ICT Explore You tube Include Slam poetry/Hip hop Publishing tools like blogs and wikis Creative tools like Voice thread, Wordle Piclit, Wall wishes Audacity for recording of voices Voxopop for short recordings
The Real Teacher Ex 2 Think about your school days. Take 2 mins think time and jot down notes on your favourite teacher and say why Ex 3 Share
The Concept of the Person: Being not Having. I’m putting Im I’m bricks one on building building top of the other a wall a home to put a family in
Du Feu Comparison Instead of eliciting responses we respond to demand The language becomes relational not functional. Qs have truth value Physical, affective and intellectual lives are paramount. Interest in language as people not as learners. Not listening to the words but to the person. Real stories
The Traditional Having Mode Textbook+T=dominant role X2 alienation: a) lang is not their own b) designed by other Teaching in 2 stages: a) learn first b) St tries to communicate Memorisation still a key feature: drill, repetition, recycling, maybe role play but others’ words Objs expressed in linguistic terms
The Newer Being Mode Roles of T and TB challenged St takes dominant role: learner centred Being concerns itself with the PRESENT and the PRESENCE Lang reps a meeting in the here and now: real or imagined. Content comes from real books not texts defined in the past by others Lang defined as medium of expression and communication not as objective.
A REAL Teacher Teaching, like any truly human activity, emerges from ones inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror, and not run from what I see, I have a chance to gain self- knowledge–and knowing myself is as crucial to good teaching as knowing my students and my subject.
One student I heard about said she could not describe her good teachers because they wereso different from each other. But she could describe her bad teachers because they were al the same:"Their words float somewhere in front of theirfaces, like the balloon speech in cartoons." Witone remarkable image she said it all.Bad teachers distance themselves from the subject they are teaching–and, in the process, from their students. Palmer Parker, J (1998) The Courage to Teach,Josey Bass, San Francisco, USA
What is EFFECTIVE and AFFECTIVE? Ex 4The Argentine Context: Talk TimeWhat are the main comments from Sts about reading books? Ex 5The Argentine Context: Talk TimeHow much AFFECT is evident in the books you use?
Motivation-Dornyei’s Model1)pleasant and supportive atmosphere2) establishing ground rules regarding behaviour and norms agreed by all3) encouraging peer support or reading groups4) recognising individual pupils interests, levels, skills and strengths5) maintaining and protecting motivation through variety and breadth of tasks6) retrospective self evaluation
The 5 Rsrhythm rhyme repetition reasoning response
A Thinking Story (Learning Styles) Exercise 6Listening notes and reconstruction Exercise 7 Storyboarding and freeze framing Exercise 8Scene creation and acting out
The Strategies Keeping a reading Diary Storytelling Project to peers/to primary/ KG Storyboarding/Comic Strips Drama conventions like Hotseating/Role on the wall/Vox Populi/Freeze Frame/ Carousel Acting out the story/doing a musical comedy Videomaking Reader’s Theatre ICT
The Diary Read pg 21-16 today. Best bit: I predict: Great vocabulary: Character graphic organisers. Setting notes/pictures/drawings Comment on illustrations/copy style of pictures Reports/Interviews Evaluation
Ask REAL Questions in Circle time.Why or why Was the book enjoyable for you? not? What were your favourite or least favourite moments? Who were your favourite or least favourite characters? Was the book easy for you to read? Why or why not? Would you recommend it to your friends? Why or why not?
What did you learn from the book? For example, useful language, factual, cultural, historical, geographical information, etc. Would you like to read another story by the same author? Why or why not? Would you like to find out about the author? Would you like to try writing your own book?
Using your Work for Exams: The interview. Take in the real book: Show and Tell Talk about the cover/ spine/blurb/yr Show knowledge of author’s/publisher’s /illustrator’s name Author’s history/ biography/ other works Refer to Qs from Asking Real Qs Ask Examiner some Qs related to real books.
The Birth of a StoneIn those deep mountain ravinesI wonder if there are stonesthat no one has ever visited?I went up to the mountainin quest of a stone no one had ever seen from the remotest of timesUnder ancient pines
on steep pathless slopesthere was a stoneI wonderhow longthis stone all thick with mosshas beenhere?Two thousand years? Two million? Two billion?
NoNot at allIf really till now no onehas ever seen this stoneit is onlyherefrom now onThis stonewas only bornthe moment I first saw it Kwang –kyu Kim