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Going Bookless:

Going Bookless:. Using Current Events in the ESL Classroom. Joshu a Durey Arkansas Tech E.L.I. jdurey@atu.edu. Outline. Course Goals & Procedures Assessment Practice Discussion. What is it?. A Current Events course for ELLs Target students: University; Adults

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Going Bookless:

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  1. Going Bookless: Using Current Events in the ESL Classroom Joshua Durey Arkansas Tech E.L.I. • jdurey@atu.edu

  2. Outline Course Goals & Procedures Assessment Practice Discussion

  3. What is it? A Current Events course for ELLs Target students: University; Adults Can be “disguised” as a “Conversation” or “Discussion” course Can meet: every day 2-3 times per week once per week

  4. What is it not? A “free talking” class A “Media Analysis” or “Journalism” course Teacher-Centered 

  5. “Current Events” Course Goals Improve fluency of spoken English Improve summarizing and paraphrasing skills Increase vocabulary Improve discussion skills Increase confidence in public speaking

  6. Find a news story—Media List • Any source is fine—print for reading skills; video for listening skills • Prepare a summary Homework: Preview

  7. Worksheets Summary Sheet: 5 Wh- Questions New vocabulary—keep vocabulary notebook Write comprehension or discussion questions

  8. Basic Class Procedures: Pairs 1.Summarize article from worksheet 5-WH ?s + addl. details Listen only+ take notes 2.Ask clarifying questions and adjust notes Answer questions. Finally, ask partner to paraphrase story 3.Paraphrase story Confirm story “Yes, that’s correct.” (or) “No, …” Student A Student B Basic Class Procedures: Teacher Begin class with a story. Ss take notes and follow up by telling: When? Where? Who? What? Why? Then explain new vocabulary and have a brief discussion http://popurls.com Change roles + repeat *can be modified

  9. 1. One student summarizes their article from their worksheet Other students listen and take notes 2.Other Students ask clarifying questions Answer questions. Finally, ask someone to paraphrase story 3.One student Paraphrases story—other students add / correct information as needed Confirm story “Yes, that’s correct.” (or) “No, …” Basic Class Procedures: Groups 4. Begin discussion *can be modified

  10. Useful Expressions

  11. Week 1: Learn Basic Procedures (More T-Centered) Week 2: Become comfortable with basic procedures (esp. summarizing & clarifying) Weeks 3-4: Pair Discussion (discussion questions) • Weeks 5-6: Become comfortable participating in GroupDiscussions (discussion strategies) • Weeks 7-8: Focus on Leading Group Discussions (discussion strategies) Typical Course Progression Tests? Week 9: Become comfortable with outlining story for a formal presentation Weeks 10-12: Become comfortable presenting in front of an audience (groups) Weeks 13-14: Present story to larger group (combine 2 groups) Weeks 15-16: Present story to the class

  12. Daily Assessment:Homework grade T assigns homework based on focus area for class, i.e. worksheet for procedures, discussion/comprehension questions, expressions for clarifying, etc.

  13. Discussion Strategies choose 1 or more each class: allows for focused feedback Eye contact: Speaking vs. Reading Strong/Neutral/Weak Opinions Rejoinders Follow-Up Questions Involving Other People Entering a Discussion etc...

  14. Daily Assessment:Informal Ss do a self-assessment at the end of class: What did we learn? What new vocabulary did we learn? Which story was the most interesting? Why?

  15. Assessment: Weekly score

  16. Presentation Evaluation Form Assessment: Presentations one class session each

  17. Make handouts available on blackboard

  18. Let’s Practice!Read the story and fill in the worksheet. When? Where? Who? What? Why? + Additional details / vocabulary / discussion questions

  19. gorilla - famous because so large • “ “ “became quiet so his keeper checked on him • When keeper checked on gorilla, gorilla attacked • fight lasted 20 mins. • gorilla also died (come from the 5-WH’s) Who What • Jealous: feeling bitter and unhappy because of another's possessions • Keeper: someone who cares for animals in a zoo • (to) check on s.o.: To look at or talk to someone to make sure they are OK. • Do you like gorillas? Why / why not? • Talk about the last time you went to a zoo. • Who is to blame for this accident? • Have you ever been jealous? Tell me about it.

  20. Let’s Practice: Stories A and B 1. Read the story and prepare the worksheet. 2. Follow the procedure outlined earlier, Steps 1 ~ 3: A: SummarizeB: Listen B: ClarifyA: Answer Q’s B: ParaphraseA: Confirm Change roles and repeat

  21. Discussion What would be the most challenging thing about teaching this course? How could procedures be adapted for Lower levels? Higher levels? How could you adjust timing for shorter or longer classes?

  22. Low-Levels More T-centered T may have to find articles for Ss Questions are comprehension-based rather than discussion-based

  23. Higher Levels One person—Kick off class with an “Action Speech” (in Groups) 2-3 minute speech based on a topic in the news. Prepare discussion questions for students based on speech. Ss must be able to explain any vocab they use In addition to regular class procedures

  24. Higher Levels 3-2-1 Exercise: Tell your story to your group members three times, each time trying to get the same information across, but with less and less time available.

  25. Mixed Levels Pair high-level and low-level students together (Pairs or Groups) Low levels can focus on comprehension, allowing high levels to practice getting their message across clearly. Assign 4 questions as homework—two comprehension and two discussion. Have higher level students prepare a presentation together while lower levels follow procedure

  26. Web links • High-Level Student Resources: • http://www.bbc.co.uk/worldservice/learningenglish • http://www.cnn.com/video/ Low-Level Student Resources: http://newsenglishlessons.com www.breakingnewsenglish.com http://learningenglish.voanews.com/

  27. Timing-Long Class 1 hr ~ 1hr 20 minutes Longer T’s story at the beginning (10-15 mins.) Ss work together with a group the second round. Everyone taking notes while one person is speaking Speaker chooses one person at random to paraphrase their story Everyone contributes to the discussion

  28. Timing-Short Class 45-50 minutes No T’s story at the beginning Ss follow procedure once, change partners and repeat—telling their story without using their notes the second round. Ss begin immediately with a group (no pair work)

  29. Summary Is not “free talking”—focused discussion Addresses a variety of skills Increases S’s retention of vocabulary Gives Ss ample opportunities for fluency work Daily (both T and Ss) and Weekly Assessment Feedback can be given based on T’s focus area for the class: Procedural Note-taking Discussion Strategies Patterns of errors: grammar, pronunciation, or vocabulary (esp. in monolingual classrooms) Presentation Expressions / body language

  30. Questions? Joshua Durey Arkansas Tech E.L.I. jdurey@atu.edu

  31. Thank You! Joshua Durey Arkansas Tech E.L.I. jdurey@atu.edu

  32. Avg. Retention Rate from Different Teaching Methods Rationale vocabulary discussion questions presenting

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