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TESOL 2011 New Orleans, LA U.S.A
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PRACTICING READING AND WRITING THROUGH NEWSPAPER ARTICLES
TESOL 2011 New Orleans, LA U.S.A
Jana CiobanuCalgary Immigrant Educational Society
YWCA of CalgarySukran Bicer
Maple Leaf Academy
The Canadian Language Benchmarks (CLB)
Communicative Proficiency
Competency Based
Learner-Centered
Task-BasedIntegration of Essential Skills
Subjective
Analytical
CLB-Based Approach
LINC ProgramLanguage Instruction for Newcomers to Canada
DddFffff
12 benchmarks, divided into three proficiency stages
The Schematic Structure of the Canadian Language Benchmarks
Basic proficiency Intermediate proficiency
Advanced proficiency
WHY NEWSPAPERS?
Authentic
Variety of subject matter
Different kinds of texts
Readily available
Flexibility for lesson planning
Up-to-date information
Empower independent learning
Opportunity for building vocabulary
Benchmarks: 4, 5, 6 (Pre-Intermediate and Intermediate)Theme/Unit: HealthText Type: Informational Text Learning Objectives:Students read a short authentic newspaper article on a familiar topicStudents demonstrate comprehension of simple, explicit, short (one-two paragraphs) textsStudents get the gist, key information, and important details of the textTechnology Used for Teaching: Board, overhead projector, LCD Projector, smart board.Vocabulary and Reading Skills and Strategies: Skimming and scanningGuessing vocabulary in context and vocabulary practice Grammar and Writing Skills and Strategies:RewriteOne-sentence summary Writing an e-mail to the editor expressing their concern
News Story 1Pacifiers Recalled Due to Lead
•Show the headline:
•Have students speculate on the possible content
Teacher prompts:• vocabulary guessing• grammar analysis, i.e. active/passive• draw on general knowledge
NEWS STORY 1PRE-READING
Pacifiers Recalled Due to Lead
WHILE-READING
The Calgary Herald, October 17, 2008
http://www.canada.com/calgaryherald/news/story.html?id=7c71bba1-eeed-4396-8013-34b98cd4404e
WHILE-READING
I. Skimming and Scanning• Ask 5 W’s and 1 H questions
How many baby pacifiers were recalled? Why ? What brand pacifiers were recalled? Where were they manufactured?
WHILE-READING
II. Guessing Vocabulary in Context
• Ask Students to provide a definition of the key words Pacifier and Recall
• Have Students find a synonym of the word Pacifier in the article
POST-READING
Approximately 10,000 ___________ were sold from April 2007 to October
2008 at Everything For A Dollar Store across Canada. These soothers were
produced in Thailand and imported by Ontai Products Company, which is
based in Toronto. Because there was high level of ___________ in My Baby brand
pacifiers, the importer ________ agreed to order the return of the products.
Despite the fact that only orange soothers tested positive, all of the products
were ____________ . ____________ to this poisonous metal can trigger vomiting,
diarrhoea, convulsions, comas, or even death.
recalled pacifiers voluntarily exposurelead
I. Gap Fill•Ask students to fill in the gaps with the vocabulary
POST-READING
II. Grammar Focus• Due to/Because of • Because
1. RE-WRITE PRACTICE :
Because of _______________________, __________________________________. Due to ___________________________ , ___________________________________. I couldn’t get to sleep last night because of____________________.
Because it was raining, he stayed home
I couldn’t get to sleep last night because it was noisy in the
next apartment.
POST-READING
2. Why-that’s-why Game
POST-READING3. WRITING A SUMMARY SENTENCE
Student response:
My Brand baby pacifiers sold across Canada in Everything for a Dollar stores have been recalled due to high level of lead.
Andrey, LINC 5
POST-READINGIII. Writing Skills1. E-MAIL WRITING • Have students write an email to the editor expressing their concern:
POST-READING
Yi Hao, LINC 5
Student Response:
Benchmarks: 5, 6, 7 (Intermediate and High-Intermediate)Theme/Unit: Bylaw/Community SafetyText Type: Informational Text Learning Objectives:Students read a short authentic newspaper article on a familiar topic Students demonstrate comprehension of simple, explicit, short (one-two paragraphs) textsStudents get the gist, key information, and important details of the textTechnology Used for Teaching: board, overhead projector, LCD Projector, smart boardVocabulary and Reading Skills and Strategies: Scan for information; skim for overall meaningRead to understand, summarize, evaluate, and re-tellIntegrate and synthesize informationSpot vocabulary in contextReading for detailsGrammar and Writing Skills and Strategies:Organize, record or document; inform or persuadeReproduce informationRequest information or justify a requestPresent an analysis or comparison
News Story 22Lecture For Spitting Leads Police To Murder Arrest
Show the article headline
•Have students speculate on the possible content.
