Upload
candido-samuel
View
217
Download
0
Embed Size (px)
Citation preview
7/30/2019 Genres in Classroom Junto
1/47
Genres in
Classroom
By Cndido Samuel
and Vanessa Wright
7/30/2019 Genres in Classroom Junto
2/47
g
Topics
Types of Motivation
Genres in Classroom
Practical Example:
Comics and Game Rules Activity
7/30/2019 Genres in Classroom Junto
3/47
Types of Motivation
Intrinsic Motivation
Affect
Achievement
Attitude
ActivityAgency
Extrinsic Motivation
Society
People
Goals
Curiosity
7/30/2019 Genres in Classroom Junto
4/47
Intrinsic Motivation
Affect
Students love to talk about boyfriends , girlfriends,
fashion, and movies. They also enjoy when the
teacher talks about their personal life, childhood, and
embarrassing experiences.
Attitude
Teacher attitude is fundamental to capture attentionand to motivate. For example, by preparing the class
in advance and having good humor
7/30/2019 Genres in Classroom Junto
5/47
Intrinsic Motivation
Activity
Reading about and then explaining how to perform a
magic trick is a lot of fun and motivating.
Agency
Usually students learn faster when given an example
and also less time is wasted by telling them they arentdoing things the way they should (this sometimes
lowers their confidence).
7/30/2019 Genres in Classroom Junto
6/47
Extrinsic Motivation
People
A prime example is 'boy meets girl'. An interesting
female/male student usually keeps the other studentalert and attentive. This situation boosts their efforts to
show off, however, the opposite
effect occurs. The student can sometimes be afraid to
make a mistake and he/she might participate less.
7/30/2019 Genres in Classroom Junto
7/47
Goals
Plans to travel abroad, preparation for CAE, FCE, etc.,are natural motivators. Students without clear goals
can be motivated by the class atmosphere.
Extrinsic Motivation
7/30/2019 Genres in Classroom Junto
8/47
you think teachers have more
influence?Intrinsic MotivationAffect
Achievement
Attitude
Activity
Agency
Extrinsic Motivation
Society
People
Goals
Curiosity
7/30/2019 Genres in Classroom Junto
9/47
7/30/2019 Genres in Classroom Junto
10/47
Genres in Classroom
Journal Entries
Personal Letters
Greeting Cards
Personal Essays or
PhilosophicalQuestions
Comic Strips
Short Stories
Talk Show Interviews Restaurant
Descriptions andMenus
Websites
Schedules/Things to DoLists
Classified or PersonalAds
Inner MonologuesRepresenting InternalConflicts
AutobiographicalEssays
Speechs or Debates
Encyclopedia Articles
Game Rules
Recipes
7/30/2019 Genres in Classroom Junto
11/47
Genres in Classroom
What are some benefits of providingstudents with a diversity of genres?
Range of vocabulary Range of language structures
Range of registers
Range of information
7/30/2019 Genres in Classroom Junto
12/47
Genres in Classroom
The class that will be presented wasdesigned for a specific group:
With 8 students, who were 9/10 years old With a pre-intermediate level of English
Which had two hours of English Class per
week
Which I had been teaching for a year and a
half.
7/30/2019 Genres in Classroom Junto
13/47
Genres in Classroom
Game Rules
Comic Strips
7/30/2019 Genres in Classroom Junto
14/47
Game Rules
Why Game Rules?
Its ludic aspects boost students interest
Students are likely to be familiar with it Students can utilize the language learned
Certain grammar topics and vocabulary
may be apprehended more easily
7/30/2019 Genres in Classroom Junto
15/47
Comic Strips
Why Comic Strips?
Its ludic aspects boost students interest
Students are likely to be familiar with it Students will improve their ability to
associate different languages (written,
visual, symbolic) to interpret the text
7/30/2019 Genres in Classroom Junto
16/47
Game Rules
SIMON SAYS
Simon says is a game for three or more players.
One of the players is Simon.
The others must do what Simon tells them to do whenasked with a phrase beginning with "Simon says."
If Simon says "Simon says jump", the players must jump(players that do not jump are out).
However, if Simon says simply "jump", without firstsaying "Simon says", players do not jump; those that dojump are out.
7/30/2019 Genres in Classroom Junto
17/47
Game Rules
Why Simon says?
It is a popular game all over the world
It is a very flexible game
It can be utilized as a class managementtool
7/30/2019 Genres in Classroom Junto
18/47
Game Rules
Introduction
Introduce vocabulary, but how?
Why not talk to students about something
they are familiar with that requires a similar
vocabulary?
7/30/2019 Genres in Classroom Junto
19/47
Game Rules
If you are a teacher in Brazil, it may be agood idea to talk about soccer.
