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Materials Design and Development

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Materials Design and Development Week 10 Grellet: Developing Reading Skills – PowerPoint PPT presentation

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Title: Materials Design and Development


1
Materials Design and Development
  • Week 10
  • Grellet Developing Reading Skills

2
Mid-Term Projects Due
  • Please put your Lesson Plan and Materials in an
    envelop
  • Make sure your name is on youre the envelop,
    lesson plan and materials
  • Make sure the age and level of Ss are described
    on first page of lesson plan
  • Make sure your materials are labeled in terms of
    lesson plan steps

3
Warm-Up
  • Do you like to read in Korean? Do you often read
    in your L2 (English)?
  • What kind of books or articles have you read?
  • Have you ever read anything about teaching
    reading?
  • In the future do you think you might choose to
    read an article about reading?

4
What Do You Think?
  • Stand up
  • Im going to read several statements.
  • If you think it true go
  • If You think its false go

5
When using reading comprehension exercises,
its better to start with general understanding
and then move toward detailed understanding.
6
  • Simplifying a text often helps students
    understand it.

7
  • Reading is an active, not a passive, skill.

8
  • Its better to use exercises that have a simple
    direct answer.

9
Vocabulary
  • Skim
  • Scan
  • Inference
  • Straightforward

10
What inference can you make?
  • John was running to catch the bus again. It was a
    morning routine a routine that didnt bother
    John, but drove his mother crazy.

What can we say about John?
11
Task 1
  • Who is the author?
  • What is it about?

12
Task 2
  • Make a list of the authors main ideas.

13
Main Ideas
  • What do we read
  • Why do we read
  • How is reading used in relation to other skills
  • Who are you as a reader
  • Provide Ss with whole texts
  • Start with Global understanding
  • Use authentic texts
  • reinforce reading as an active skill
  • provide an assortment of activites

14
Task 3
  • Look at the main ideas
  • Pick one and summarize it to the others in your
    group

15
Task 4
  • Answer the guiding questions for the Grellet
    reading page 209.

16
Task 5
  • What is the authors purpose? Why did she write
    it?
  • How does she assume you are teaching reading?

17
Task 6
  • Journaling
  • What do you think about this article?
  • Do you agree or disagree with the author? Why do
    you agree or disagree?
  • Group Discussion
  • Share what you wrote in your journals with your
    group

18
Vocabulary Review
  • Skim
  • Scan
  • Inference
  • Straightforward

Write about a reading lesson you have taught or
will teach in the future and use these four words.
19
Has Your Opinion Changed? Why or Why Not?
  • When using reading comprehension exercises, its
    better to start with general understanding and
    then move toward detailed understanding.
  • Reading is an active skill, not a passive, skill.
  • Simplifying a text often helps students
    understand it.
  • Its better to use exercises that have a simple
    direct answer.

20
Processing Questions
  • When did I give the tasks, before or after the
    reading? Why?
  • If you want to use authentic texts, should you
    simplify them? Why or why not?
  • If you dont simplify an authentic text, then
    what can you do to help your Ss understand the
    text? What can you simplify and how will it help
    Ss?

21
Listen to this story
Quit? Ive known since I was twelve that smokin
would be the death of me, so if it hasnt killed
me yet, then why should I stop?
Havent you quit smoking?
22
Processing Questions
  • Is teacher translation of the text an effective
    and efficient way to have Ss demonstrate their
    understanding? Why or why not?
  • How does this quote relate to the above question
    Give a man a fish feed him for a day. Teach a
    man to fish and feed him for a lifetime.

23
Receptive Skills are Active not Passive
24
Model of the ESL Reader (Coady 1979)
Conceptual Abilities
Background Knowledge
Process Strategies
25
Background Knowledge
  • Choosing a text that Ss already knows something
    about helps Ss learn English faster
  • Helps learners understand new and unfamiliar
    grammar
  • Allows Ss to comprehend more of the text at a
    faster rate

26
In Receptive Skill Lessons Which Is More
Important?
  • Vocabulary is more important than grammar in
    receptive skill lessons
  • Grammar helps us use language, vocabulary helps
    us understand language

Grammar
Vocabulary
27
Task Sequencing in Receptive Skill Lessons
  • General ? Specific
  • Easy ? Difficult
  • Concrete ? Abstract

28
Introduction to Blooms Taxonomy
  • Sequencing of tasks and questions in reading
    activities is not a new idea
  • Bloom introduced his taxonomy of reading
    questions in 1956
  • Bloom, like Grellet, believes that tasks should
    move from easier to more difficult, and from
    concrete to more abstract forms of thinking

29
Blooms Taxonomy
  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation

Warning This is more appropriate for Native
Speaker learners, so use this information
carefully.
30
Knowledge
Useful Verbs Sample Question Stems Potential activities and products
tell list describe relate locate write find state name What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...? Make a list of the main events.. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember.  List all the .... in the story. Make a chart showing... Make an acrostic. Recite a poem.
31
Comprehension
Useful Verbs Sample Question Stems Potential activities and products
explain interpret outline discuss distinguish predict restate summarize compare describe Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events.
32
Application
Useful Verbs Sample Question Stems Potential activities and products
solve show use illustrate construct complete examine classify Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? Would this information be useful if you had a ...? Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a paper-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game suing the ideas from the study area. Make a clay model of an item in the material.
33
Analysis
Useful Verbs Sample Question Stems Potential activities and products
analyze distinguish examine compare contrast investigate categorize identify explain separate advertise Which events could have happened...? If ... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? Why did ... changes occur? Can you explain what must have happened when...? Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person.
34
Synthesis
Useful Verbs Sample Question Stems Potential activities and products
create invent compose predict plan construct design imagine propose devise formulate Can you design a ... to ...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...? Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show, play, puppet show, role play, song or pantomime about...? Design a record, book, or magazine cover for...? Make up a new language code and write material suing it. Sell an idea. Devise a way to... Compose a rhythm or put new words to a known melody.
35
Evaluation
Useful Verbs Sample Question Stems Potential activities and products
judge select choose decide justify debate verify argue recommend assess discuss rate prioritize determine Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think ... is a good or a bad thing? How would you have handled...? What changes to ... would you recommend? Do you believe? Are you a ... person? How would you feel if...? Prepare a list of criteria to judge a ... show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg "Learning at School." Write a letter to ... advising on changes needed at... Write a half yearly report. Prepare a case to present your view about...
36
Homework
  • PDP Framework read and answer Qs
  • Post entry and reply to two others on discussion
    board
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