English Teaching Methods Reading and Writing

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

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Universidad Latina Centro Internacional de Postgrado Maestría en Ciencias de la Educación con énfasis en la Enseñanza del Inglés

English Language Teaching Album: Reading & Writing Sample Activities From a TBLT Point of View

By Jonathan Acuña Solano & Jerson Salas Vargas

August 23, 2014

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

Page Reading Activity 1: Inferential Reading

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Handout 1:The Golden Apples of the Sun

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Handout 2: The Golden Apples of the Sun by Ray Bradbury

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Reading Activity 2: Dense Questioning

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Handout 1: The Chimney Sweeper by William Blake [Poem]

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Handout 2: The Chimney Sweeper by William Blake [Questionnaire]

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Reading Activity 3: QAR: Question-Answer Relationships

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Strategies for Business Correspondence

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Handout 1: Memorandum and Email Response

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Writing Activity 1: Journal Writing

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Handout: Journal Writing

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Writing Activity 2: Mind Mapping / Annotations

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Handout 1: Australian Memories

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Handout 2: Shearing time in Australia is a wonderful experience

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Handout 3: My personal childhood memories

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Writing Activity 3: Editing

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Handout 1: Dishonesty Killed Reliability

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Handout 2: Dishonesty Killed Reliability [Rating]

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Handout 3: Telling the Truth

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Bibliography

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MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

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Reading Activity 1: Inferential Reading Activity 1 Level Goal Technique

Topic: 20th Century Storytelling / Target Content: Short Stories B1 / Intermediate in Narrative [literature] Analyze Ray Bradbury’s short story, The Golden Apples of the Sun Inferential Reading After providing students with some background information regarding science fiction storytelling in the 20th Century, they will able to reconstruct the narrator’s inner motifs in telling the story by discussing the questions provided to them.  Draw conclusions and make inferences  Recognize the effects of one’s own point of view in formulating interpretations of texts  Set of questions for inferential reading [handout]  Handout with The Golden Apples of the Sun by Ray Bradbury

Objective Purpose Materials

90-Minute Lesson Plan Segment

Time

Instructor’s Task

Schema activation

15 min

Pre-Reading Activity

10 min

- T will ask Ss what a fable is and how it was used in ancient times to teach people.

- T will also ask Ss if they know of any author or fable to share with the class.

- T will make notes on the board about Ss’ comments.

- T will explain how modern fables are phrased.

- T will introduce who Ray Bradbury is and how he uses fables/short stories to consider modern moral issues.

- T will explain how Bradbury does this by talking to Ss about the Butterfly Effect, which was also written by him.

- T will ask Ss to consider the moral issues in the Butterfly

Reading Activity

30 min

Post Reading Activity

20 min

Assessment

15 min

Effect.

- T will provide Ss with two different handouts: 1) Bradbury’s story The Golden Apples of the Sun, and 2) a questionnaire.

- T will give Ss 30 minutes to read the story and answer the questions.

- T will hold a literary round table with Ss to discuss their insights (inferences) into the story.

- T will serve as a monitor to assess and guide the discussion.

- In the class online forum, T will ask Ss to post their final ideas on the implications for humans on what happened in the story.

Participants Learning Tasks - Ss are given the chance to talk about what a fable is and how people were taught by means of them.

- Ss will talk about any author or fable they know and what the teaching is.

- Ss will listen to T explain about modern fables.

- Ss will listen to their T’s explanation on who Ray Bradbury is and how he considers modern moral issues.

- Ss will listen to their T talking about the Butterfly Effect and its moral issues.

- Ss will have the chance to contribute to the discussion on ethics.

- Ss will get two handouts to work on their reading assignment in about 30 minutes.

- Ss will answer the questions on their second handout.

- Ss will discuss with their peers their findings and interpretations.

- Ss will be asked by the T to provide their insights.

- Ss will write a post entry in the class online forum with their assessment of the moral implications of the story.

Rationale - This part of the class will allow students to activate their prior knowledge what a fable is and how it has been used through history as a teaching tool of values.

- This section of the class will enable Ss to redefine their conceptualization of fables and how ethics governs our actions.

- This part of the lesson will enable Ss to go deep into the co-text of the story to decode the ethical issues presented by Bradbury.

- This round table will help Ss better understand the moral issue they see in the

Golden Apples

- The forum will allow Ss to think deeply in the ethics behind the story and then write his/her final insights.

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

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Handout 1: The Golden Apples of the Sun Ray Bradbury is a science fiction writer who likes to get into common life situations and explore them from a different point of view, the future.

Along with the text, you are provided with a series of questions for you to explore the meaning and message of the story. Work individually; read the story, and while doing so, think of a good way to answer the questions.

COMPREHENSION 1. What was the captain’s “quiet and single idea”? How was the ship equipped to accomplish his purpose?

2. What was the crew's immediate reaction when the captain told them they had reached the sun?

3. How did the crew react when one of them died?

4. Why had the men gone to the sun?

5. What was the captain's reaction following the success of his mission?

INFERENCE 1. Referring directly to the story, describe the character of the captain.