Ask students what soccer rules they knowand include some key question such as:How many players are there in eachteam? What must a player do if he gets ared card?
In doing so, students will probably beintroduced to the following words: player,must, if and out.
7/30/2019 Genres in Classroom Junto
20/47
Game Rules
EXERCISE 1
Whats the text about?
1.Rules to play soccer
2.Rules to play Simon Says
3.Rules to play Opposite Game4.Rules to play baseball
7/30/2019 Genres in Classroom Junto
21/47
Game Rules
EXERCISE 2
a) Can two players playSimon Says?
b) Can 100 players playSimon Says?
c) What is the ideal numberof players in youropinion? Why?
d) How many Simons arethere?e) What must the players
do if Simon Says Touchyour nose? Why?
f) What must the playersdo if Simon says Simonsays touch your head?Why?
g) What must the playersdo if Simon says Do notmove! Why?
h) What must the playersdo if Simon says Simon
says move!? Why?i) Who gets out of thegame?
j) Does Simon get out ofthe game?
k) When is the game over?
7/30/2019 Genres in Classroom Junto
22/47
Game Rules
In activity two, students will answer a lot ofquestion that will guide their
understanding of the whole text. By
guiding the students through the questions,
the teacher will be able to help them
understanding the text indirectly. At the end,
students will be likely to have the feeling
that they understood the text even thoughthe text was not translated or thoroughly
explained.
7/30/2019 Genres in Classroom Junto
23/47
Game Rules
EXERCISE 3 - READ THE FOLLOWING COMICS
a) Do you think they are playing the game Simon
Says in the right way? Why or Why not?
b) What must they do to play the game correctly? And
what mustnt they do? Explain to the two boys how
Simon says should be played.
7/30/2019 Genres in Classroom Junto
24/47
Game Rules
Activity three aims at evaluating studentscomprehension of the text and ability to
apply the vocabulary and grammar
learned; discussing with them certain social
behaviors; and introducing them to a new
genre.
7/30/2019 Genres in Classroom Junto
25/47
Game Rules
EXERCISE 4 Game time! Did youunderstand the game Simon Says?
the teacher will be the first Simon and
the winner will be the next one.
7/30/2019 Genres in Classroom Junto
26/47
Game Rules
In exercise 4, students will play the game SimonSays. The successfulness of a class with games is
related to the balance of ludic and educational
aspects presented in the class. Teachers should
not only give students time to play and only watchit. English can still be practiced and learned during
the time the game is being played. For instance,
students could review the rules of the game when
someone gets out of it or they could practice
different vocabulary in the commands (touch yourNOSE, touch your RIGHT FOOT, touch your HAIR; put the
book IN the box, put the book ON the box, put the book
BETWEEN me and the box; imitate a LION, imitate a
ROOSTER); touch something BLUE, touch something RED,
touch something YELLOW;touch the TABLE, touch the
7/30/2019 Genres in Classroom Junto
27/47
Game Rules
EXERCISE 4 - Now you are going to playthe game in groups
The teacher will be Simon again. Now hesgoing to give you the commands for your
group to draw a picture. (ex. Simon says
draw a sun). What must you do if he
doesnt say Simon says before thecommand? The group must draw only on
one paper.
7/30/2019 Genres in Classroom Junto
28/47
Game Rules
HOMEWORK
Do you want to play more games? Give the
class a suggestion! Write a text explainingthe rules of an interesting game you want to
play in the class and also draw some comic
strips showing how the game is played
7/30/2019 Genres in Classroom Junto
29/47
Game Rules
Simon Says can also be utilized as aclassroom management tool. There are
some games that are utilized to give
commands to students, such as:
Opposite game. With Simon Says studentswould have to obey the teachers
commands only when they start with
Simon says Simon says be quiet. Of
course the successfulness of suchtechnique will depend on the group of
students the teacher is dealing with.
Therefore, teachers should be sensitive to
reco nize the a licabilit of this techni ue
7/30/2019 Genres in Classroom Junto
30/47
Comic Strips
7/30/2019 Genres in Classroom Junto
31/47
Comic Strips
In order to help students grasp thismeaning in this kind of text, teachers should
help students find all sources of meaning
present in the text. In comic strips both
verbal and visual language are important
for a good comprehension of the context.
Students should be encouraged to explore
the speech balloons, boxes, panelslayouts, gutters, sound effects, symbols and
motion lines. Students will be better readers
of comic strips when they are able to
interpret all these features present in this
7/30/2019 Genres in Classroom Junto
32/47
Comic Strips
a) What are these kids doing? Why?
b) Do you help your parents at home? How?
c) What dont you do? Why not?
1 ANSWER THE
QUESTIONS
7/30/2019 Genres in Classroom Junto
33/47
Comic Strips
Exercise 1 will introduce the students to thetopic of the class and raise in them the
curiosity about the vocabulary related to
chores, which is the language focus of this
class. There will probably be a plenty of
parents thanking you for having
discussion about topics like that in class.