PRE-READING ACTIVITY NEWS STORY 2PRE-READING
Lecture for Spitting Leads Police to Murder Arrest
The Calgary Herald, January 23, 2009
I. Reading for Details and Sequencing
•Have students complete the sequence of the events in the news story. The first and last events are given:
Two police officers see a man spitting on the street____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Police officers arrest him.
WHILE-READING
I. Reading for Details and Sequencing Student response:
Two police officers see a man spitting on the street____They walk over him to give him a warning.________ ________ ____He starts to act nervously.___________________________ ________ ____They run his name through the CPIC._______________________ ____They find out that he is wanted on second-degree.________ ____murder charges._____________________________________________Police officers arrest him.
WHILE-READING
Setu, LINC 5
WHILE-READING
II. Reading Comprehension:1. MULTIPLE-CHOICE QUESTIONS
1. What is the Calgary bylaw mentioned in this news story about? a) smoking b) waste and recycling c) public behaviour d) community standards2. What is the minor event in this news story? a) fighting at a party b) spitting on the street c) stabbing someone d) murdering someone3. “Lagrelle remains in custody”. What is the synonym in the story for the underlined phrase? a) nab b) detain c) approach d) charge4. “Lagrelle was wanted in the on the second degree murder charges in connection with the November slaying”. What is the synonym in the story for the underlined word? a) infraction b) warning c) homicide d) wound
WHILE-READINGII. Reading Comprehension:
2. OPEN-ENDED QUESTIONS
• Ask these questions drawing on your experience and/or general knowledge
1. What do you think constitutes second-degree murder?
2. Why do you think bylaws exist?
WHILE-READINGII. Reading Comprehension:
3. TRUE-FALSE QUESTIONS
•Ask students to read each statement and decide whether they are true or false. •Ask them to correct the false ones
1. Lagrelle was arrested because he was spitting on the street. T/F
2. Lagrelle stabbed L’hirondelle to death at a party in Edmonton. T/F
3. Because Lagrelle started to act nervously, Calgary police officers T/Fasked for his ID.
WHILE-READINGIII. Vocabulary Study: 1. VOCABULARY SPOTTING IN CONTEXT
• Ask students to find the phrasal verbs from the text that fit the definitions provided.
a) to happen in a particular way or to have a
particular result, especially one that you didn’t expect: _________
b) to find yourself in a place or situation that you didn't expect to be in: _________
c) to start suddenly: _________
d) to develop in a successful way: _________
Turn out
End up
Break out
Work out
WHILE-READINGIV. Writing Skills: 1. REPRODUCING INFORMATION
• Ask students to rewrite the statement in their own words. Remind them not to change the meaning, but they free to use different structures and vocabulary.
“Were it not for Calgary’s bylaw, police there could not have taken action on Lagrelle’s bad behaviour…”
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
POST-READINGI. Integrated Skills
1. VOCABULARY POSTER
•Ask the students to create a poster for the assigned phrasal verbs. They can draw a picture (or picture stories) or a symbol(s) that shows the meaning clearly. •Ask the students to post them on the board and guess what phrasal verb the picture represents.
POST READING
VOCABULARY POSTER
Student response:
Ruslana, Davoud, and Jankiben, LINC 5
POST READING
VOCABULARY POSTER
Student response:
Ruslana, Davoud, and Jankiben, LINC 5
Clark Kent turns out to be Superman
I. Integrated Skills
2. POSTER PRESENTATION
POST-READING
Ask students to make a poster on a bylaw topic such as parking, public behaviour, and waste and recycling and present it to the class. Students vote on the best one(s)
POSTER PRESENTATION
POST-READING
Diana, Galyna, and Ahmed LINC 5
Student response:
POST-READING II. Writing Skills:1. ESSAY WRITING
• Ask students to write an informative essay on a bylaw they would like to inform their community about. Remind them to explain at least three important details regarding the bylaw they have chosen
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________
II. Writing Skills:2. NOTICE WRITING • Have students look at the
picture of Marlborough Park, which shows some problems existing for several months.
• Ask students to write a notice to the community newspaper describing three to four problems in the park and explain what they think should be done. Encourage them to tell the residents of their community why it is important to make changes.
POST-READING
Notice Writing
POST-READING
Student response:
COMMUNITY NOTICE
TO ALL RESIDENTS OF THE MARLBOROUGH
COMMUNITY :For several months there have
been problems in the community park. The swing and the bench
have been broken, the garbage has been thrown all over the park and the braches of the trees have been broken as well. The Marlborough
Park is the only park in our neighborhood and that’s why it is
important to keep it in an excellent state.
Save our park!
Thank you for your understanding and cooperation.