2. What does the writer mean by the line, "So: we stretch out our hand with the beggar's cup"?

3. What does the captain mean when he says, "There's only one direction in space from here on out"?

TECHNIQUE 1. Most of the writer's descriptions are poetic, but his dialogue is terse and concise prose. Why do you think he constructed his story in this way? Is such a construction appropriate for this story? Why or why not?

2. Re-read the beginning and ending of the story; note how the writer rounds out his story, in other words, how he completes a full circle. Explain why such a beginning and ending are appropriate for this particular story.

3. Any good writer makes full use of the senses - touch, taste, sound, smell, and sight. Show by making reference to the story that Bradbury has appealed to each of the senses. What strong contrast does he create?

TOTAL STUDY 1. The science fiction story has been called a modem fable. In what way might this story be considered a modem fable? What traces of ancient myth and legend run through the story? Why do you think the writer has included these references?

Taken from Bell, J. (2013) The Golden Apples of the Sun Analysis Guide and adapted for educational purposes.

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

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Handout 2: The Golden Apples of the Sun by Ray Bradbury

The Golden Apples of the Sun Ray Bradbury "South," said the captain.

"But," said his crew, “there simply aren't any directions out here in space."

"When you travel on down toward the sun," replied the captain, "and everything gets yellow and warm and lazy, then you're going in one direction only." He shut his eyes and thought about the smoldering, warm, faraway land, his breath moving gently in his mouth.

"South." He nodded slowly to himself.

"South."

Their rocket was the Copa de Oro, also named the Prometheus and the Icarus and their destination in all reality was the blazing noonday sun.

In high good spirits they had packed along two thousand sour lemonades and a thousand white-capped beers for this journey to the wide Sahara.

And now as the sun boiled up at them

they remembered a score of verses and quotations: '"The golden apples of the sun'?"

"Yeats." "'Fear no more the heat of the sun'?"

"Shakespeare, of course!" "'Cup of Gold? Steinbeck. 'The Crock of Gold'? Stephens. And what about the pot of gold at the rainbow's end? There's a name for our trajectory,

by God. Rainbow!"

"Temperature?"

"One thousand degrees Fahrenheit!"

The captain stared from the huge darklensed port, and there indeed was the sun, and to go to that sun and touch it and steal part of it forever away was his quiet and single idea. In this ship were combined the coolly delicate and the coldly practical. Through corridors of ice and milk-frost, ammoniated winter and storming snowflakes blew. Any

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

spark from that vast hearth burning out there beyond the callous hull of this ship, any small firebreath that might seep through would find winter, slumbering here like all the coldest hours of February.

The audiothermometer murmured in the arctic silence: "Temperature: two thousand degrees!"

Falling, thought the captain, like a snowflake into the lap of June, warm July, and the sweltering dogmad days of August.

"Three thousand degrees Fahrenheit!"

Under the snow fields engines raced, refrigerants pumped ten thousand miles per hour in rimed boaconstrictor coils.

"Four thousand degrees Fahrenheit."

Noon. Summer. July.

"Five thousand Fahrenheit!"

And at last the captain spoke with all the quietness of the journey in his voice: "Now, we are touching the sun."

Their eyes, thinking it, were melted gold.

"Seven thousand degrees!"

Strange how a mechanical thermometer could sound excited, though it possessed only an emotionless steel voice.

"What time is it?" asked someone.

Everyone had to smile.

For now there was only the sun and the sun and the sun. It was every horizon, it was every direction. It burned the minutes, the seconds, the hourglasses, the clocks; it burned all time and eternity away. It burned the eyelids and the serum of the dark world behind the lids, the retina,

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the hidden brain; and it burned sleep and the sweet memories of sleep and cool nightfall.

"Watch it!"

"Captain!"

Bretton, the first mate, fell flat to the winter deck. His protective suit whistled where, burst open, his warmness, his oxygen, and his life bloomed out in a frosted steam.

"Quick!"

Inside Bretton’s plastic face-mask, milk crystals had already gathered in blind patterns. They bent to see.

"A structural defect in his suit, Captain. Dead."

"Frozen."

They stared at that other thermometer which showed how winter lived in this snowing ship. One thousand degrees below zero. The captain gazed down upon the frosted statue and the twinkling crystals that iced over it as he watched. Irony of the coolest sort, he thought; a man afraid of fire and killed by frost.

The captain turned away. "No time.

No time. Let him lie." He felt his tongue move. "Temperature?"

The dials jumped four thousand degrees.

"Look. Will you look? Look." Their icicle was melting.

The captain jerked his head to look at the ceiling.

As if a motion-picture projector had jammed a single clear memory frame in his head, he found his mind focused ridiculously on a scene whipped out of childhood. Spring mornings as a boy he found he had leaned from his bedroom window into the snow-smelling air to see the sun

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

sparkle the last icicle of winter. A dripping of white wine, the blood of cool but warming. April fell from that clear crystal blade.

Minute by minute, December’s weapon grew less dangerous. And then at last the icicle fell with the sound of a single chime to the graveled walk below.

"Auxiliary pump’s broken, sir.

Refrigeration. We're losing our ice!"

A shower of warm rain shivered down upon them. The captain jerked his head right and left. "Can you see the trouble? Christ, don't stand there, we haven't time!"