7/30/2019 Genres in Classroom Junto
34/47
Comic Strips
7/30/2019 Genres in Classroom Junto
35/47
Comic Strips
Students are not supposed to know all thewords in the crossword extracted from
eslgalaxy.com, but instead of telling the
students what the right answer is, the
teacher can help them achieving the rightword.
Once the crossword is filled in, students willbe able to answer question (b) and (c) from
Exercise 1 more acurately.
7/30/2019 Genres in Classroom Junto
36/47
Comic Strips
a) How often doyou organizeyour closet?
A)AlwaysB) SometimesC)Never
How often youtake out thegarbage?
A)AlwaysB)SometimesC)Never
How often doyou make yourbed?
A)AlwaysB)SometimesC)Never
b) How often do your classmates do thechores listed on the crossword?
EXERCISE 2
7/30/2019 Genres in Classroom Junto
37/47
Comic Strips
In Exercise (2A) students will beintroducedto the adverbs. Since only the
introduction of the vocabulary is not enough
to make students utilize these adverbs
correctly, the teacher should explicit on the
board how the adverbs are used by writing
down examples such as I always organize
my closet; I sometimes take the garbageout; and I never make my bed. The
teacher should make sure that students
understand the adverbs of frequency during
exercise (2A), so that they can practice it
7/30/2019 Genres in Classroom Junto
38/47
Comic Strips
3) WHAT DO YOU HAVE TO DO IF YOUHAVE A DOG?
a)Do you have to walk your dog?b)Do you have to feed your dog?
c)Do you have to sleep with your dog?
d)Do you have to study with your dog?
e)Do you have to play with your dog?
7/30/2019 Genres in Classroom Junto
39/47
Comic Strips
Exercise (2) introduce students to thetopic of the comic strips. In doing so,
students will be more interested in the topic
when reading the comic strip and they will
be more likely to understand the meaning
being conveyed.
The similarities between must and havetowill allow students to recapitulate part
of what was learned in the previous section
and understand more easily the grammar
topic being presented here.
7/30/2019 Genres in Classroom Junto
40/47
Comic Strips
Exercise 4 Simon Says Time
Gimme your paw
Bark
Roll over
Play dead
Sit
7/30/2019 Genres in Classroom Junto
41/47
Comic Strips
In order to cover the part of the comics thathasnt been introduced to students yet,
students will play Simon Says. In turn, they
will recapitulate what was the main topic of
the previous section and will also have fun.
By playing the game students will be,
naturally, practicing some of the
vocabulary present in the comic strip. Afterthis exercise, students are likely to have a
good understanding of the verbal part of the
comic strips, which is also supported by the
visual aspects.
7/30/2019 Genres in Classroom Junto
42/47
Comic Strips
Only now students will be handed thecomic strip
7/30/2019 Genres in Classroom Junto
43/47
Comic Strips
The comic strip is short but the languageused is not as easy as one might think. If
part of the vocabulary is not introduced
beforehand, chances are that students will
not be able to understand the content of theverbal part and will have to stick to the
visual aspects of the comic strips.
Understanding only the visual aspects may
be enough to have an idea of what the
comic strip is about, but students have to
understand both visual and verbal aspects
to have a rich comprehension of what is
7/30/2019 Genres in Classroom Junto
44/47
Comic Strips
a) Who is the boy playingwith?
b) What are they playing?c) Is Lindonjohonson a
boy?d) Who is Lindonjhonson?e) What is WOOF,
WOOF!?f) Why is the WOOF,
WOOF! balloondifferent?
g) Who produces theSNIF! SNIF! sound?
Why?
h. Is the smell good orbad? How do youknow?
i. Why is the last part of
the story bigger than theothers?
j. What do you think is thebest title for the story?
k. Is it a funny story?l. Did you like the story?
Why or why not?
7/30/2019 Genres in Classroom Junto
45/47
Comic Strips
These questions will lead students tothe visual and verbal details of the
comic strip. In turn, students will have
a better idea of how they can getmeaning out of a comic strip.
7/30/2019 Genres in Classroom Junto
46/47
Comic Strips What called my attention in this comic strip
was the topic and its design. I realized I
would be able to work with a lot of language
aspects, mostly connected to simple
present, that were related to the topic.Besides, the topic helps to keep the
education environment of an English
class, by discussing subjects such as the
importance of doing house chores andtaking care of pets. In spite of the fact that it
is small, this comic strips present a rich
visual language which can enable students
to understand how meaning can be
7/30/2019 Genres in Classroom Junto
47/47
Thank you very much!
Candido Oliveira:
Vanessa Wright: