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SOUTHERN NEW HAMPSHIRE UNIVERSITY MS-TEFL. READING AND WRITING ACTIVITIES EFL 525 NEW WAYS IN TEACHING ENGLISH AT THE SECONDARY LEVEL March 18 , 2002. SHORT, Deborah. Editor. (1999) TESOL Series II. NEW WAYS IN TEACHING ENGLISH AT THE SECONDARY LEVEL. Book Review and Evaluation

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Short deborah editor 1999 tesol series ii

SOUTHERN NEW HAMPSHIRE UNIVERSITY MS-TEFL. READING AND WRITING ACTIVITIES EFL 525NEW WAYS IN TEACHING ENGLISH AT THE SECONDARY LEVEL March 18, 2002

SHORT, Deborah. Editor. (1999) TESOL Series II.

Claudia Acero


New ways in teaching english at the secondary level

NEW WAYS IN TEACHING ENGLISH AT THE SECONDARY LEVEL

Book Review and Evaluation

Presented to:

Dr. JEANNINE DOBBS

Presented by:

CLAUDIA ACERO

Claudia Acero


Outline

PART I

REVIEW

Editor’s Point of View

Content

Layout

PART II

EVALUATION

Positive Aspects

Negative Aspects

Improvement Tips

PART III

SAMPLES

PART IV

QUESTIONS

OUTLINE

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Part i

PART I

REVIEW


Editor s point of view

EDITOR’S POINT OF VIEW

NWTESL

New Ways in Teaching English at the Secondary Level:

  • Does not focus on a single language skill.

  • Compiles a series of integrated activities.

  • Combines all the skills and features of language learning.

  • Includes activities involving: authentic literature, academic content, multimedia use, peer cooperation, career information, etc.

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Editor s point of view1

EDITOR’S POINT OF VIEW

NWTESL

  • Includes activities with several objectives.

  • Has activities to practice note-taking, reading, writing, speaking, listening, summarizing and illustrating.

    Above all:

  • Helps learners to prepare for their academic tasks, not only for the language ones.

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Short deborah editor 1999 tesol series ii

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Content cont

LEVELS

High Beginning

Beginning-intermediate

Beginning-low intermediate

Intermediate +

Advanced

Middle and High School

TYPE OF ACTIVITIES

Motivation

Practice

Application

Assessment

Review

Cooperative Project

CONTENT (CONT)

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Content cont1

CLASS TIME

Variable: 10 min – 3-4 hrs

Preparation Time

Class Time

RESOURCES

Magazines

Scissors

Handouts

Timer

Video player

Authentic Texts

Computers

Index Cards

Notebooks

Etc.

CONTENT (CONT)

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Layout

ACTIVITY NAME

Level

Aims

Activity Type

Class Time

Preparation Time

Resources

References and Further Reading

Contributors

Activity Description

Procedure

Caveats and Options

Appendix

LAYOUT

-Wat Cha Doing?

-Garden Cameras

-Pantomime it

This short activity emphasizes harmony and role sharing by bringing out common characteristics.

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Part ii

PART II

EVALUATION


Introduction and editor s notes

INTRODUCTION AND EDITOR’S NOTES

The introduction:

  • Is very useful.

  • Provides a general view.

  • Defines the content and sections.

    The Editor’s Notes:

  • Are very useful.

  • State the purpose of the section.

  • State the objectives for the section.

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Activities objectives

ACTIVITIES OBJECTIVES

  • To Know Each Other

    Games and Conversational Tasks

  • To Develop and

    Practice SLRW

  • To Develop Team Skills

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Activities objectives cont

To Integrate Language

To Provide Survival Skills

To Incorporate Technology and Language Learning

ACTIVITIES OBJECTIVES(CONT)

with Academic Content

Art, Drama and Field Trips

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Activities objectives cont1

To Provide Project-Oriented Activities

(in-class or between classes)

To Help Students to Review and Self-evaluate (game-like practice)

To have students practice the language in a game-like environment.

ACTIVITIES OBJECTIVES (CONT)

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Evaluation positive aspects

EVALUATIONPOSITIVE ASPECTS

The activities:

  • Combine all the skills.

  • Address the interests, needs, experiences and knowledge at Secondary Level.

  • Are developed within a co-operative language learning environment.

  • Have students do something, besides practicing the language: drawing, moving, etc.