The men rushed; the captain bent in the warm rain, cursing, felt his hands run over the cold machine, felt them burrow and search, and while he worked he saw a future which was removed from them by the merest breath. He saw the skin peel from the rocket beehive, men, thus revealed, running, running, mouths shrieking, soundless. Space was a black mossed well where life drowned its roars and terrors. Scream a big scream, but space snuffed it out before it was half up your throat. Men scurried, ants in a flaming match-box; the ship was dripping lava, gushing steam, nothing!

"Captain?"

The nightmare flicked away.

"Here." He worked in the soft warm rain that fell from the upper decks. He fumbled at the auxiliary pump. "Damn it!" He jerked the feed line. When it came, it'd be the quickest death in the history of dying. One moment, yelling; a warm flash later only the billion billion tons of space-fire would whisper, unheard, in space. Popped like strawberries in a furnace, while their thoughts lingered on the scorched air

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a long breath after their bodies were charred roast and fluorescent gas.

"Damn!" He stabbed the auxiliary pump with a screw driver. "Jesus!" He shuddered. The complete annihilation of it. He clamped his eyes shut, teeth tight. God, he thought, we're used to more leisurely dyings, measured in minutes and hours. Even twenty seconds now would be a slow death compared to this hungry idiot thing waiting to eat us!

"Captain, do we pull out or stay?"

"Get the Cup ready. Take over, finish this. Now!" He turned and put his hand to the working mechanism of the huge Cup; shoved his fingers into the robot Glove.

A twitch of his hand here moved a gigantic hand, with gigantic metal fingers, from the bowels of the ship.

Now, now, the great metal hand slid out holding the huge Copa de Oro, breathless, into the iron furnace, the bodiless body and the fleshless flesh of the sun.

A million years ago, thought the captain, quickly, quickly, as he moved the hand and the Cup, a million years ago a naked man on a lonely northern trail saw lightning strike a tree. And while his clan fled, with bare hands he plucked a limb of fire, broiling the flesh of his fingers, to carry it, running in triumph, shielding it from the rain with his body, to his cave, where he shrieked out a laugh and tossed it full on a mound of leaves and gave his people summer.

And the tribe crept at last, trembling, near the fire, and they put out their flinching hands and felt the new

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

season in their cave, this small yellow spot of changing weather, and they, too, at last, nervously, smiled. And the gift of fire was theirs.

"Captain!"

It took all of four seconds for the huge hand to push the empty Cup to the fire. So here we are again, today, on another trail, he thought, reaching for a cup of precious gas and vacuum, a handful of different fire with which to run back up cold space, lighting out way, and take to Earth a gift of fire that might bum forever. Why? He knew the answer before the question.

Because the atoms we work with our hands, on Earth, are pitiful; the atomic bomb is pitiful and small and our knowledge is pitiful and small, and only the sun really knows what we want to know, and only the sun has the secret. And besides, it's fun, it's a chance, it's a great thing coming here, playing tag, hitting and running. There is no reason, really, except the pride and vanity of little insect men hoping to sting the lion and escape the maw. My God, we'll say, we did it! And here is our cup of energy, fire, vibration, call it what you will, that may well power our cities and sail our ships and light our libraries and tan our children and bake our daily breads and simmer the knowledge of our universe for us for a thousand years until it is well done.

Here, from this cup, all good men of science and religion: Drink! Warm yourselves against the night of ignorance, the long snows of superstition, the cold winds of disbelief, and from the great fear of darkness in each man. So: We stretch

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out our hand with the beggar's cup....

"Ah." The Cup dipped into the sun. It scooped up a bit of the flesh of God, the blood of the universe, the blazing thought, the blinding philosophy that set out and mothered a galaxy, that idled and swept planets in their fields and summoned or laid to rest lives and livelihoods.

"No, slow," whispered the captain.

"What'll happen when we pull it inside?

That extra heat now, at this time, Captain?"

"God knows." "Auxiliary pump all repaired, sir."

"Start it!"

The pump leaped on.

"Close the lid of the Cup and inside now, slow, slow."

The beautiful hand outside the ship trembled, a tremendous image of his own gesture, sank with oiled silence into the ship body. The Cup, lid shut, dripped yellow flowers and white stars, slid deep. The audiothermometer screamed. The refrigerator system kicked; ammoniated fluids banged the walls like blood in the head of a shrieking idiot.

He shut the outer air-lock door.

"Now." They waited. The ship's pulse ran.

The heart of the ship rushed, beat, rushed, the Cup of gold in it. The cold blood raced around about down through, around about down through.

The captain exhaled slowly.

The ice stopped dripping from the ceiling. It froze again.

"Let's get out of here."

The ship turned and ran.

"Listen!"

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

The heart of the ship was slowing, slowing. The dials spun on down through the thousands; the needles whirred, invisible. The thermometer voice chanted the change of seasons.

They were all thinking now, together: Pull away and away from the fire and the flame, the heat and the melting, the yellow and the white. Go on out now to cool and dark. In twenty hours perhaps they might even dismantle some refrigerators, let winter die. Soon they would move in night so cold it might be necessary to use the ship's new furnace, draw heat from the shielded fire they carried now like an unborn child. They were going home.

They were going home and there was some little time, even as he tended to the body of Bretton lying in a bank of white winter snow, for the captain to remember a poem he had written many years before: Sometimes I see the sun a burning Tree, Its golden fruit swung bright in airless air, Its apples wormed with man and gravity, Their worship breathing from them everywhere, As man sees Sun as burning Tree...

