EFL Lecture Notes, Summaries, Examples PDF

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EFL Lecture Notes, Summaries, Examples, Visual Elements...

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Session 1: 19.10.20

Session 2:26.10.20

Warming-up game quotations: - Students stand in a circle and explain the chosen quote & why they like it Skills and competences addressed or required: - Understand verbal information and relate it to a topic as well as oneself - Well-developed communicative skills - Verbal (and non-verbal) communication - Social competence, self-competence, presentation skills Advantages (teacher): Advantages (learners):  Almost no preparation  (Almost) teacher-free communicative phase  (can be an almost teacher-free phase)  Learners are made to focus on an activity  Every learner is involved; explicit language use  Not intimidating but fun, motivating, relaxing  Strengthen social bonds

Warming-up game incomplete crosswords:

Disadvantages (learners): Disadvantages (teacher):  (Does not necessarily include a teacher  For the sake of the activity, the teacher feedback) may decide not to correct potential mistakes immediately. Either they remain  Potentially embarrassing uncorrected (bad) or are addressed later  Unease when in the “wrong“ group (bullies) (so that the fun activity is spoilt retrospectively).  Concentration might decrease Media literacy is a set of perspectives based on our knowledge structures (i.e. our world knowledge, our analytical, interpretative and methodological skills (“tools“), use of relevant technologies). This set is used actively to competently and critically interpret (i.e. know how to look at/ make sense of/understand/ consciously interact with) a media message (= part of the “raw material“). FUNCTIONS OF THE MEDIA IN ELT: to structure (e.g. today’s agenda), to practice and apply to present (student contributions), to repeat (e.g. grammar) to make aware cognitively (e.g. underline all adverbs in a text) to visualise (chronological order of events in a short story) to induce speaking activity (e.g. by means of a photo, a quotation) to differentiate internally (different learner types) to motivate students to improve their language (e.g. English films), to offer variation (e.g. games) Thaler’s media mottoes: 1. GO FOR GOALS: Media should always fulfil a purpose in the learning process and have a serving function. They are tools, which help the learner. 2. CONTENT IS KING: Lessons have to always have substance with regard to their content. 3. SMALL IS BEAUTIFUL: have a balance between the effort you make regarding media and media use and the results which are yielded

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one fills across and one down crossword ->help each other afterwards by paraphrasing the word/explaining + for the learner: less pressure, explaining with easy words, social competences. – no forming sentences, less communication + for the teacher: preparation, teacher-free phase, teams help each other; - no correction The key

five

questions and five core concepts of media literacy: (critical thinking of media usage)

Guiding Questions: Authorship: What kind of “text” is it? What choices were made that might have been made differently? How many people did it take to create this message? Format: What do you notice(about the way the message is constructed)? How is the story told visually? What are people doing? Are there any symbols? Visual metaphors? What’s the emotional appeal? Persuasive devices used? What makes it seem “real? Audience: Have you ever experienced anything like this in your life? How close is this portrayal to your experience? What did you learn from this media text? What did you learn about yourself yourself from experiencing from experiencing the media text? How many other interpretations could there be? How could we hear about them? Are other viewpoints just as valid as mine? How can you explain the different responses?

4.WHEN YOU CHOOSE, BE CHOOSY: not overdo the use of a medium, select carefully, suitable topic, adequate language, material choice concerning the learners’ age 5. THE SKY IS THE LIMIT: be imaginative and creative in the media choice

Session 3: 02.11.20

Content: What kinds of behaviors are depicted? What type of person is the reader invited to identify with? What questions come to mind as you watch? What ideas or values are being “sold” to us in this message? What political ideas are communicated in the message? Economic ideas? What judgments or statements are made about how we treat other people? What is the overall worldview of the message? What ideas or perspectives are left out? How would you find what’s missing? Purpose: Who’s in control of the creation and transmission of this message? Why are they sending it? What’s being sold in this message? What’s being told? Who profits from this message? Who pays for it?

