english .language workshop- dec. 2013
DESCRIPTION
Target Audience: English Insructors at uLIU niversityTRANSCRIPT
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IMPROVING STUDENTS’ ENGLISH LANGUAGE
AT L.I.U.:
A PRACTICAL APPROACH
HANADI MIRZA
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HANADI MIRZA 2
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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HANADI MIRZA 3
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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HANADI MIRZA 5
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HANADI MIRZA 6
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HANADI MIRZA 7
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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HANADI MIRZA 9
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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HANADI MIRZA 12
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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HANADI MIRZA 22
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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HANADI MIRZA 23
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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HANADI MIRZA 24
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 / ….
HANADI MIRZA
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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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30HANADI MIRZA
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
HANADI MIRZA
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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.
HANADI MIRZA
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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
HANADI MIRZA
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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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HANADI MIRZA
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)
HANADI MIRZA
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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
ReadingHANADI MIRZA
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Hanadi MIRZA
* [email protected]* www.hanadimirza.blogspot.com
MIATEFL BESIG blogroll:
* Teacher Training Blog – Hanadi Mirza