The captain sat for a long while by the body, feeling many separate things.

I feel sad, he thought, and I feel good,

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and I feel like a boy coming home from school with a handful of dandelions.

"Well," said the captain, sitting, eyes shut, sighing. "Well, where do we go now, eh, where are we going?" He felt his men sitting or standing all about him, the terror dead in them, their breathing quiet. "When you've gone a long, long way down to the sun and touched it and lingered and jumped around and streaked away from it, where are you going then? When you go away from the heat and the noonday light and the laziness, where do you go?"

His men waited for him to say it out. They waited for him to gather all of the coolness and the whiteness and the welcome and refreshing climate of the word in his mind, and they saw him settle the word, like a bit of ice cream, in his mouth, rolling it gently.

"There's only one direction in space from here on out," he said at last.

They waited. They waited as the ship moved swiftly into cold darkness away from the light.

"North," murmured the captain.

"North." And they all smiled, as if a wind had come up suddenly in the middle of a hot afternoon.

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

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Reading Activity 2: Dense Questioning Activity 2 Level Goal Technique

Topic: 20th Century Storytelling / Target Content: Short Stories B2 / Upper-Intermediate in Literary Criticism [literature] Analyze William Blake’s The Chimney Sweepers from different literary criticism approaches Dense Questioning After providing students with historical biographical information about William Blake, they will able to analyze the persona’s message by discussing the questions provided to them.  Interpret and synthesize recurring themes/ideas  Pose personally relevant questions about texts  Relate new information to prior reading and/or experience by making text-to text, text-to-self, and text-to-world connections  Set of questions for dense questioning [handout]  Handout with The Chimney Sweeper by William Blake

Objective

Purpose

Materials

80-Minute Lesson Plan Segment

Time

Instructor’s Task

Schema activation

15 min

Pre-Reading Activity

15 min

Reading Activity

20 min

Post Reading Activity / Assessment

30 min

- T will ask Ss to come up with a list of what they consider the worst jobs they can think of.

- Based on Ss’ preferences, the T will ask them about why they think that is an awful job.

- T will introduce the job poor young English boys had during the Industrial Revolution: the chimney sweepers.

- T will introduce William Blake’s most salient features of his biography: the arts and poetry.

- T will explain Blake’s religious beliefs and how they can be found in his poetry.

- T will ask Ss to name the ways in which workers were mistreated during the Industrial Revolution.

- T will provide Ss with two different handouts: 1) Blake’s The Chimney Sweepers, and 2) a questionnaire.

- T will give Ss 10 minutes to read the story and answer the questions individually.

- T will pair up Ss to have them discuss the questionnaire fully.

- T will hold a whole class discussion to assess Ss’ understanding.

- T will ask Ss to write a reaction paper pointing out the most relevant issues in the story.

- T will collect the paper to provide Ss with feedback.

Participants Learning Tasks - Ss will come up with a list of jobs they consider the worst they can think of.

- Ss will be asked to explain why they consider that job an awful one.

- Ss will be introduced to the jobs poor young boys had during the Industrial Revolution: the Sweepers.

- Ss will listen to their T’s explanation of Blake’s most salient biographical features.

- Ss will be explained the importance of religious beliefs in Blake’s poetry.

- Ss will list and name the ways in which workers were mistreated during the Industrial Revolution - Ss will get two handouts to work on their reading assignment in about 20 minutes: first individually, then in pairs.

- Ss will discuss the questions with a partner to help them clarify their insights into the poem.

- Ss will participate in a class discussion to self-assess their understanding.

- Ss will be asked to write a reaction paper about what they consider the most relevant.

- Ss will get feedback.

Rationale - This part of the class will allow students to recall the beginnings of the Industrial Revolution and how people were treated by the industrialists.

- This section of the class will enable Ss to get in tune with the social conditions during the Industrial Revolution in England.

- This part of the lesson will enable Ss to go deep into the co-text of the poem to dig into the persona’s message.

- This class discussion will allow Ss to verify that their interpretations were in accordance to the persona’s message.

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

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Handout 1: The Chimney Sweeper by William Blake [Poem]

The Chimney Sweeper: When my mother died I was very young

BY WILLIAM BLAKE

When my mother died I was very young, And my father sold me while yet my tongue Could scarcely cry "'weep! 'weep! 'weep! 'weep!"

So your chimneys I sweep & in soot I sleep.

There's little Tom Dacre, who cried when his head That curled like a lamb's back, was shaved, so I said, "Hush, Tom! never mind it, for when your head's bare, You know that the soot cannot spoil your white hair."

And so he was quiet, & that very night, As Tom was a-sleeping he had such a sight!

That thousands of sweepers, Dick, Joe, Ned, & Jack, Were all of them locked up in coffins of black; And by came an Angel who had a bright key, And he opened the coffins & set them all free; Then down a green plain, leaping, laughing they run, And wash in a river and shine in the Sun. Then naked & white, all their bags left behind, They rise upon clouds, and sport in the wind.

And the Angel told Tom, if he'd be a good boy, He'd have God for his father & never want joy.