Warming-up ball game: make a circle, The teacher says “My name is… What‘s your name?“ and then throws the ball to someone. The catcher does likewise etc. + for the learner: including all students, motivating, repetition of same sentences, fun; - the ball could be thrown dangerously + for the teacher: motivating, active exercise, students master the sentence, everyone is involved and actively speaks – limited sentences, repetition MEDIA THEORIES: - Canadian philosopher Herbert Marshall McLuhan (1911-1980) - The Gutenberg Galaxy (1962), term “the global village“ - Understanding the Media (1964) - The Medium is the Message (1967) Definition no. 1: Media theory denotes the complex of social, political and philosophical principles, which organize ideas about the relationship between the media and society. Definition no. 2: Media studies are divided into media theory, media analysis and media history. Media theories comprise specific and general approaches to describe the nature and the effects of individual as well as mass media. Media theories often make use of communication and information theory. Media studies and media theory deal with the content, the history and the effects of diverse media. Thus, they are connected to disciplines like (mass) communication, communication sciences, communication studies, but also cultural studies, political science, literary theory, psychology, sociology, economics, art history etc. Media studies and media theories have developed around the world. In Germany, two branches of media studies and media theories can be identified: Media studies as akin to communication studies: Culturally based media studies: The focus is on mass media, its institutions and its effects on the individual and society as a rooted in the humanities and cultural studies (film studies, theatre studies, literary and whole. comparative literary studies) Several classifications of media:  Harry Pross (1970), Manfred Faßler (1997): Object-orientied classification of individual media  Primary media: Non-technical media (e.g. teachers, actors/ actresses, singers); Secondary media: Technology used in the production, media using written or printed information (e.g. pamphlets, newspapers, books)  Tertiary media: Technology used in the production and reception, electronic media (e.g. TV, film, radio), Quaternary media: Technology used in the digital distribution (e.g. email,chat, intranet) -

Werner Faulstich (1994): Theories on individual media: e.g. Bertolt Brecht‘s radio theory, Rudolf Arnheim‘s radio theory, Siegfried Kracauer‘s film theory Media theories in communication theory: Media as part of communication, e.g. Gerhard Maletzke‘s theory on the “field“ of mass communication Socially critical media theories: e.g. Dieter Prokop‘s theory on mass communication in a capitalist society Media theory in systems theory:

e.g. Talcott Parsons (money and power as major social media of interaction), Niklas Luhmann (symbolically generalised communication media) MEDIA USE IN THE EFL CLASSROOM:  Media use in the classroom makes it easier to “get the target language into the classroom“, promotes active as well as activating language learning. It meets an integral educational need. Media in the EFL classroom enable the learners to…  gather information and select and process content in meaningful cognitive networks  gain indirect experiences (language and culture)  benefit from individualised and differentiated learning  organise, structure and present the results of work processes  analyse and critically reflect on the media -

Media use as part of lesson planning: 1) What do I want to achieve (Sachanalyse)? 2) What learner-related and contextual issues have to be borne in mind (Bedingungsfeld)? 3) Why do I want to achieve it (didaktische Überlegungen)? 4) How do I want to achieve it (methodische Überlegungen)? Four concepts of MEDIA USE: 1) Media as tools o used to support classroom communication o do not determine the course of the lesson o examples: blackboard, beamer, posters, flannel boards, PCs with text processing programmes 2)

Media as lesson components o are “set“ or “fixed“ o at least partly determine the lesson in terms of content and methodology o examples: video and audio material,worksheets, films, teaching programmes

3)

Media as lesson arrangements o rigidly determine the aims, contents and methods of a lesson (pre-fabricated lessons and units) o choice: a) Adopt the given lesson arrangement as a complete entity. b) Select. o examples: regular schoolbooks (incl. CDs and transcripts, workbooks etc.), self-learning programmes

4)

Active-critical media use o The media themselves are made the subject-matter of the lesson.

o

The media: 1. are used as a means of expression 2. and their role in society are reflected upon critically

