How to activate reading and listening in ppsx (Cách kích hoạt Đọc Nghe trong Phòng thí nghiệm Ngôn ngữ Anh)

How to Activate Reading & Listening: English Lab Upper Classes English Language Department Al-Aqsa School Dec., 2015 Abdelmoneim Hassan Adam Khamis abdelmoneim09@hotmail.com akmes@ala

How to Activate

Reading &

Listening: English

Lab Upper Classes English Language

Department Al-Aqsa School Dec., 2015

Abdelmoneim Hassan Adam Khamis

abdelmoneim09@hotmail.com

akmes@alaqsa.edu.sa

0557083091

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1 Introduction

“Tell me, I forget.

Show me, I remember.

Involve me, I understand.” Confucius, circa 450BC

Shift from Teaching to Learning

PPP to EAS

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2 The Focus

through:

Backward Design

(begin with the end in mind)

1 What should students know & be able to do?

2 How will students demonstrate what they know & can do?

3 What activities will students experience to prepare them to demonstrate what they know & can do?

Stephen Covey, 1996

3 Overview

1 Material Structure:

2 Who compiles learning resources? (Sample)

3 In the lab:

4 What’s the teacher ’s role in the EL Lab?

5 Why? The Theoretical Framework

6 Recap:

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3.1 Material Structure

a) Interactive CD

b) Practice CD

c) Carton Movie DVD

d) Enrich Materials

e) Short Stories

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The Structure of

Material

Intera ctive CD

Practic

e CD

Short Storie s

Enrich Materi als

Cartoo

n Movie DVD

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3.2 Who compiles the

resources?

1 Cooperative work

2 Collaborative work

3 Lab Teacher edits, classifies and grades the

materials to levels alongside weekly lesson plan.

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3.3 In the English Lab

1 No Students’ Books

2 No Workbooks

3 No Worksheet

Learning through experience

Learning by games

Learning by doing

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3.4 What is the

Teacher’s Role?

1 Designs activities _ “ Backward Designer ”.

2 Scaffolds learning activities.

3 Creates learning environment.

4 Facilitates learning.

5 Guides learners

6 Assesses/evaluates learners’ abilities.

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All the roles should be done through CALL.

3.5 Why? Theoretical

Framework

A Mixed approach:

1 Learning through experience (Dewey, 1938)

2 Multiple Intelligences Theory (Gardner, 2001, 1983-93)

3 Cognitive & Metacognitive Strategies (constructivism)

4 Input Hypothesis (Krashen, 1988 & 1987)

5 Active Learning (Kagan, 1998)

6 Bloom’s Taxonomy (Revised Hierarchy 2001)

7 Backward Design (Stephen Covey, 1996)

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The Main Schools of Learning

Constructivism

Interactional View

Cognitivism

Functional View

Behaviorism

Structural View

Change in Behavior

Habit formation

S - R

Change in information

Convey meaning

Mental Process

Change in Knowledge

Interaction & Negotiation of Meaning

Knowledge construct

1- Gestalt’s Insight, 1950s 2- LAD/UG by Chomsky, 1960s & 70s 3- The Monitor Model by Krashen, 1980s

3.6 Recap:

1 Reading & Listening are psycholinguistics games.

2 Practice Listening

3 Gear Reading to Listening

4 How to evaluate/assess listening & Reading?

Individually, we can evaluate/assess Learners’

Reading through Practicing Listening

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Conclusion

Education is what people do for others

Learning is what learners do for him/herself.

Reading Power Increases Learning.

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References:

Anderson, L.W., & Krathwohl (Eds.) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of

Educational Objectives New York: Longman

Bloom, B.S and Krathwohl, D R (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee

of college and university examiners Handbook I: Cognitive Domain NY, NY: Longmans, Green

Dewey, J (1938) Experience and education Kappa Delta Pi, 1938

Gardner, H (1993) Multiple intelligences: The theory in practice New York: Basic Books.

Gardner, H (2006a) Multiple intelligences: New horizons in theory and practice New York: Basic Books.

Krashen, Stephen D (1987) “Second Language Acquisition and Second Language Learning.” University of Southern California First

printed edition 1981 by Pergamon Press Inc Print Edition ISBN 0-08-025338-5 First internet edition December 2002

Krashen, S D (2002) “The comprehension hypothesis and its rivals”, In Selected papers from the Eleventh International Symposium on

English Teaching/Fourth Pan-Asian Conference (pp 395-404) English

Krashen, S D (2004), The Power of Reading Portsmouth, NH: Heinemann.

Krashen, S D (2004) “Free Voluntary Reading: New Research, Applications, and Controversies”, The Paper presented at the RELC

conference, Singapore, April, 2004

Krashen, S D (2013) “Reading and Vocabulary Acquisition: supporting evidence and some objections”, Iranian Journal of Language

Teaching Research 1(1), (Jan., 2013) 27-43

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Thank you for

your time.

Prepared by

Abdelmoneim Hassan Adam Khamis

Al-Aqsa School, Upper Classes

English Department

Dec, 2015