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Evaluation positive aspects cont

EVALUATIONPOSITIVE ASPECTS(CONT.)

The activities:

  • Have very useful appendixes, such as handouts, samples, letters, drawings, etc.

  • Fit into more than one category.

  • Provide appropriate input in order to be adapted according to the class situation and requirement.

  • Have eye-catching titles that awaken the reader’s attention.

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Evaluation positive aspects cont1

EVALUATIONPOSITIVE ASPECTS (CONT)

Some of the activities:

  • Allow the use of L1 to reinforce L2.

  • Are projects.

  • May be done individually, in pairs, small groups, in the class or in collaboration with another class.

  • Include excellent appendixes and interesting samples.

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Evaluation positive aspects cont2

EVALUATIONPOSITIVE ASPECTS (CONT)

References and Contributors

  • Make the reader trust the activity.

  • Are known (LISTSERVER, books, e-articles)

  • Provide interesting ideas for future readings.

  • Open one’s vision.

I can do it,

TOO

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Evaluation negative aspects

EVALUATIONNEGATIVEASPECTS

The activities:

  • Help EFL and ESL environments; however, some of them are actually for ESL classes.

  • Need Time Preparation and Material Preparation.

  • Longer than in some other activity books.

  • Require long class times

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Improvement tips

User’s Guide should

State briefly the activity aim

Express the activity level

Tell the Skills used

Include the grammar feature practiced

The book should

Include an author index.

Include a general bibliography.

IMPROVEMENT TIPS

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Part iii

PART III

ACTIVITY SAMPLES


Getting to know your classmates

CAN YOU

____run backwards?

____ recite poetry?

____play gin rummy?

____ raise a ruckus?

____ make a mess?

____ wink with your left eye?

CATALOGUE PUPPETS

SPLIT SECOND ENCOUNTERS

LET ME TELL YOU ABOUT OUR TEAM

Our team likes _________________

We have lots of ________________

We are very ___________________

GETTING TO KNOW YOUR CLASSMATES

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Getting to know your school

FUN HUNT (Directions)

WHAT’S HAPPENING? (Description)

THE LIBRARY CHECK IT OUT! (Find …)

GETTING TO KNOW YOUR SCHOOL

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Developing language through vocabulary building

ROW RECALL AND REVIEW

JOURNAL

   

   

TONGUE TIED

AB

KITCHEN KITCHEN

Stove Microwave

Sink Cupboard

Oven Plates

CROSSWORD PUZZLES

DEVELOPING LANGUAGE THROUGH VOCABULARY BUILDING

It is …

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Developing language through listening and speaking

GET CLOZE WITH MUSIC (A-B Gap Filling)

TOP 10 GRAMMAR

Song

Full sentences

Class Discussion

DICE-Y DISCUSSIONS1 2 3

1

2

3

DEVELOPING LANGUAGE THROUGH LISTENING AND SPEAKING

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Developing language through listening and speaking1

FOCUS!!

(Concentration; matching questions and answers)

COOPERATIVE CONSTRUCTION

PASS THE PARSLEY, PLEASE

Take 2 slices of bread

REVERSE JEOPARDY

TEAM A vs TEAM B

DEVELOPING LANGUAGE THROUGH LISTENING AND SPEAKING

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Developing language through reading

READING LOGS:

A READING, THINKING, WRITING CONNECTION

(What I just read

What I don’t understand)

HALL OF FAME/HALL OF SHAME

The best/The worst

SUMM-THING TO SUMMARIZE

DEVELOPING LANGUAGE THROUGH READING

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Final considerations

Is NWTESL useful?

DO I recommend it?

Is it attractive?

Are instructions easy

to follow?

Are activities varied?

FINAL CONSIDERATIONS

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Final considerations cont

FINAL CONSIDERATIONS (CONT)

  • NWTESL is a collection of the best activities for this level of education; however, WE, teachers, will have to find our own way, based on our needs. Therefore, NWTESL is a good starting point to make changes in our classes.

  • DO I RECOMMENDED?

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Final considerations cont1

FINAL CONSIDERATIONS (CONT)

YES.

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Part iv

PART IV

QUESTIONS


Short deborah editor 1999 tesol series ii

THANKS

FOR YOUR TIME

HAVE A GREAT AFTERNOON

Claudia Acero


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