And so Tom awoke; and we rose in the dark And got with our bags & our brushes to work.

Though the morning was cold, Tom was happy & warm; So if all do their duty, they need not fear harm.

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

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Handout 2: The Chimney Sweeper by William Blake [Questionnaire] William Blake is one of the most notorious English poets of the Romantic Movement in Literature. Here you are now confronted with one of his least read pieces of poetry, but that contains a lot of what Blake bore in his heart and his strong religious beliefs: The Chimney Sweeper: When My Mother Dies I was very young.

Carefully read the poem and consider the following questions about its content and in connection with what we have already studied in class.

1. Who’s the persona in the poem? What personality traits can you identify in his personality?

2. How do you feel about the suffering expressed by the persona? Do you relate to him? Why or why not? [Explain.]

3. How does the theme of the poem relate to the Marxist Approach to literature we explore in the course?

4. Why do you think Tom was visited by the angel who opened the coffins of other sweepers? What do you think was communicated to him in that dream?

5. Dreams, as we paid attention in class, are good source of archetypes. What does this vision of the coffins tell you about the archetypical significance of the poem’s theme?

6. What does the persona mean by “Then naked & white, all their bags left behind, / They rise upon clouds, and sport in the wind”? Is he accepting his present condition for a promise of a better life?

As soon as the class discussion is over, you will be asked to write a reaction paper stating what you consider the most important ideas presented by the persona in the poem.  Jot down your ideas while you are reading the poem.  Take notes of what your partners contribute to help you out with your writing.

Taken from Acuña, J. (2014) Literary Analysis Literary Criticism and adapted for educational purposes.

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

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Reading Activity 3: QAR: Question-Answer Relationships Activity 3 Level Goal Technique

Topic: General Business & Finance / Target Content: Short Stories ESP A2 / Upper-Beginners in Business School Determining the course of action in a budget decision QAR: Question-Answer Relationships aided with scanning After providing students with basic strategies for reading business correspondence, they will able to solve a questionnaire by determining cause/effect and sequence of events.  Use textual evidence to substantiate textual claims  Draw conclusions and make inferences based on explicit and implied information  Handout with memorandum and email message  Handout with questions for QAR

Objective Purpose Materials

80-Minute Lesson Plan Segment

Time

Instructor’s Task

Schema activation

10 min

Pre-Reading Activity

15 min

Reading Activity

10 min

Post Reading Activity / Assessment

15 min

- T will ask Ss to consider how an office department budget is calculated and submitted to a company’s budget committee.

- T will ask Ss who is the one in charge of calculating the budget and who reviews it.

- T will explain Ss three simple but basic strategies when reading memos and emails: a) Time sequence markers b) Qs containing must, need to, & necessary to identify requirements c) Identification of cause & effect - T will provide Ss with two different handouts: 1) a memo and an email responding to the memo and 2) a questionnaire.

- T will give Ss 10 minutes to read the memo and the email and answer the questions individually.

- T will pair up Ss to have them discuss the questionnaire fully.

- T will ask Ss to work in small groups.

- T will provide Ss with a newsprint for them to write a message to the CEO proposing a partner for the Budget Review Committee.

- T will assess Ss’ comprehension of the memo and email by having them respond to it, too.

- T will collect newsprints and ask another group to answer to their peers.

Participants Learning Tasks - Ss will explain the T how an office department budget is calculated and submitted to the budget committee.

- Ss will talk about the person in charge of budge calculation and reviews.

- Ss will pay attention to the three strategies to be presented by T in regards to memos and emails.

- Ss will get two handouts to work on their reading assignment in about 10 minutes: first individually, then in pairs.

- Ss will discuss the questions with a partner to help them clarify the correct understanding of the memo and email.

- Ss will get in small groups based on T’s groupings.

- Ss will write a message to the CEO proposing a partner for the Budget Review Committee on the newsprint provided.

- Once Ss are finished, they will exchange newsprints to get an answer from the CEO.

Rationale - This part of the class will allow students to move their budget schemata to English and get ready for discussion.

- This section of the class will enable Ss to understand how cause & effect are actually used in business correspondence.

- This part of the lesson will enable Ss to go deep into the memo and email and see how the basic strategies presented by the T are actually used to answer questions.

- This class post reading or writing activity will help T assess Ss’ understanding and will help Ss assess their understanding of office correspondence.

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

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Strategies for Business Correspondence STRATEGY A  Use the question and answer choice to focus on the sequence of events.  Read the question and answer choices quickly before reading the passage.  Look for time-sequence markers to indicate in what order events take place.

Time-Sequence Markers Look for the following types of words to indicate the order of events.

before – after – at the same time – following – first – then – in order to – prior to – finally – until Example: What should the recipient do first?

(A) Cancel his/her credit card (B) Wait 90 days to use the card

(C) Contact the company (D) Make the payment

STRATEGY B  Look for question that include words such as must, need to, and necessary to identify questions that ask for requirements.  Often requirements are listed together.  Questions about requirements are very specific, so you can read the passage quickly to locate exactly the information that is asked for.

What must employees do before the training session?

What does the group need to submit to the bank official?

What items are necessary for a successful opening?

Example: What must the reader do if she is interested?

(A) Have access to a computer (B) Wait a short period of time (C) Establish good credit (D) Give the names of some people she knows STRATEGY C In the double passage set, you may have to identify the reason something happened.

The cause may be in the first passage and the effect in the second passage.

These questions often begin with why.

Example: Why did the stock price fall?

(A) A merger was announced.

(B) The company declared bankruptcy.

(C) The CEO was put in jail.

(D) Earnings were less than projected.

Taken from Oxford. (2010) Preparation Course for the TOEIC® Test. Oxford: OUP (P44-46) & adapted for educational purposes.

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

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Handout 1: Memorandum and Email Response Directions: Read the memo and the email and select the best answer to each question.

Taken from Oxford. (2010) Preparation Course for the TOEICÂŽ Test. Oxford: OUP (P47) and adapted for educational purposes.

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01. What is required of the representatives? a. They must be a member of the Executive Committee. b. They must submit a budget by August 15. c. They must be the department head. d. They must be willing to spend 40 hours on the project in one month.

02. How does Ms. Boyer feel about the budget process? a. Only the top management should be involved. b. It can’t be improved. c. It should be a more open process. d. It’s time to finalize the budget.

03. Who decided on the budgets last year? a. Departments, through democratic vote b. Representatives from each department c. The Executive Committee d. The department heads 04. What will happen next? a. A list of names will be given to Ms. Boyer. b. The initial budgets will be turned in. c. The Executive Committee will meet. d. The process will be smoother.

05. Why will Ms. Corcoran probably not be a member of the Budget Review Committee? a. She’s going on vacation. b. Her name was submitted late. c. She’s never worked on a budget before. d. She’s too busy.

Taken from Oxford. (2010) Preparation Course for the TOEIC® Test. Oxford: OUP (P48) and adapted for educational purposes.

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Writing Activity 1: Journal Writing Activity 1 Level Goal Technique

Topic: Language Learning / Target Content: Feelings in language learning A1+ / Beginners Providing feedback or suggestions Journal Writing After providing students some journal entries written by learners in a language school in another country, they will able to analyze the pros and cons of studying abroad by completing a chart and by providing suggestions to those learners.  To clarify and reflect upon one’s thinking  To write without fear often associated with marking  Handout with Journal Entries

Objective Purpose Materials

60-Minute Lesson Plan Segment

Time

Instructor’s Task

Schema activation

10 min

Pre-Writing Activity 1

10 min

Pre-Writing Activity 2

10 min

Writing Activity /

10 min

Post-Writing Activity

10 min

Assessment Homework

10 min

- T will ask Ss to think of the advantages and disadvantages of studying English abroad.

- T will ask Ss to tell the class if they will go abroad (to the US or UK) to study English and how they will feel while being there.

- After the class discussion on pros and cons of studying abroad, T will ask Ss to create a mind map with the most important ideas.

- T will scaffold Ss while working on their mind maps.

- T will provide Ss a set of journal entries written by Ss studying abroad.

- T will ask Ss to read each journal entry and to complete the chart in the handout.

- T will ask Ss compare their mind maps with the pros and cons they stated in it.

- T will display the same journal entries on the walls of the classroom for Ss to write.

- T will ask Ss to respond to each journal entry writer by providing them with suggestions or any other comment they think is appropriate.

- T will hold a class discussion and will ask Ss to talk about each journal entry and the comments made about student behavior.

- T will distribute the journal entries among Ss. - T will ask Ss to rewrite their entry to polish the grammar used wrongly by those learners.

Participants Learning Tasks - Ss will voice their opinions on what the pros and cons of studying English abroad are.

- Ss will explain to their peers if they will go to study abroad and their feelings.

- Ss will create a mind map based on the ideas pointed out during the class discussion.

- Ss will be able to ask for assistance to the T while working on their mind maps.

- Ss will get a handout with a set of journal entries by Ss studying English abroad.

- Ss will read each entry and determine the pros and cons stated by the learners.

- Ss will compare their mind maps with the pros and cons stated in the journal entries.

- Ss will be asked to write comments and suggestions for those learners studying English abroad.

- Ss will find the same journal entries posted in different walls in the classroom.

- Ss will participate in the class discussion by commenting on each journal entry and student behavior.

- Ss will be assigned one of the five journal entries.

- Ss will rewrite their entries paying attention to the faulty grammar.

Rationale - This part of the class will allow Ss to think of the emotions language Ss experience while being studying abroad.

- This section of the class will enable Ss to make good use of a mind map to jot down information shared during a class discussion.

- This part of the lesson will enable Ss to analyze similarities and difference in advantages and disadvantages in language learning abroad.

- This class activity will allow each student to express opinions or comments about student behavior while studying in another country.

- This activity will allow Ss to analyze wrong student behavior abroad.

- This homework assignment will allow Ss to apply their grammar knowledge by spotting mistakes.

MEI-1302 English Teaching Methods 2: FINAL PROJECT / Album of Reading & Writing Techniques

Handout: Journal Writing Read the following journal entries and complete the table below.

Advantages

Disadvantages

Journal 1 Journal 2 Journal 3 Journal 4 Journal 5

Journal 1

Journal 2

I am sometimes very lonely because in my house always are lots of people at home. When classes finish I go to my accommodations and study because I want to have my friends but is not easy in this school. At home my best friend and I talk all the time and we go to my house or her house. Here I do not have best friend.

