Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.
-
Upload
dana-franklin -
Category
Documents
-
view
219 -
download
1
Transcript of Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.
![Page 1: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/1.jpg)
Materials Design and Development
Week 11
Reviewing GrelletReceptive Skills Framework
![Page 2: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/2.jpg)
Homework for Next Week
• Start thinking about the kind of lesson you want to do: Reading or Listening and begin searching for the appropriate text
Reflection on Homework
Discuss in small groups or with a partner, your answers to the homework. Add details and examples.
![Page 3: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/3.jpg)
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.”
![Page 4: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/4.jpg)
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
![Page 5: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/5.jpg)
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
![Page 6: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/6.jpg)
Task Sequencing in Receptive Skill Lessons
• General Specific
• Easy Difficult
• Concrete Abstract
![Page 7: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/7.jpg)
The PDP Framework
• Is it for productive or receptive skills?
• What skills can we teach using the PDP framework?
• What framework do we use to teach productive skills?
![Page 8: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/8.jpg)
PRE
DURING
POST
What happens in each stage?
![Page 9: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/9.jpg)
Pre-Stage
• When does it happen in the lesson?
• What happens in this stage?
• Why?
![Page 10: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/10.jpg)
Schema Theory & Schema Activation
![Page 11: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/11.jpg)
What needs to be activated and assessed prior to reading or listening?
• General world knowledge about social relationships and casual structures
• Specific knowledge about topic of the text• Knowledge about the text’s organization (genre)
![Page 12: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/12.jpg)
Good readers and listener use prior knowledge to:
• make predictions• visualize• ask questions to monitor comprehension• draw inferences• confirm hypothesis… that’s what I expected• determine what is important in the text• demonstrate to others that they have understood
what they have read
![Page 13: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/13.jpg)
During Stage
• When in the lesson does it happen?• What happens in this stage of the lesson?• When are the tasks given to Ss? Why are the
task given at that time?• What is the purpose of a reading lesson? If we
give tasks after the Ss watch, listen or read, what are we assessing; memory or comprehension?
• How does it happen; i.e., how are the activities sequenced?
![Page 14: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/14.jpg)
Sequencing of Tasks
• Task are given before learners read or listen
• Tasks are sequenced from:– General to specific– Easy to Difficult– Concrete to abstract
![Page 15: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/15.jpg)
During Stage
• What happens first: Skimming activities or scanning activities? Why?
• What are some example of skimming activities?• What are some example of some scanning
activities?• Where in the PDP lesson is the SLO achieved?• What kind of activity do we need to assess Ss
comprehension of the listen/reading text?• Can you give me some example of these kinds
of activities?
![Page 16: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/16.jpg)
Skimming Activities• ordering/numbering items of main ideas• making a list of main or significant events• reading or listening for the mood, feeling or tone of the text or
passage• outline the main or fill in an outline where the details are provided
but not the main ideas• ranking the importance of the main ideas or significant events• checking off relevant information from a text or picture• select the correct response such as
what’s the best title for this passage• label pictures, graph, or graphic
organizer• matching picture with description• matching two general pieces of information• writing summary statements
![Page 17: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/17.jpg)
Scanning Activities
• checking off relevant information from a text or picture• ordering/numbering items• label pictures or parts of pictures• matching two pieces of information• select the correct response fill in graph, or graphic
organizer• fill in the blanks• ranking• true/false• multiple choice• writing short answers
![Page 18: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/18.jpg)
A list of Comprehensive Assessment Activities
• Summary• Retelling• Sequencing a summary• Sequencing pictures• Using pictures to retell the text• Synthesis such as
– making inferences (reading/listening between the lines)– drawing conclusion
• Application of new knowledge; e.g. using what they have learned to identify the technique being used
• Discussion• Debate
![Page 19: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/19.jpg)
During Stage
• A cloze activity checks Ss comprehension at the word/sentence level. Is this a good final assessment activity of a listening or reading text? Why or why not?
• Why do we need to check Ss comprehension at the text/discourse level?
• Is the whole meaning of a text stated directly? When we listen or read something and understand more than was said or written what are we doing? Is this an easier or harder task?
• Where in the reading lesson should Ss be reading/listening between lines, making inferences and drawing conclusions? Why?
![Page 20: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/20.jpg)
![Page 21: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/21.jpg)
Building SchemataBuilding Connections
• Text to Self– choose texts with characters the same age as the
students, or had similar problems and experiences– let learners share connections from past experiences
? ? ? ? ?
?
![Page 22: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/22.jpg)
Building SchemataBuilding Connections
• Text to Text– compare characters, their personalities, and actions– compare story events and plot lines– compare lessons, themes, or messages in stories– find common themes, writing style, or perspectives in
the work of a single author– compare treatment of common themes by different
authors– compare different versions of familiar stories
![Page 23: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/23.jpg)
Building SchemataBuilding Connections
• Text to World– create posters and ads– write in a reading or listening response
journals– complete projects about the topic or theme– perform role plays or skits
![Page 24: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/24.jpg)
Post Stage
• When does it happen in the lesson?
• What happens at this stage of the lesson?
• Why?
• If the POST stage is “extra icing on the cake” why do I believe it is essential to include in any reading or listening lesson?
• How does the POST stage relate to Tomlinson’s aspects of good materials?
![Page 25: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/25.jpg)
PRE
DURING
POST
Why the diamond?
![Page 26: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/26.jpg)
Look at these two SLOs.How are they different?