THALER’S P- DECALOGUE: 1. plurimedial

2. product-oriented

3. procedural

4.problem-oriented

5. practice-oriented

6. polyvalent

7. partner-related

8. project-related

9. popular

10. participatory

Session 4: 9.11.20

Traditional Media: Worksheets: Worksheets ought NOT to:  overtax the learners  contain too much information  lecture the learners  constrain the learners Checklist: Worksheet design Make sure the worksheet is well structured and easy-to-understand in terms of layout and content. - provide a visually accentuated main heading and subheadings - follow a clear main idea and use operators - give guidance (topic, unit, activities, structure) - ideally have a recurrent layout or layout elements in all worksheets - avoid superfluous information - make use of a pleasant and easily readable font and font size (e.g. Verdana, 12dpi, is there a “school font”, a school logo or the like?) - leave sufficient space in between separate sections - leave space for your learners to fill in words, sentence parts or sentences - be clear about what you expect your learners to do and how to do it (e.g. dictionary use is forbidden, task: Underline, copy and look up all unknown words.) - observe a balance between images and text - have an appealing design  bear in mind the principle of scaffolding, different learner types, internal differentiation, a didactic reserve. Worksheets ought to: o tie in with the learners’ prior knowledge o challenge the learners

o o o o o

address the learners’ curiosity and creativity provide adequate support be relatively open (flexible and individualised use) encourage and motivate solve problems rather than create new ones

Session 5 Traditional Media (2): Picture Description Requirements on the learners   

Introduction (title, year of publication or production, photographer, general sentence) Main part (outward appearance, posture, gesture, facial expression, surroundings, descriptive elements, analytical and interpretative elements, useful phrases) Conclusion (non-repetitive and rounding off sentence or paragraph)

Sufficient example   

Introductory paragraph with basic information Main part (partly structured and comprehensibly coherent, paragraph structure, some useful phrases, some basic analytical and interpretative aspects) Conclusion: a rounding off sentence or paragraph

Good example   

Introduction: Title, year of publication or production, photographer, general sentence Mostly well-structured and coherent main part (paragraph structure): details outward appearance, posture, gesture, facial expression, surroundings, descriptive elements, analytical and interpretative elements, useful phrases Conclusion: Non-repetitive and rounding off sentence or paragraph

Picture description: Four-step analysis    

Step 1: Introduction –basic information Step 2: Description Step 3: Analysis (and interpretation) Step 4: Evaluation (effect on the viewer)

Evaluation: grade the essays (language: 60%, content 40%)

Session 6 Media Literacy in ELT: Auditive Media (1)    

Listening is one of the 4 competences Everyday use: 55% listening, 23% speaking, 13% reading, 9% writing Listening […] an integrative process in which bottom-up and top-down processes take place simultaneously (cf. Thaler) Common “listening” formats: Ticking Multiple choice Gapped sentences or gapped texts Matching exercises Completing

true false; true-false-not in the text (e.g. choose A,B,C or D) word-explanation; people activities; places- features drawings or tables or statistics

THE PWP MODEL

 

In order to further the students´ listening skills is important to pick SUITABLE: pre-while and post-listening activities Guide the students, make them apply their skills, control their learning process, figure out their difficulties, asses their progress

PRE-LISTENING PHASE

      

Often neglected  vital importance! Create awareness Address the learner´s attention and interest Focus the listeners on listening Involves them (expectations) Activate learner´s prior or background knowledge before listening (photos, quotes, texts, images, assignments, questions) Prepare the listeners for the while listening phase

WHILE-LISTENING PHASE

   

Not necessarily strictly “while”; you may pause or play individual sections, tasks are handed in “portions” MAIN AIM: The students comprehend the audio text itself They are NOT yet expected or made to work on anything exceeding the text Suitable activities (open, half-open/ half-closed, closed formats)

Take notes Identify

people, aspects, or objects mentioned listed or depicted images according to the chronology of an activity that is described in the recording diagrams/ tables or gap texts

Sort Complete POST-LISTENING PHASE   

Consolidation Make the learners reflect on what they understood Suitable activities

Role-play Writing assignment

on the basis of the audio (summary, continuation of a dialogue, a situation, a story, analysis of the varieties of English used etc.)

Take into account: group of learners, school form, age, proficiency in English etc.