I need to practice how to reading better because in class is very difficult for me and sometimes you (the teacher) do not let us work with the reading texts in the textbook for long time. We want to be explained every word but you say we must understand general meaning. This is uncomfortable but I should say I like your classes very much.

Journal 3

Journal 4

I want to understand better how to use the big dictionary I have brought. Sometimes is very difficult for me using all the details in it which are very long and many. That is why I rather prefer my electronic dictionary which is in my pocket and not big like the one teachers recommended.

I like my lessons very much, only that I wish that you will correct us more often because I am not knowing sometimes when I am making a mistake. I need to understand when I make wrong English so I can improve myself, but sometimes you are quiet about the English and we are talking a lot without stopping to correct us.

Journal 5

English is great. I am so pleased that I am here in this school and I like very much this city. I go a lot to the pub and clubs like Toxic and Poo Na Na where are lots of my friends. Sometimes I am not sleeping for many hours so I miss some lessons because of sleeping too late.

Adapted and taken from Harmer, J. (2005) How to Teach Writing (Page 144) for educational purposes.

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Writing Activity 2: Mind Mapping / Annotations Activity 2 Level Goal Technique

Topic: Language Learning / Target Content: Living Abroad B2+ / Upper Intermediate Writing about childhood memories Mind Mapping / Annotations After discussing about childhood memories, they will able to write their own personal account by filling in a mind map and then writing a first draft.  To visualize connections among ideas  Australian Memories  Mind Map: Shearing Time in Australia is a Wonderful Experience.

Objective Purpose Materials

70-Minute Lesson Plan Segment

Time

Instructor’s Task

Schema activation

10 min

- T will ask Ss to get in pairs.

- T will ask Ss to think of the place where they grew up and talk about it to their partner.

- T will ask Ss who moved while being a child.

- T will have a class discussion.

Pre-Writing Activity 1

10 min

Pre-Writing Activity 2

10 min

- After the class discussion, T will provide Ss with two handouts: 1) Australian Memories 2) Mind Map: Shearing Time in Australia is a Wonderful Experience.

- T will ask Ss to read the text and complete the mind map about Australia.

- Then, T will ask Ss to get in pairs and share their mind maps.

- T will check the mind map labels with the whole class.

- T will provide Ss with an empty mind map for them to complete it with their personal childhood memories.

Writing Activity /

20 min

Post-Writing Activity

10 min

Assessment Homework

10 min

- T will give Ss 20 minutes to write an account (draft) of their childhood, - T will scaffold Ss while they are writing their accounts in case assistance is needed.

- T will collect Ss’ accounts and redistribute them among Ss, - T will ask peers to annotate their partner’s writing with Qs or comments about its content.

- T will ask Ss to prepare a short talk to answer to their peer’s Qs and comments.

Participants Learning Tasks - Ss will get in pairs.

- Ss will talk about the place where they grew up with a partner.

- Ss will be asked if they moved while being a child.

- Ss will participate in the class discussion.

- Ss will be provided with two handouts.

- Ss will read the text and complete the mind map about Australia.

- Ss will then get in pairs and share their mind maps.

- Ss will check their mind maps with the rest of their partners.

- Ss will get a handout with an empty mind map for them to complete it with their personal childhood memories.

- Ss will be given 20 minutes to write an account (draft) of their childhood.

- Ss will be assisted by their T in case assistance is needed.

- Ss will hand in their accounts, - Ss will read and annotate their partner’s writing with Qs or comments about its content.

- Ss will prepare a short talk to answer to peer’s Qs and comments.

Rationale - This part of the class will allow Ss to activate their childhood memories and remember when they were growing up.

- This section of the class will enable Ss to make good use of a mind map to jot down information from a reading passage.

- This part of the lesson will help Ss organize their thoughts visually for their writing task.

- This class activity will allow Ss to explore their memories and share them in writing.

- This activity will allow Ss to provide feedback or ask partner about their childhood.

- This talk will allow Ss to answer Qs to their readers.

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Handout 1: Australian Memories

Adapted and taken from Lee, Brockman & Davy. (2000) Explorations 1 Workbook (Page 36) for educational purposes.

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Handout 2: Shearing time in Australia is a wonderful experience Instructions: As you read the text, Australian Memories, look for information to complete the diagram below. Feel free to include more branches or sub-branches to your mind map.

Adapted and taken from Lee, Brockman & Davy. (2000) Explorations 1 Workbook (Page 35) for educational purposes.

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Handout 3: My personal childhood memories Instructions: Think back to your childhood. Choose one of those special occasions to write about and use the mind map below to gather information about your childhood experience. Feel free to adapt the diagram below for your convenience.

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Writing Activity 3: Editing Activity 3 Level Goal Technique

Topic: Essay Writing / Target Content: TOEFL B2+ or C1 / Advanced Writing an academic writing for a TOEFL exam Editing After being exposed to how TOEFL essays are rated, they will able to rewrite an academic essay by filling keeping in mind what a well-rated paper is.  To help students develop academic writing skills  Handout 1: Dishonesty Killed Reliability  Handout 2: Dishonesty Killed Reliability [Rating]  Handout 3: Telling the Truth

Objective Purpose Materials

60-Minute Lesson Plan Segment

Time

Instructor’s Task

Schema activation

5 min

Pre-Writing Activity 1

10 min

Pre-Writing Activity 2

5 min

Writing Activity

10 min

Post-Writing Activity

10 min

- T will ask Ss about their essay writing experiences to see whether they’ve been successful or not.

