Receptive Skills TESOL 2015
- 1. HelpingTeachers to Choose and Adapt Reading and Listening Materials: Ten things teachers need to know C Carol Lethaby The New School UC Berkeley Extension clethaby@clethaby.com clethaby.com
- 4. English ID 1 – Seligson, Lethaby and Gontow Richmond Publishing 2014
- 6. English ID 1 – Seligson, Lethaby and Gontow Richmond Publishing 2014
- 7. Just Right Upper Intermediate (Second Edition) – Harmer and Lethaby Cengage Learning 2015
- 8. From: Lethaby, C. Acevedo, A and J Harmer (2015) Just Right Elementary (Second Edition) Cengage Learning
- 11. Find an authentic text and adapt it for a group of students to use for intensive reading practice.Write a rationale for why you chose the text, who it's adapted for and how you adapted it. (750 words) Include the original and your adaptation as appendices.The adaptation can be a pseudo-authentic text or an adapted-authentic text. It should be of this approximate length depending on the level of student it is intended for. Approximate text lengths to aim for: Beginner - 50 -100 words High beginner / pre-intermediate - 100 - 200 words Intermediate - 200 - 300 words Upper Intermediate - 300 - 450 words Advanced - 450 -600 words You do NOT need to design activities to accompany the text.
- 21. From: Lethaby, C. Acevedo, A and J Harmer (2015) Just Right Elementary (Second Edition) Cengage Learning
- 22. From: Lethaby, C. Acevedo, A and J Harmer (2015) Just Right Pre-Intermediate (Second Edition) Cengage
- 29. From: Harmer, J., Acevedo, A and C Lethaby (2007) Just Right Pre-Intermediate Marshall Cavendish
- 32. From: Harmer, J., Acevedo, A and C Lethaby (2007) Just Right Pre-Intermediate Marshall Cavendish
- 34. Lesson Plan Assignment You are going to design a lesson based around a listening passage or reading comprehension text. Cover page The first page must be completed in as much detail as possible. Consider carefully who the students are, why they are learning English, what their problems may be. The lesson plan 1. Warm-up – Pre-reading / listening Here you will have your pre-reading / listening activities: Remember these activities should help learners into the text. 2. While-reading / listening Here you will give the students tasks to do as they read / listen to the text. First reading / listening– focus on gist questions and things that learners can answer from a first time reading / listening. (include the text and all materials you will use with learners (worksheets etc) as appendices to your lesson plan) Second reading / listening – focus on looking for a deeper level of comprehension / more language work / vocabulary work. Remember that if the students are working on listening comprehension, the tasks you set must be different than for a reading text. 3. Post-reading / listening This is the follow-up stage where you help the student to make the text their own / personalize, relate it to them in some way. Use this stage to do communicative speaking and / or writing
- 36. HelpingTeachers to Choose and Adapt Reading and Listening Materials Carol Lethaby The New School University UC Berkeley Extension clethaby@clethaby.com clethaby.com
Editor's Notes
- #5: Mention level and the satisfaction of dealing with authentic text
- #7: Adapted authentic text to learner’s level
- #8: Text that is made to look authentic, but which is made up.
- #11: For intensive practice Can use word lists and Readability statistics, but more complex
- #15: See Fine page 32
- #24: Tasks will need to be different for listening