1 / 17

DON’T LET SLEEPING DOGS LIE

DON’T LET SLEEPING DOGS LIE. TEFL TABOOS CONTINUED. “Controversy equalizes fools and wise men – and the fools know it” Oliver Wendell Holmes “If it matters it produces controversy” Jay Greene

kalei
Download Presentation

DON’T LET SLEEPING DOGS LIE

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. DON’T LET SLEEPING DOGS LIE TEFL TABOOS CONTINUED

  2. “Controversy equalizes fools and wise men – and the fools know it” Oliver Wendell Holmes “If it matters it produces controversy” Jay Greene “A civilization in which there is not a continuous controversy about important issues is on the way to totalitarianism and death” Robert Maynard Hutchins

  3. UsingControversial IssueswithTeenagers in the EFL Classroom • TheWhy • TheHow • TheWhat • Conclusion

  4. Why ? Contro + versus = “turnedagainst” Conflictnot –ve Currentcurriculumbasedonconflictavoidance and evadedtopics Missing a chance toeducatefuturecitizens Teenagerstalking / Morals / Puchta Overtoyou !

  5. The Issues • Medical • Social and Political • Gender • Transcendental

  6. Topics Medical Euthanasia, abortion, addiction, medical use of marihuana, mental illnesses, geneticmanipulation, contraception, sex education, tenagepregnancy, eatingdisorders, bodyimage, organ sales Social & Political Poverty , ditribution of wealth, illegalaliens, media censorship & imperialismetc, militarycoups, systems of government, globalisation, unemployment,equal access to education, health and housing, revolutions, utopias and dystopias, prisons, crime and punishment, death penalty, disabilities Gender Homosexuality, lesbianism, transvestism, transsexuals and sex-change operations. Transgender, gender violence, sexual abuse, heterosexuality, expected roles of men and women, single-parent families, same-sex marriage, gay adoption Transcendental Religion; faith & fanaticism, atheism, self-help, death, life after death

  7. The How • Shock ! Suprise ! Inform ! • Learners’ values • Teacher’s role • Classroom Management • Discussionguidelines

  8. Teachers’ Role

  9. Classroom Management • Classroom Management • Atmosphere of respect, responsibility and open-mindedness • Questionourown ideas and bepreparedtochangethem • No hurtingpeople’sfeelingsordiscreditingtheir ideas willynilly • Knowledgeis fundamental. Providethe data forinformedcomments • Keepthediscussionontrack (don’timmediatelydisregardspeakerscommentsbutaskthemtoexplaintheconnection) • Wholeclassparticipation • Feedbackis key

  10. ExampleGuidelines • Always listen carefully, with an open mind, to the contributions of others • Ask for clarification when you don't understand a point someone has made • If you challenge others' ideas, do so with evidence and appropriate logic • Always criticise ideas or positions, not people • If others challenge your ideas, be willing to change your mind if they demonstrate errors in your logic or use of the facts • Explain the relevance of issues that you mention when their relevance might not be obvious to others in the class • If others have made a point with which you agree, only repeat it when you have something new or important to add • Be respectful of turn taking. Let other people talk. Participation must be even • Above all, respect the beliefs of others, even if they differ from yours

  11. The What • Material selection • Lesson Ideas • Follow up activities

  12. Activities • Writing - Fur Debate • Listening - Song • Speaking - Roleplay • Reading - Clockwork Orange

  13. Conclusion • Stimulatesdiscussion • Education in real matters • Requiresknowledge,preparation and selection • Control • Clear view of teacher role • Loads of Material, adaptable foralltheskills • Real Englishfor real lifetopics

  14. SONGS: “Sally’s Pigeons” by Cyndi Lauper“Papa Don’t Preach” by Madonna SHORT STORIES:“Hills Like White Elephants” by Ernest Hemingway“The Abortion” by Alice WalkerREADING Abortion: Are you pro-life or pro-choice? (from Taboos and Issues) SPEAKING Role play based on Madonna’s songDebateTalk show with assigned rolesShort Story DiscussionsLISTENING “Sex Education” http://www.elllo.org/english/ToughStuff/TS001-SexEducation.htm“Abortion in India”http://www.bbc.co.uk/worldservice/learningenglish/news/words/general/991118.shtmlWRITINGOpinion Piece“In-Someone’s-Shoes” NarrativeResponding to the Short StoriesVIDEO “The Abortion War” (http://www.youtube.com/watch?v=E-aAEYqGPWM) “Speak Out - Episode 11” (http://www.youtube.com/watch?v=EeY4r-mZXlw&feature=related)GRAMMAR AND LEXISModal VerbsVocabulary on Health and Parts of the BodyVocabulary on BabiesVocabulary on Sex Education / Contraception

  15. Sources • http://shortandsweet09.blogspot.com Mariano Quinterno • “TeachingTeenagerstoSpeakEnglish” Herbert Puchta, La Plata, Buenos Aires 24/10/10 • UTN • http://www.esldiscussions.com/ • Youtube.com • A Clockwork Orange by Anthony Burgess • Taboos and IssuesbyRichard MacAndrew ,Ron Martinez

More Related