- T will ask Ss what they think is the key to succeed in academic essay writing.

- After the class discussion, T will provide Ss with a handout: 1) Dishonesty Kills Reliability.

- T will ask Ss to read the essay and rate it from 1 to 5 being 5 the best grade.

- T will also ask Ss to provide a written justification for the rate they are providing.

- T will provide Ss with the real rate provided to the paper (handout 2).

- T will ask them to compare what the rate states and what they stated in their own rate.

-T will ask Ss how close they were to the official rate provided.

- T will give Ss another paper that was rated poorly for them to improve.

- T will scaffold Ss in case it is needed.

- T will ask for the Ss’ rewrites of the papers.

-T will re-distribute the essay among the class member to be rated.

- T will ask Ss to justify their rates with comments and feedback.

Participants Learning Tasks - Ss will tell the class about their former successful or un successful writing experiences in essay writing.

- Ss will share their ideas about succeeding in academic writing.

- Ss will be provided with a handout by T with an academic TOEFL-like essay.

- Ss will read the essay and rate it from 1 to 5 being 5 the best grade.

- Ss will provide a written justification for the rate they are providing.

- Ss will get the real rate to the paper (handout 2).

- Ss will be asked to compare their rate to the official rate.

- Ss will explain how close or how far they were from the official rating.

- Ss will be given another paper to rewrite because it was poorly rated.

- Ss will be able to ask for assistance if needed.

- Ss will submit their rewrites to the teacher.

- Ss will get an essay to be rated.

- Ss will justify their rates with comments and feedback.

Rationale - This part of the class will allow Ss to activate their prior knowledge on essay writing in college.

- This section of the class will enable Ss to consider the standards to label a paper “well-written” (Rate 5) to “poorlywritten” (Rate 1).

- This part of the lesson will help Ss take a stand in terms of what a well-written essay is or is not.

- This class activity will allow Ss to explore their understanding of a well-written essay.

- This activity will allow Ss to provide feedback and comments to a partner to improve essay writing skills.

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Handout 1: Dishonesty Killed Reliability Instructions: Here you are provided with an essay written by a student who previously took the TOEFL test. What you need to do is to “rate” [grade] this paper from 1 to 5, being 5 the best grade you can give to this paper. Additionally, you will write a review or “rating” for this paper explaining why you chose the rate you gave it.

Paper Rate: _____ [Explain in brief why you gave this rate to this paper.]

Adapted and taken from McGraw-Hill. (2009) Official Guide to the TOEFL Test. 3rd Edition for educational purposes. (Page 264)

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Handout 2: Dishonesty Killed Reliability [Rating] Instructions: Now that you have the official rate for the paper,

Adapted and taken from McGraw-Hill. (2009) Official Guide to the TOEFL Test. 3rd Edition for educational purposes. (Page 265)

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Handout 3: Telling the Truth Instructions: The following paper was poorly rated. Your task is to transform it into a better rated essay. Rewrite it by correcting anything that you consider that needs to have. You have 10 minutes to do it.

Start work on your rewrite here!

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Acuña, J. (2014). Literary Analysis Literary Criticism: The Chimney Sweeper https://www.dropbox.com/s/1c5ucysmlsyzad1/Literary%20Analysis%203.docx Bell, J. (2013). The Golden Apples of the Sun Analysis Guide. Retrieved on 2014, August 15 from http://www.spiritsd.ca/teachers/jim.bell/ela_9/ela%209%20new/golden%20appl es%20of%20the%20sun.doc Blake, W. (1789). The Chimney Sweeper. When My Mother Died I was Very Young.

Retrieved on 2014, August 14 from the Poetry Foundation Webpage http://www.poetryfoundation.org/poem/172910 Bradbury, R. (1953). The Golden Apples of the Sun. Retrieved on 2014, August 15 from https://staff.rockwood.k12.mo.us/donovanlisa/10honors/Lists/Assignment%20an d%20Activity%20Calendar/Attachments/55/The%20Golden%20Apples%20of%2 0the%20Sun.pdf Greece Central School District. (n.d.). Reading Strategies: Scaffolding Students’ Interactions with Text. Retrieved on 2004. August 7 from the Greece Central School District at http://www.greece.k12.ny.us/academics.cfm?subpage=930 Harmer, J. (2005). How to Teach Writing. Essex: Longman/Person Education Limited.

Instructional Strategies Online. (2009). What is Journal Writing? Retrieved on 2014, August 15 from the Instructional Strategies Online Webpage at http://olc.spsd.sk.ca/De/PD/instr/strats/journal/index.html Lee, L., Brockman, T., & Davy, K. (2000). Explorations 1 Workbook. New York: Oxford University Press McGraw-Hill. (2009). The Official Guide to the TOEFL iBT. 3rd Editon. New York: McGraw-Hill Oxford. (2010). Oxford Preparation Course for the TOEIC© Test. (New Edition) Oxford: OUP (Pages 44-49)