By amy e lingenfelter english language fellow 2013 14
This presentation is the property of its rightful owner.
Sponsored Links
1 / 65

By: Amy E. Lingenfelter English Language Fellow 2013-14 PowerPoint PPT Presentation


  • 82 Views
  • Uploaded on
  • Presentation posted in: General

From the Text to the B est : Adapting and Expanding Textbooks for Greater Cultural Relevance and Communicative Language Teaching. By: Amy E. Lingenfelter English Language Fellow 2013-14. “You can lead a horse to water, but you can’t force him to drink” – Old English adage

Download Presentation

By: Amy E. Lingenfelter English Language Fellow 2013-14

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


By amy e lingenfelter english language fellow 2013 14

From the Text to the Best: Adapting and Expanding Textbooks for Greater Cultural Relevance and Communicative Language Teaching

By: Amy E. Lingenfelter

English Language Fellow 2013-14


About teaching

  • “You can lead a horse

  • to water, but you can’t

  • force him to drink”

  • – Old English adage

  • How does this

  • adage apply to

  • teaching?

  • Why would a

  • horse die of

  • thirst?

About Teaching:


About teaching1

  • The wind blows the dandelions throughout the field, and some seeds stick and grow into flowers. Other seeds do not.

  • Note: one seed that sticks and grows into a flower is better than none at all!

About Teaching:


About teaching2

  • “My students! That’s the only reason that I am working. I am working for them because I want them to improve. I want them to learn.”

  • – Recent GO TEACHER participant

  • Could you add to and improve this statement?

  • There are people who teach

  • to live, and those who live to

  • teach. Which are you? Do you have

  • “heart?”

About Teaching:


About teaching3

  • We don’t get pleasure from other people’s pleasure IF we’re suffering while helping others. You make others happy when you’re happy.

  • We must enjoy what we’re teaching and make it meaningful to both ourselves and to our students.

  • If you TEACH FOR YOURSELF, FOR THE MOMENT AND THE JOY OF IT, the rest will follow!

  • Remember: teaching is a 50/50 effort!

About Teaching:


By amy e lingenfelter english language fellow 2013 14

Teaching/Classroom Challenges:

  • Limited time

  • Limited resources

  • Lack of technology

  • Textbooks are “boring”

  • Curriculum is not relevant to Ecuadorian students’ real, everyday lives

  • Lack of respect from school

  • administration and

  • other forces “in charge”


By amy e lingenfelter english language fellow 2013 14

Teaching/Classroom Challenges:

  • Lack of respect from society, parents, even students

  • Student behavior problems

  • Excessively large class sizes that make Communicative Language Teaching (CLT) difficult

  • It’s so easy to take the “easy way out!”

  • How do we save time and money, and still deliver the best lessons possible?


Cultural bias which object doesn t belong with the others

Cultural Bias: Which object doesn’t belong with the others?


Cultural bias which is the best answer to the following question

Cultural Bias: Which is the “best” answer to the following question?


Cultural bias which is the best answer to the following question1

Cultural Bias: Which is the “best” answer to the following question?

Tall is to short as:a. Orange is to blue

b. Black is to white

c. Green is to white

d. Neon yellow is to gray


Cultural bias which is the best answer to the following question2

Cultural Bias: Which is the “best” answer to the following question?


Challenges with some textbooks

  • Culturally biased, too “gringo,” and topics are irrelevant to students’ real needs and lives in Ecuador

  • Layout is overwhelming, poorly organized, and/or boring to the eye

  • Not enough practice or independent activities

  • Not student-centered

  • Not enough focus on oral communication/conversation skills

Challenges with Some Textbooks:


Challenges with some textbooks1

  • Too much emphasis on grammar, reading, and writing

    • Not enough supporting visuals to contextualize what it’s teaching

Challenges with Some Textbooks:


Things to consider when using materials somebody else made

  • How can I make this more practical, meaningful, and relevant to my students’ actual, everyday lives in Ecuador? Can they relate?

  • Who made these materials? Are they culturally biased?

  • Do students have prior background knowledge (content/skills) to understand and complete these tasks successfully?

Things to Consider when Using Materials Somebody Else Made:


Things to consider when using materials somebody else made1

  • Does it allow for pair/group work?

  • Does it maximize student speaking time and “keep them talking?”

  • Does it involve and keep engaged the maximum amount of students possible?

  • Does it involve speaking and writing practice of grammar?

  • “A picture tells 1000 words:” are there are enough supporting visuals?

Things to Consider when Using Materials Somebody Else Made:


Things to consider when using materials somebody else made2

  • Does it give students a choice and some learning independence?

  • IF there is cultural bias, can you also use that as an opportunity to teach about English-speaking CULTURES?

  • For example, for Unit 2, pg. 18 “Your Daily Routine:” compare/contrast the North American breakfast with the typical Ecuadorian breakfast

Things to Consider when Using Materials Somebody Else Made:


Things to consider when using materials somebody else made3

  • Use pre-made, or draw on the board, graphic organizers whenever you can

  • For example:

  • http://peopleleap.com/resources/documents/ > “Writing Skills/Assignments > “Comparing-Contrasting T-Chart Template”

  • Gestures and body language also go a long way!

Things to Consider when Using Materials Somebody Else Made:


Example of compare contrast graphic organizer

COMPARING AND CONTRASTING TWO THINGS

ITEM A:ITEM B:

Example of Compare/Contrast Graphic Organizer:


Content vs skills in english

Content vs. Skills in English:


Content vs skills in english1

Content vs. Skills in English:


Content vs skills in english2

Content vs. Skills in English:


Example lesson postcards book 1b 2 nd edition unit 6 pg 54 grammar focus teaching simple past

Example Lesson: “Postcards”Book 1B 2nd Edition, Unit 6, pg. 54Grammar Focus: Teaching Simple Past

  • What’s missing from the blue “Grammar Focus” box?

  • What may confuse students about the “Practicing Grammar” section that wasn’t covered right before?

  • Is there cultural bias in the photos on this page? (Think of your students)

  • Are there enough visuals provided?

  • What should I write on the board or “copy” that’s already in the book?


Example lesson postcards book 1b 2 nd edition unit 6 pg 54 grammar focus teaching simple past1

Example Lesson: “Postcards”Book 1B 2nd Edition, Unit 6, pg. 54Grammar Focus: Teaching Simple Past

  • Are there enough opportunities for students to work collaboratively and practice their communication (speaking and listening) skills?

  • What do I need to pre-teach? What background knowledge do students need to understand this?

  • What do I need to do to alleviate and clarify these issues?


Possible ways to supplement and expand on the activity

  • Adding pronoun and indirect object “it” to the box and giving several examples of what “it” represents (e.g. “days of the week) and provide example sentences

  • Pre-teach “there is/are/was/were”

  • Pre-teach or do a vocabulary lesson on professional roles/labels/titles

  • Pre-teach or do a vocabulary lesson on personality adjectives

Possible Ways to Supplement and Expand on the Activity:


Possible ways to supplement and expand on the activity1

  • Expand on people in pictures and recreate the activity using famous people in the past known to Ecuadorian students

  • Make it more fun! Do a guessing game both with famous people and the students in the class

  • Make the connection between present simple and past simple of “be” (current famous people and past who are now dead).

Possible Ways to Supplement and Expand on the Activity:


Example mini lesson personality adjectives

Example Mini-Lesson: “Personality Adjectives”


Example mini lesson personality adjectives1

Example Mini-Lesson: “Personality Adjectives”


Is it ever ok to translate

  • ANSWER: Usually not, unless there are no other alternatives and it would be extremely time-consuming to explain in English

  • It should be used as a last resort after attempting other ways to explain it!

  • Alternatives:

  • Think about how you learned your first language: contextualized!!

  • Contextualize a word or grammar point and give it MEANING

Is it EVER OK to Translate?


Is it ever ok to translate1

  • For example: To teach the word “compassionate” do the following to contextualize the word:

    • Give synonyms in English (kind, tender, sympathetic, understanding)

    • Give antonyms (cruel, unkind, heartless)

    • Use in a sentence/s

    • Give examples of what a person does when they are being compassionate

    • Show pictures or photos!!

Is it EVER OK to Translate?


Is it ever ok to translate2

  • Have students draw a picture

  • Teacher or students act out facial expressions

  • Yes, there are times when it saves time, but is the end result worth it? Will students retain the information?

  • Age, level, educational attainment, and learning preferences are a factor (they can justify native language use at times)

  • Is it EVER OK to Translate?


    Example mini lesson personality adjectives2

    • BE AWARE OF FALSE COGNATES, for example:

      • “Realize” vs. “realizar”

      • “Estoy embarazada” vs. “I’m

      • embarrassed”

      • “Actualmente” vs. “Actually”

    • Use graphic organizers for vocabulary

    • Website Resources: http://peopleleap.com/resources/documents/ > Reading Skills/Vocabulary

    Example Mini-Lesson: “Personality Adjectives”


    Example mini lesson personality adjectives3

    Example Mini-Lesson: Personality Adjectives


    Example mini lesson personality adjectives4

    Example Mini-Lesson: Personality Adjectives


    Example mini lesson descriptive personality adjectives

    • 1. “I am(adjective)because I ________.”

    • Example: “I am cautious because I

    • think before I do things.”

    • OR . . .

    • 2. “(Person/name) is(adjective)because

    • he/she _________.”

    • Example: “My mother is friendly because she talks to everybody.”