• By the end of the lesson SWBAT ask and answer questions using frequency adverbs (always, usually, sometimes, seldom, never) in the dialog (A: How often do you ___? B: I _____ _____.) BY doing a classroom survey.
• By the end of the lesson SWBAT demonstrate their comprehension of the text, “That’s Her Problem” BY retelling the story with picture support.
![Page 27: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/27.jpg)
Receptive Skills SLO Formula
By the end of the lesson, SWBAT demonstrate their understanding/ comprehension of the ______________ (text/passage/story/dialog/conversation/article/etc.),_____________ (title of text) BY ________________(doing something).
![Page 28: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/28.jpg)
Example
By the end of the lesson, SWBAT demonstrate their understanding of the conversations, “Problems at the Airport” BY describing the inferred conclusions about what each speaker will do.
![Page 29: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/29.jpg)
You Try
• Write and SLO for the following:1. fable “The Ant and the Grasshopper”
2. debate “Should We Build the New Library”
3. public service announcement “What to Do in Case of a Fire”
![Page 30: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/30.jpg)
Compare Yours to Mine
• By the end of the lesson, SWBAT demonstrate their understanding of the fairytale, “The Ant and the Grasshopper” BY inferring the moral that we can learn form the story.
• By the end of the lesson, SWBAT demonstrate their understanding of the public service announcement, “Should We Build the New Library” BY summarizing the debate using a graphic organizer.
• By the end of the lesson, SWBAT demonstrate their understanding of the debate, “What to Do in Case of a Fire” BY drawing a diagram or making a poster that shows the sequence described in the announcement.
![Page 31: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/31.jpg)
Put these tasks in order using PDP1) Give task a series of T/F statements, let Ss read statements, then Ss listen
to text. Ss check answers together, T elicits correct answers from group2) Give Task: “Why is the older lady worried?” “What suggestion will the clerk
make.” Ss read Qs. Ss listen to text. Ss check answers together, T elicits correct answers from group
3) Give Ss a bus schedule and a map of the US. Ask Ss to plan a trip to some place in the US. Ss will describe what bus/buses they will take. How long it will take and the cost of the travel.
4) Show picture of bus station. Elicit background knowledge by using guiding Qs: “Where do you think this is? What’s happening? Etc…”
5) Give task: “How many people are speaking? Where are they?” Let Ss read Qs. Ss listen to the text. Ss check answers together, T elicits correct answers from group
6) Introduce topic: “Long distance travel by bus.” Ask Ss if they have every gone a long distance by bus? Ask if they’ve traveled by bus in an English speaking country?
7) Give task: Each Ss gets a bus ticket with a destination. Ss must listen and find their bus number. Different Destination for each Ss. When Ss hear their bus number they should stand up. T play tape several time until most/all Ss can stand up when their bus number is called.
![Page 32: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/32.jpg)
What order did you come up with?
• Pre– 4: Assess Ss prior knowledge– 6: Intros topic and allows Ss to share past experience to create
interest and relevance• During
– 5: It a general listening task– 1: It a easy specific listening task.– 7: It’s a more difficult specific listening task– 2: It’s the most difficult listening task because it requires Ss to
use inference and draw conclusion which assess Ss knowledge at the text/discourse level
• Post– 3: Ss do a task that moves beyond the text that allows
personalization of topic/theme and gives them a chance to connect topic theme to their own lives
![Page 33: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/33.jpg)
Role of Grammar vs. Role of Vocabulary in the Language Classroom
• Let’s start by looking at some statements.• Give me a thumbs up if you agree• Give me a thumbs down if you disagree
![Page 34: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/34.jpg)
• “That vocabulary is more important than grammar is not true. If you know a bunch of words and don’t know how to put them together, there are very few chances for you to be understood.”
![Page 35: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/35.jpg)
• “You don’t really need to teach grammar explicitly, saying things like, ‘this is the past perfect tense and you form it like this’. That’s unnecessary. I think it’s better to teach learners to communicate, to practice as much English as possible in class with real language. Grammar will look after itself.”
![Page 36: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/36.jpg)
• “I get really annoyed when I teach a grammar point and then a few minutes later they make a mistake with it.”
![Page 37: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/37.jpg)
• “For students to use grammar correctly it should be presented in a context, its meaning and use should be clarified, and then they should practice using it.”
![Page 38: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/38.jpg)
• “Without grammar, little can be said; without vocabulary, nothing can be said.”
![Page 39: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/39.jpg)
• “If you give students plenty of examples in different situations where the structure is used, they should be able to work out the rules for themselves.”
![Page 40: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/40.jpg)
How many words?
• 500,000 to 1,000,000 words in English
• Educated native English adult knows about 20,000
• We learn about 1,000 a year• We use about 1,800 in everyday
conversation
![Page 41: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/41.jpg)
Threshold Levels
• Everyday conversation learners need 1800 to 2000 words for 80% comprehension.
• For non-academic reading texts learners need about 5000 words for 90% comprehension.
• For academic texts, the number of words needed for 80% comprehension varies dramatically by genre.
![Page 42: Materials Design and Development Week 11 Reviewing Grellet Receptive Skills Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062408/56649eb55503460f94bbe31c/html5/thumbnails/42.jpg)
Three Lessons to be Learned
• Identify what the most frequent 2,000 to 5,000 vocabulary items
• Help learners learn how to learn vocabulary on their own
• Don’t begin reading instruction with low level learners until they have a threshold vocabulary level of at 1200 words.