English .Language Workshop- Dec. 2013

IMPROVING STUDENTS’ ENGLISH LANGUAGE

AT L.I.U.:

A PRACTICAL APPROACH

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Schedule

9:00-10:30 Teaching English in YOUR Class Learning & Retaining new

info Listening & Speaking Skills 10:30-10:45 BREAK

10:45-12:15 Reading & Writing Skills 12:15-12:30 BREAK

12:30-14:00 Group Work & Presentations

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I. How do you TEACH EnglishIn YOUR Classroom?

Skills Course book Workbook

Syllabus

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II. How Do Students

- LEARN English?- RETAIN New Info?

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Human Memory

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What Do We Remember?

We remember …

10% of what we read; 20% of what we hear; 30% of what we see; 50% of what we see and hear 80% of what we say; 90% of what we say and do From: Resources for Organizations and Creative Training TechnIques, 1997

LEARNING by DOING

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Language Skills Development

L Listening

Receptive S Speaking

Productive R Reading W Writing

SubskillsGrammar & Vocab

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III. LISTENING COMPREHENSION Skill

3.5 A 3.7 D

Listening vs. Hearing

Your students’ Problems

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From Input to Intake

What is happening INSIDE your head?

A: “ Is it Wemberley?”B: “NO, it’s Thursday.” C: “Ah, me too. Let’s have

a drink!”

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Listening Process Comprehension

1. Raw Speech Image Formation2. Conversation Types (Lecture, Dialog, Radio

news 3. Speaker’s Objective (Ask Q’s, Inform,

Suggest …)4. Make Cognitive Association (Background K.) Plausible Interpretations5. Assign Literal Meaning to Utterances Understanding

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Misunderstanding

6. Assign Intended Meaning to Utterance Misunderstanding= Hearer Makes False Assumptions about the Speaker’s Intended Meaning Understanding= Intended Meaning

Matches Speaker’s Literal Utterance7. What to Retain in Short/Long Term

Memory8. Info Is Retained Conceptually NOT

Original Form

PARAPHRASING

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Good vs. Poor Listeners

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Giving & Following Instructions

1- Attract Students’ Attention

2- Seating Arrangement

3- Tell Students’: What to do? What materials to use? How much time needed to complete Task?

4- Ask Students’ to rephrase Instruction

TPR (Total Physical Response)

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Listening ActivitiesPurpose a. Listen for the gist b. Listen for specific information c. Listen for details

Strategies 1. Planning 2. Monitoring 3. Evaluating

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Thematic Vocabulary

1- Meaning IN Context:Word / Definition / Synonym /

Antonym

Graded readers are written in narrative form.

2- Application: Word Formation Speaking Writing

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Listening

3.3 D / 3.8 A 3.6 B

IV. SPEAKING Skill

What do we say?Why Speak?

Your Students’ Problems

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Spoken Language

- Monolog = lecture radio news,…- Dialog = interpersonal or

transactional  Fluency versus Accuracy Fluency: NOT speed ability to express one’s ideas

logically Accuracy: NO Grammar OR

Pronunciation mistakes

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Correcting Pronunciation Simplified Phonetics

[ə] = (euh) sound Answer [an sər] Respond job [djob ] Schedule [sked jouwəl] Time table People [py pəl] persons Suggest [sag djèst] Jounralist [djər nalist] Work in pairs [wərk in pèrz] Question [kwest shən]

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Correcting Grammar Mistakes

Revisit a point in grammar Eg. He? She? Or It?

Ex 1: Use pictures of different people, animals, things, places, ….:

Ex. 2: Tom is a little boy. _____ goes to school everyday, and _____ likes to study with his friend Carl. His sister plays the piano and _____likes to play with her little dog. _____ is her favorite friend.

Ex. 3: Monolog or Dialog Integrate grammar

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Speaking Activities

Role Play, Presentation, Guessing Game, Project

Familiarize SS with the evaluation criteria to lower their level of anxiety and provide enough practice to improve fluency and to internalize grammatical rules and increase accuracy.

  Help SS to Develop Good Conversation Skills (be

polite, take turns, ,…)  Improve SS pronunciation using simplified

phonetics 

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Input NEEDED for Authentic Speaking

Activities Listen to:a. Monolog/dialogb. Musicc. Sounds

Use Sight:a. Watch a Videob. Look at Picture/Drawingc. Read a text

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Listening 3.12

Speaking

V. READING COMPREHENSION Skill

Why do we read? Reading vs. Reading Comprehension

Reading Aloud vs. Silent Reading

Your Students’ Problems

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Reading Comprehension = Meaning Making

PURPOSE:- Read for the Gist (main idea)- Read for Specific Info - Read for Details (intensive / inferential

Reading)

Develop Schemata for CV Reading / Other types

Reading Strategies: | Reading Skills:- Praraphrasing a) Skimming - Questioning b) Scanning - Clarifying - Summarizing

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Comprehension of a Text

1- Pre-Reading Stage Warm-up (Discussion) Pre-Teach Vocab OR Meaning from Context Predict Story from Title/Pictures

2- During Reading Stage (Silent Reading) Answer Factual THEN Analytical Questions Fill in the Story Map / Chart/ Table….

3- Post-Reading Stage Summarize the Story / Text Read Aloud Pronunciation + Intonation Connect: R-W / R-S / R- Drawing / ….