SESSION 7 AUDITIVE MEDIA (2) THE TQLR TECHNIQUE  

Stands for Tune in; Questions; Listen; Review Each letters denotes a distinct phase of the listening process; in each phase the recipient carries out different activities  GOAL: successful listening process

TUNE IN:  

Prior knowledge is activated (before the listening) What do I know about the topic?

 

What aims do I pursue with this listening? (What is expected of me as a listener? Read the instructions, task(s), and introductory text carefully! Pay attention to relevant information.) What is my focus (e.g. understanding the gist or one specific piece of information, learning about a native speaker’s intonation and pronunciation)?

QUESTION:      

The listener forms questions on the material (before the listening). What will the speakers say about the topic? Who will talk to whom (age, sex, job, relationship, nationality, number of speakers)? What is said about the communicative situation (formal vs. informal, general context or situation)? What kind of text is it (e.g., a speech, a guided tour, an announcement, a discussion, an everyday conversation)? Which intentions will the speakers probably have?

LISTEN:    

The listener actively deals with the auditive material. What am I listening to/ what did I listen to? What will be said next? Were my assumptions and anticipations correct?

REVIEW:    

The listener ponders on the auditive material and his learning process. What did I listen to? What did I learn? What is still unclear or ominous?

DIFFICULTIES WITH LISTENING       

The speaker´s/ speaker´s speed (especially by native speakers in a non-teaching situation= Standard English or dialects Duration of the listening Complexity (sentences, text as a whole, topic) Number of speakers Background noise Recording quality

   

It´s Hobson´s choice: Once uttered, the spoken word(s) is gone and cannot be listened to again Spoken language is an incessant flow of words the recipient has to take in and make sense of Blurring of sounds or phonemes vs. inexperienced listener Discrepancy between an English word’s spelling and its pronunciation

GENERAL ADVICE        

Concentrate, imagine the situation, guess what might happen Be prepared for unexpected things Make us of hints: title, instructions, images, question, exercises Highlight information before listening Take notes during the listening Pay attention to keywords Be prepared for typical elements of spoken language (self correction, dialect etc.) Listening for gist (general information, major topic) vs. Listening for detail (specific information)

SESSION 8 Tablets, Smartphones, Apps (1) Issues to be taken into account 1. Hardware and software considerations       

School equipment vs. BYOD (bring your own device) Suitable rooms with enough updated computers for all (problem: different classes in one room)? Is reliable WLAN available everywhere in school? How many access points does the school have? IT department support? Licenses are often limited and will expire Additional programs required to control the learner´s devices e.g. in exams

2. Financial considerations

     

Should one make the learners’ parents pay for tablets and apps? Principle of equality: The same equipment for all (no exceptions at all) Potential school requirement: Do not make the learners pay too much extra. Trouble spot: What about learners who have to repeat a year? Are the few additional devices sufficient? What if the devices don’t work overtime?

3. Legal considerations      

Ministerial requirements and regulations All learners have to have the same make and model  principle of equality, equal conditions in exams etc.). Various forms have to be signed, collected and put in the students’ files  “Verhaltensvereinbarung Tablet” (for example “bring your fully charged, updated and functioning tablet to school”) Vertrag “PONS Dictionary App” or calculator apps (which versions?) Acknowledgement, for example on allowing the school to use “SOTI Mobi control” to control the students’ tablets in exams “Schulordnung”: How to deal with photos, videos etc. (personal rights, data protection, copyright issues)

4. Implication for teaching and learning     

“Philosophical” questions: Unlimited or restricted access? SOTI Mobi Control or the like to be installed? Danger of distraction (restrooms etc.) “Through the hand into the head/ mind”: Manual writing vs. taking photographs Apps: Basic vs. full or premium version

Recommended Apps and Tutorials 

KAHOOT; SOCRATIVE; ONCOO; GRADING; ONLINE DICTIONARY; DOODLE; Xwords GENERATOR; TASK EDITOR; ONLINE GAP TEXTS; MINDMEISTER; SIMPLE MIND (+); BOOK CREATOR...