    Example Mini-Lesson: “Descriptive Personality Adjectives”


    Example mini lesson descriptive personality adjectives1

    • 3. “My ideal (best friend / significant

    • other) is(adjective) because

    • ________.”

    • Example: “My ideal husband is organized because I don’t like extra work in the house.”

    Example Mini-Lesson: “Descriptive Personality Adjectives”


    Example mini lesson profession nouns

    Example Mini-Lesson: “Profession Nouns”


    Example mini lesson profession nouns1

    Example Mini-Lesson: “Profession Nouns”


    Example mini lesson professions

    • 1. “I want to be a (profession) when I grow upbecause I like ________.”

    • Example: “I want to be a doctorbecause I like to help people.”

    • OR . . .

    • 2. “(Person/name) wants to be a (profession) because he/she likes ________.”

    • Example: “My brother wants to be a singer because he likes to sing.”

    Example Mini-Lesson: “Professions”


    Famous people of now guess who

    Famous People of Now: Guess Who?


    By amy e lingenfelter english language fellow 2013 14

    Famous People: Guess Who? Reviewing Simple Present of “Be”

    PRESENT:

    This person is an talentedsinger.

    This person is a seriousbodybuilder.

    This person is an athleticsoccer/ football player.

    This person is a talkativenewscaster.

    This person is an intelligentpolitician.

    This person is a good-lookingmusician.


    Example mini lesson professions1

    • PRESENT:

    • Juan Fernando Velasco

    • Alexandra Escobar

    • Antonio Valencia

    • Tania Tinoco

    • Rafeal Vicente Correa Delgado

    • Gerardo Morán

    Example Mini-Lesson: “Professions”


    Famous people of past guess who

    Famous People of Past: Guess Who?


    By amy e lingenfelter english language fellow 2013 14

    Famous People: Guess Who? Reviewing Simple Past of “Be”

    PAST:

    This person was a bravegeneral.

    This person was a creativeartist.

    These people werehardworkingfootball/soccer players.

    This person was an independent female doctor.

    This person was a compassionatenun.

    This person was a funnyactor.

    These people weren’timaginativeartists.


    Example mini lesson famous people

    • PAST:

    • Simón Bolívar

    • Oswaldo Guayasamin

    • Chucho Benitez

    • Matilde Hidalgo de Prócel

    • Mother Theresa

    • Ernesto Alban Gomez “Don Evaristo”

    Example Mini-Lesson: Famous People


    By amy e lingenfelter english language fellow 2013 14

    Past Simple “Be:” Singular & Plural

    PAST:

    Simon Bolivar ______ a general.

    Simon Bolivar and his lover, Manuel Saenz, ______ liberators for Latin America.

    Mother Theresa ______ an artist.

    Antonio Valencia and Chucho Benitez ______ women.

    Matilde Hidalgo de Prócel ______ the first female doctor in Ecuador.


    By amy e lingenfelter english language fellow 2013 14

    But There’s No Time, Technology, or Resources to Supplement!

    • Some suggestions:

    • You don’t have to “reinvent the wheel!”

    • Use resources that others have made

    • Make students create and copy the images/graphic organizers themselves (the students should be doing most of the work!)

    • Simply writing the language on the board, having students both write it first and then speak it second, saves preparation time


    By amy e lingenfelter english language fellow 2013 14

    But There’s No Time, Technology, or Resources to Supplement!

    • Use chart paper to create materials on the spot that can be re-used and copied

    • Act things out, use gestures, body language, and contextualize, contextualize, contextualize!!!

    • IF you have internet access, do Google searches, go to my website, or: http://educacion.gob.ec/wp-content/uploads/downloads/2013/03/docentes_ingles-1.pdf


    By amy e lingenfelter english language fellow 2013 14

    But There’s No Time, Technology, or Resources to Supplement!

    • IF YOU HAVE NO TECHNOLOGY, use:

      • Journaling

      • Art/drawing Images (teachers and students both)

      • Paper never hurt anybody!

      • Again: gestures, body language, facial expressions, etc.!


    By amy e lingenfelter english language fellow 2013 14

    Help: Too Many Students in My Class!

    • How do you group students, maximize speaking time, AND monitor all of them with a class of 40-plus students?

    • Some suggestions:

    • “Butterfly teacher” is key!

    • Random selections (e.g. name cards) so students must constantly be “on toes.”

    • Mingling, pair, and group work can work!

    • Students must be responsible for “note-taking:” recording everything that their classmates and teacher are saying!


    By amy e lingenfelter english language fellow 2013 14

    Help: Too Many Students in My Class!

    • For pair and group work: requires students to constantly talk

    • Pairings: strategically pair strong students with weaker students who get along well for certain periods of time

    • Groups of 3 or more: strategic grouping is key (mixture is good!)

