1. Brazilian English Teachers Program The Language Connection of St. John’s University Presenter: Sue Peterson

2. 1.What were the 5 most important news stories of the past year? 2.How do you teach news stories? 3.Have you ever used news clips in your teaching? If yes, how? 4.How do you deal with the vocabulary in news stories?

3.  Using News Stories  Research  Problems with Teaching the News  Solution  Activity for Teaching News Stories  Questions & Answers

4. Provide current information Contain rich content and cultural information Allow for students to practice all language skills

5.  Fluency – not having the words  Background knowledge

6.  Words, words, words…

7. Need repeated contact with new vocabulary for retention Contact Need recycling of the words words

8.  Need time to digest the words

9. N. Schmitt (2008) Engagement with vocabulary Explicit teaching Incidental learning

10.  Repeated contact  Recycling  Retention

11. Processing new information Identifying organizational pattern Synthesizing information Thinking critically

12.  Episodic stories have a beginning, middle, and end…  Episodic stories give students time to let the content “sink in”  Episodic news provides repeated exposure to key vocabulary and expressions

13. http://www.cnn.com/studentnews Support Materials for Teachers & Students Click and Play Videos Printables Easy Prep 3 R’s

14.  CNN Student News (http://www.cnn.com/studentnews/)http://www.cnn.com/studentnews/  Handout 1 - Printable transcript (http://www.cnn.com/studentnews/)http://www.cnn.com/studentnews/  Handout 2 - Printable questions (http://www.cnn.com/studentnews/)http://www.cnn.com/studentnews/

15. View video news clip Extract key vocabulary and create vocabulary chart Print and underline comprehension questions

16. Item 1- Gun Control Item 2 – Sugar Item 3 – Universal Flu Vaccine Item 4 – Sports Attendance Item 5 – Lance Armstrong Task force – group of people who try to solve a problem Get the ball rolling – begin something Background check- security check of past history of a person To bear arms- to own a gun Heat up-a topic or subject becomes causes debate Obesity – a condition in which excess weight and fat are unhealthy To blame- to hold responsible for something; to cause something to happen Point the finger- blame Put out – place Point out – emphasize, make noticeable Pandemic-everywhere, widespread Keep up – maintain the same level; not get behind To nail it – to do something very well, succeed Combat – fight Blow up – make larger Strain – a type or variety of Boost – increase Buck – a deer Buck – a dollar Buy one-get one free – if you buy one item, another item that is the same is free Money back guarantee – if you are not satisfied with a product, you will receive a refund Harsh – severe Teach a lesson – learn from an experience in which a person does something wrong To forgive – to excuse someone for doing something wrong Steroids or Performance Enhancing Drugs– a drug that increases physical ability A shame – unfortunate To lie – to not tell the truth End up – the end or final result Look up to - admire Sample Vocabulary Chart

18. Present vocabulary chart to students Give brief synopsis of each news item Students read underlined questions Students view News Clip and take notes

19. Comprehension Check

20. Students use notes to answer underlined questions. Then, with a partner, have them compare their answers. Ask students what vocabulary from the board they heard in the video clip. Ask students to choose one news item and use key vocabulary, to retell the story to their partner. Ask various students to retell or summarize each news item

22.  Students answer the remaining discussion questions on the handout (the questions that are not underlined).  The questions that are not underlined ask students to evaluate or give their opinion about the news topics.  Encourage students to use the vocabulary from the chart to express their opinions.

23. Thank you for attending this workshop. If you have any questions, please feel free to contact me. Sue Peterson petersos@stjohns.edu