Sincerely,Violeta Rata
Benchmark: 5,6,7 (Intermediate) Theme/Unit: EmploymentText Type: Informational Text and/or Business/Service TextLearning Objectives:Students demonstrate comprehension of advanced specialized texts.Students get the gist, key information, and important details of the text.Based on the information in the newspaper, students express their opinions about creative resumes and their benefits.Technology Used for Teaching: board, overhead projector, LCD Projector, smart board.Vocabulary and Reading Skills and Strategies: Scan for information; skim for overall meaningRead to understand, summarize, and evaluate and interpret informationIntegrate and synthesize informationSpot unknown vocabulary in contextGrammar and Writing Skills and Strategies:Write a summary of the article using the 5W's Design a creative Resume that could possibly grab the employers’ attention.
News Story 3Reinvent Your Resume
I. Predicting the Content • Show theses pictures and ask them to predict what the article will be about.
PRE-READING
http://reader.metronews.ca/digital_launch.aspx?eid=5dfa8c68-9120-4727-aa01-75749f33379e&skip=true
WHILE-READING
WHILE-READING
THE SCRAMBLED WORD THE UNSCRAMBLED WORD
Mrhmtapcen (p-1) Parchment
Lirec (p-1) Relic
Encanubada (p-2) Abundance
Slaitnederc (p-2) Credentials
Tnatculer (p-5) Reluctant
Gnikathtaerb(p-6) Breathtaking
Tneinevnoc (p-8) Convenient
Detadnuni(p-8) Inundated
Ylsseltneler(p-9) Relentlessly
Yzzanas(p-10) Snazzy
I. Vocabulary Study1. SCRAMBLED LETTERS • Ask students to unscramble the letters to find the words in the following
paragraphs:
WHILE-READING I. Vocabulary Study2. SYNONYMS• Ask students to find synonyms in the following paragraphs using an English dictionary:
THE WORD THE SYSNONYM
Parchment (p-1) paper
Relic (p-1) object
Abundance (p-2) a great amount
Credentials (p-2) qualifications
Reluctant (p-5) hesitant
Breathtaking (p-6) exciting
Convenient (p-8) suitable
Inundated (p-8) overwhelmed
Relentlessly (p-9) persistently
Snazzy (p-10) stylish
POST-READING
I. Writing Skills1. SUMMARY WRITINGAsk students to write a summary of the article using the 5W's: Who, What, Where, Why, When
Who?
What?
Where? Why?
When?
TITLE
POST-READING
I. Writing Skills
2. RESUME WRITING
• Have students look at Anna-Maria Bonavista’s profile • Have them discuss in groups whether applicants’ age, picture, marital status
and hobbies should be included in the resume• Ask them to design a creative resume for her that could grab the employers’
attention.
POST-READING
Retail Service and ManagementBow Valley College, Calgary, AB (2010)
English Instruction for Newcomers to Canada(LINC 5)Calgary Immigrant Educational Society (2009)
Education:
Name: Anna-Maria Bonavista
Married/3 kids
Marital Status:
35
Age:
Anna-Maria Bonavista’s Profile
Cashier COOP Grocery Store, Calgary, AB2010-Present
CashierSafeway, Grocery StoreCalgary, AB2009-2010
Experience
Hobbies:
Cross-country skiingTraveling
EducationRetailService and ManagementBow Valley College,
Calgary, AB (2010)
English Instruction for Newcomers to Canada
(LINC 5)Calgary Immigrant Educational Society (2009)
Anna-Maria Bonavista
455 Green Dr.ive
Calgary, AB T2J5J8
Cashier
COOP Grocery
Store, Calgary,
AB
2010-Present
Cashier
Safeway,
Grocery Store
Calgary, AB
2009-2010
Experience
Leila and Vinh, LINC 5
OBJECIVE
Find a job as a cashier in a
grocery store
SUMMARY OF QUAALIFICATIONS
•Handling cash and performing cash/debit/credit transactions•Solving billing problems and dealing well with customer stress•Communicating effectively with a variety of people
Volunteer Work
Volunteer at Food Bank , Calgary,
AB(2009-2010)
Grab this bag and be
carried away by my
commitment!Grab this bag and be carried away by my commitment!
Integrated Skills with Newspapers
Integrated Skills
Writing•Reproducing
Information•Different format
Listening and Speaking•Essential Skills•Oral presentation•Group/one-on-
one Interaction
Reading•Extensive reading•Vocabulary
REFERENCES Drake, L. & Hall, J. (2009, January 23). Lecture for spitting leads police to
murder arrest. The Calgary Herald, pp. A3
Hinshaw, D. (2011, January 5). Reinvent your resume. The Metro, pp.13
Pacifiers recalled due to lead. (2008, October 17). The Calgary Herald, pp. E1
Pawlikowska-Smith, G. (2002). Canadian Language Benchmark 2000: Theoretical Framework. Ottawa: Centre for Canadian Benchmarks
QUESTIONS?
