English around the world: Module objectives Language Self-Awareness  Summaries-’Dos and don’ts [language development]  The passive voice [language analysis]  Ways with texts [methodology]  Intonation, emotion and attitude [pronunciation]  I don’t know what this word means [vocabulary]

English around the world: Module Objectives Practical Application in the Classroom  Intensive or extensive reading  Reading and elementary learners [magazine]

Predictions The following key phrases are from an article entitled ‘Our Changing language’.  What points do you think the writer will make about them? Make notes.  Now scan the article. Find and underline the phrases. Key phraseYour prediction Native speakers Changes are inevitable Destiny of the language Loan words Advancements in technology Global lingua franca

Our changing language How did your predictions compare with those of the writer? Were your predictions more interesting than those of the writer?

Our changing language Read the article again, more carefully. What is the purpose of the article? a. To inform? b. To persuade? c. To tell a story? d. To raise awareness? e. To describe? Is the article positive, negative or neutral? What is the main point of each paragraph? (Choose one point for each paragraph.) Where are the main paragraph points? How does the author support the main points? What is the main message of the article? Where is the main message stated?

Summary How would you define a summary? Compare the summary with the text. What are the differences? Are any important points missing? Is the main message the same? Does the summary follow the same structure as the original?

Dos and don’ts of summaries What makes a good summary? Complete the table with dos and don’ts of summarizing. Use the examples as a guideline. D0Don’t Start by reading and underling the key points. Add your own ideas or opinions. List the main ideas.

Dos and don’ts of summaries What makes a good summary? Did you think of these ones? D0Don’t Start by reading and underling the key points. Add your own ideas or opinions. List the main ideas.Use too many of the same words as the original. Use your own words.Write all the minor details. Make it shorter than the original. Copy sentences. Review your summary to make sure it contains all the main ideas. Add examples of figure which are not in the original.

What’s the grammar? Read the sentences. What do the underlined words have in common? Can you name the underlined forms? 1. It’s thought that there are more speakers of English as a second or foreign language than as a first. 2. English, like most other languages around the world, has been influenced by other languages. 3. Goods, artifacts and words were brought back from abroad. 4. English will be spoken increasingly as a global language. 5. 3,ooo words a year are incorporated into the dictionary.

The passive voice Why is the passive voice used in the sentences? How do we form the passive?

When to use the passive Are the statements true or false? What is your reasoning? a. The passive is used more in writing than in speaking. b. The passive is used when the agent is important. c. The passive is used when we want to make the person or thing affected by the action more important. d. The passive is often used to make general statements or announcements. e. The passive is very informal.

Ways with texts TeacherActivityNotes TammyLearners questions JeanaThe play’s the thing FreddieIntros, middles and outros SamPicture it AntonReading projects ZacChanges UllaSequencing ShanaOutlines Listen and note what they say and then compare your notes with the group.

Assess the activities Discuss your activity using the guiding questions on the table. Write you comments into the table. Add any other criteria you feel may be important. Present your activity assessments.

Pronunciation Intonation, emotion and attitude EO

Guess how I feel Choose a phrase. Decide how to say the phrase- i.e. sad, bored, etc. Listen to everyone’s phrases. Can you guess how they feel? Good morning. It’s OK. What do you mean? Have you heard the latest? Please listen to me. I’m sorry. I don’t know. I hope so. I think so.

Reading for pleasure Why do your learners read in English:  In the classroom?  Outside the classroom? Intensive or extensive? What is intensive reading? What is extensive reading? Which one is used most in the classroom?

Reading and elementary learners Can elementary learners engage in extensive reading? Read the article. Why does the writer think that elementary students don’t read books in English? Do you agree? What factors influence her choice of story? How does she encourage her students to read extensively?

Immediate reactions Have you changed you original opinion about extensive reading and elementary learners? What do you think of the writer’s suggestions for encouraging extensive reading? Would this work in your classroom? The writer refers to ‘readers’-what are they? What are the benefits of extensive reading? ‘Readers’ are not always readily available. How can teacher provide extensive reading materials?

Vocabulary Help! I don’t know what this word means! What do you do when you come across words you don’t understand? Tick the boxes. Compare with your partner/group. AlwaysSometimesNever Ignore them-you can get the sense Look them up in a bi-lingual dictionary Look them up in a mono-lingual dictionary Ask someone to explain Try to guess the meaning from context

Guess! The word cloud has a selection of words from the magazine article. o Which ones did you already know before you read it? o Which ones are new words for you? o Find and underline your new words in the magazine article. o Try to work out the meaning by looking at the surrounding words. o Write definitions and compare with your partner. Were your words the same?

Disappearing story How short can you make the story? The old man walked into the room, said hello, put down his large leather bag, took off his dirty shoes and started to tell everyone an extremely long story about his adventurous life among the lost tribes of the Amazon.

Reflection Reflect on the module. What was new for you What skill/knowledge have you developed? How will you use your learning in your teaching? What made you think? What surprised you? What did you enjoy most? What gave you problems? What was the most interesting section? What do you need to study more?

English around the world: Module objectives Language Self-Awareness  Summaries-’Dos and don’ts [language development]  The passive voice [language analysis]  Ways with texts [methodology]  Intonation, emotion and attitude [pronunciation]  I don’t know what this word means [vocabulary]

English around the world: Module Objectives Practical Application in the Classroom  Intensive or extensive reading  Reading and elementary learners [magazine]