    • Give each student a role for which they must be held accountable.

    • Website resources: http://peopleleap.com/resources/documents/ > Miscellaneous


    By amy e lingenfelter english language fellow 2013 14

    Help: Too Many Students in My Class!


    By amy e lingenfelter english language fellow 2013 14

    Follow-Up Writing Summative

    Activity: Myself and My Classmates

    • Students write a paragraph describing themselves, their personalities, and what they want to be when they grow up using all previously learned: 1) simple past of “be,” 2) personality adjectives, 3) profession nouns.

    • Give them a choice: they can also right about their ideal best friend or significant other using the same information.

    • Always model an example of what you’re expecting from students.

    • Sometimes, it also helps to model a “non-example” (the opposite of what you want).


    By amy e lingenfelter english language fellow 2013 14

    Follow-Up Writing Summative

    Activity: Myself and My Classmates

    • For the paragraph, students must use at least:

      • 5 personality adjectives

      • 2 profession nouns

      • At least 3 example of simple present “be” form

      • At least 5 examples of past simple “be” form in singular, plural, positive, and negative

      • Students can imitate the structure of teacher’s model paragraph


    By amy e lingenfelter english language fellow 2013 14

    Follow-Up Writing Summative

    Activity: Myself and My Classmates

    • After writing and editing their paragraphs, students switch them with a student.

    • In groups of 4-5, each student reads the other’s “secret” paragraph to his/her group mates and the others must guess who in the class it is!


    By amy e lingenfelter english language fellow 2013 14

    Follow-Up Writing Summative

    Activity: Myself and My Classmates

    I am a student at ABC High school. I want to be a soccer player when I grow up because I like to compete and move my body. I think being a soccer player is a good profession for me because I am very athletic and cooperative and play well in teams. However, sometimes I want to be a politician because I want to change my country. I think I would be a good politician because I amhard-working, friendly, logical, and confident. Although many real politicians are not compassionate, I will be one of the few!

    When I was a child, I used to play in a soccer league with children who were older and stronger than I was. However, I was very brave, and I learned a lot from them because I wasn’tcautious. Our team won the championship that year.


    By amy e lingenfelter english language fellow 2013 14

    Follow-Up Writing Summative

    Activity: Myself and My Classmates

    In my first year of high school, I was the student leader of my class. There were also two other leaders and we worked together. We were all decisive and organized, so we made a lot of good changes in the school. This experience gave me skills to be a confident politician in my country, Ecuador, when I grow up.

    I hope that my dream comes true someday. Now, can you guess who I am?


    By amy e lingenfelter english language fellow 2013 14

    A More Advanced Example:

    Born on 29th, August 1958, this talented person started his entertainment career as the lead singer of a famous group. The band was made up of his brothers who were all older than him, and was run by his father Joseph. The group did very well and the star of the band was undoubtedly this person at only eleven years of age! He started singing solo two years later and pioneered the entry of African Americans into the world of pop music. Many different types of people around the world started following his creativemusic, which gave him instant success. His fans numbered in the millions even though he was just in his teens. Three of his albums which records. The Guinness World of Records listed him as the entertainer who was the most successful and imaginative.


    By amy e lingenfelter english language fellow 2013 14

    A More Advanced Example:

    During his career he won 13 Grammies with singles that remained on the music charts for a very long time. This person's fame and fortune caused him to be the focus of billions of people and also led to his being followed by the paparazzi, the press, and the media constantly.

    Sadly, he wassensitive about his appearance and was not confident about his nose, which his friends used to tease him about as a teen. This made him get surgery for his nose. This surgery was the first of many that he did throughout his life. His reasons for doing this are a mystery because he was born quite good-looking. In spite of the cosmetic changes that he did make to himself, this person kept being considered the greatest entertainer in the world.


    By amy e lingenfelter english language fellow 2013 14

    A More Advanced Example:

    However, he was always introvertedand sometimes had a strange way of relating to people. His life took a sad turn when he was accused of child molestation. He was followed by the media who continued to obsess about the topic even though his innocence was proved. His image in public eyes was destroyed and even his devoted fans could not stop this damage to his reputation. His unique dancing, singing, and songwriting skills have led to many entertainers copying him. This person was a philanthropist and his charities have helped millions worldwide. His death is a huge loss to the entertainment industry and the entire world. He will always be remembered and will be in the hearts of his fans, forever.

    Who is he??


    By amy e lingenfelter english language fellow 2013 14

    THE END!

    THANK YOU!

    • ANY QUESTIONS? 

    • MY CONTACT INFO:

      • My Website: www.peopleleap.com (go to “Resources > “Downloadable Documents, Learning Links, Reading Links, and Teacher Teacher Links!”)

      • My email: [email protected]


  • Login