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Reading Aloud Simplified Phonetics

Past Tense of Regular Verbs (-ed) [- id] , [-t] , or [-d] ? WANTED -

DECIDED [-t] & [-d] + [-id] / Vd + [-d] / vl + [-t]

ASKED - PLAYED Created , Needed / Proved / Fixed

Plural Form of Nouns (-s) [-z] or [-s] or [-əz] ? MAPS- BOTTLES -

CHURCHES vd + [-z] / vl + [-s] / -ch, -sh, -ss, -x + [-əz] Boys, girls / cats, lin ks / classes, foxes

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Vocab Box (3.11 A / Quiz 94)

1- Thematic Vocabulary Word / P. of Sp. / Def / Syn / Anto

2- Application:* Word Formation + Prefixes & SuffixesWord / Noun / Verb / Adj. / Adv.

* WRITE Sentences / Paragraph / Essay

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Listening

Speaking3.9- p. 40 / p. 37 D

Reading3.8 C- D

VI. WRITING Skill

What do we write? Why write?

Your Students’ Problems

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We Write…

Letter Word Sentence (vs. Non-Sentence) Paragraph Essay Term Paper Master Thesis Ph.D. Dissertation

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Students’ Paragraphs

The Teacher will never forget that kindergarten student named Jad. Because he was the most active student in her classroom. He participates more than anyone else. At play time, all Kids were playing together, while Jad was sitting alone, the Teacher realize that, she agave him his seat next to his friends in order to read a story that was about Bears.

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Sentence

1- capital letter . / ? / ! 2- Meaningful (ONE idea) 3- Structure S V (O) Simple

Sentence

Combining 2 Ideas:Add Contras

tCause-effect

Sequence

and but because first

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Sentence Structure & Question Formation

What age are you? (Fr) vs. How old are you? I have 20 years old. (French & Arabic) I am 20 years old.

Simple sentence SVO (French) VSO (Arabic)

SVO

Question (Wh-) + Aux + S + V + … ?

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Paragraph Schemata

Elements + Genre: Title Descriptive Indentation Adjectives Topic Sentence Senses Supporting Details Simile Concluding Sentence Metaphor

Essay: Intro+ Body 1+ Body 2+ (Body 3)+ Conc

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Model Paragraph

My perfect sl hchool would be much like the one I went to; however, several improvements could be made. There could be a better pupil-teacher relationship, especially between older teachers and pupils. Pupils should be once again given some kind of incentives to do well both at academic and sports activities. Discipline would be strict but punishment would only be administered in severe cases. School would still be compulsory.

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Problems with Writing Tasks

Poor Writing Topics (summer vacations)

NO Schemata for Paragraph or Essay

- ID of Paragraph = Topic Sentence

- ID of Essay = Thesis Statement

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Writing Topics

* Students usually wait for the summer vacations to rest and have fun. Some go to the beach. Others spend their time in the mountains or even travel abroad.

Write a paragraph in which you describe a new place you visited. How was it? What did you do there?

(Graphic Organizer)

Write a 4-paragraph essay in which you argue with or against the law of banning smoking in public places in Lebanon.

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Other Problems with Writing Grammar NOT integrated IN Writing (Habits in the present Simple present) Poor explanation of Spelling rules in Elem (hid – hide / cut – cute / mad – made) Memorizing words visually (Dictation= NO Use of Listening to Write)* Memorizing sentences/paragraphs for

(official) exams destroy writing process

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Improve Spelling & Writing

(3.18 A / p. 44 C) 1- Picture + 1 missing letter (beg. Letter THEN other

letters) 2- Picture + 2 missing letters (any two) 3- Picture + scrambled letters 4- Picture only 5- Scrambled letters Word Formation 6- Find the word: Cross puzzle (+ pics) 7- Dictation: Listen then Write word 8- Unscramble words Sentence Formation Write sentences 9- Unscramble sentences Make a Paragraph Write a paragraph 10- Sequence paragraphs make an Essay Write an essay 11- Creative Writing

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Correcting Written Mistakes

Mistake Type Correction Sentence

freind Spelling Friend Tom is my friend.

he mixs

-at the morning-make homework

Simple pre-Presen S-V-prep.

-- collocations

Mixes Sara mixes tea and sugar.

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Correcting Grammar Mistakes

Integrating Grammar INTO Writing

1. Task A Writing + Grammar OR Grammar exercise2. a) Teaching based on mistakes & Learning outcomes (Modeling / Guided / Independent stages) b) Working on needed Writing / Grammar exercises3. Task B Repeat Sequence till Students meet

grammar objectives in the course syllabus

Reinforce grammar & writing through READING

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Avoid Plagiarism

Copy/Paste in: Master Thesis Ph.D. Dissertation

Projects Paraphrase ideas taken from: Internet/ newspapers / books /

magazines... Quote people (APA Style)

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Writing Activities

* NEEDED Input from Listening/Reading* Integrate Vocabulary / Grammar* Scoring Rubric

* Writing as Process NOT as a Product:1- Gather ideas Needed ideas in Graphic Org.2- Outline Organize ideas3- Write draft 1 respect paragraph/essay format4- Review ideas include all needed ideas? (GO)5 -Edit mistakes Spelling/ Grammar / Mechanics6- Write draft 2 Proofread (Peer/ Self/ Teacher

Evaluation)

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VII. Group Work & Presentation

Micro- Teaching (10 minutes)

Listening Activity Speaking Activity (vocab ) Reading Activity (+ 2 vocab) Writing Activity (grammar) Reinforce grammar & Writing through

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