How to activate reading and listening in ppsx (Cách kích hoạt Đọc Nghe trong Phòng thí nghiệm Ngôn ngữ Anh)

How to Activate
Reading &
Listening: English
Lab
Upper Classes
English Language
Department
Abdelmoneim Hassan Adam Khamis


0557083091


1. Introduction
PPP to EAS
“Tell me, I forget.
Show me, I remember.
Involve me, I understand.”

Confucius, circa 450BC

Shift from Teaching to Learning
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2. The
Focus

 Combining Reading with Listening

 Engage and involve Learners
 More

exposure to English
Language
Backward
Design
(begin with the end in mind)
through:
1. What should students know & be

1)
2)

Listening
Reading

1. What should students know & be
able to do?
2. How will students demonstrate what
they know & can do?
3. What activities will students
experience to prepare them to
demonstrate what they know & can
do?
Stephen
Covey, 1996

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3. Overview
1.

Material Structure:

2.

Who compiles learning resources? (Sample)

3.

In the lab:

4.

What’s the teacher’s role in the EL Lab?

5.

Why? The Theoretical Framework

6.

Recap:

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3.1. Material Structure
a)

Interactive CD

b)

Practice CD

c)

Carton Movie DVD

d)

Enrich Materials

e)

Short Stories

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The Structure of

Material
Interac
tive CD
Cartoo
n
Movie
DVD

Enrich
Materi
als

Practic
e CD

Short
Stories

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3.2. Who compiles the
resources?
1.

Cooperative work

2.

Collaborative work

3.

Lab Teacher edits, classifies and grades the
materials to levels alongside weekly lesson plan.

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3.3. In the English Lab
1.

No Students’ Books

2.

No Workbooks

3.

No Worksheet
Learning through experience
Learning by games
Learning by doing
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3.4. What is the
Teacher’s Role?
1.

Designs activities _ “Backward Designer”.

2.

Scaffolds learning activities.

3.

Creates learning environment.

4.

Facilitates learning.

5.

Guides learners.

6.

Assesses/evaluates learners’ abilities.

All the roles should be

done through CALL.

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3.5. Why? Theoretical
Framework
A Mixed approach:
1.

Learning through experience

(Dewey, 1938)

2.

Multiple Intelligences Theory

(Gardner, 2001, 1983-93)

3.

Cognitive & Metacognitive Strategies

4.

Input Hypothesis

5.

Active Learning

6.

Bloom’s Taxonomy

7.

Backward Design

(constructivism)

(Krashen, 1988 & 1987)
(Kagan, 1998)
(Revised Hierarchy 2001)
(Stephen Covey, 1996)

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The Main Schools of Learning

Behaviorism
Structural View

Change in Behavior

Cognitivism

Constructivism

Functional View

Interactional View

Change in information

Change in Knowledge

Habit formation

Convey meaning

Interaction &
Negotiation of Meaning

S ------ R

Mental Process

Knowledge construct

1- Gestalt’s Insight, 1950s
2- LAD/UG by Chomsky, 1960s & 70s
3- The Monitor Model by Krashen, 1980s
12/22/2014

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3.6. Recap:
1.

Reading & Listening are psycholinguistics games.

2.

Practice Listening

3.

Gear Reading to Listening

4.

How to evaluate/assess listening & Reading?
Individually, we can evaluate/assess Learners’
Reading through Practicing Listening.

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Conclusion
Education is what people do for others.

Learning is what learners do for him/herself.
Reading Power Increases Learning.

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References:

Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of
Educational Objectives. New York: Longman.
Bloom, B.S. and Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee
of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green.
Dewey, J. (1938). Experience and education. Kappa Delta Pi, 1938
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
Gardner, H. (2006a). Multiple intelligences: New horizons in theory and practice. New York: Basic Books.
Krashen, Stephen D. (1987). “Second Language Acquisition and Second Language Learning.” University of Southern California. First
printed edition 1981 by Pergamon Press Inc. Print Edition ISBN 0-08-025338-5 First internet edition December 2002
Krashen, S. D. (2002). “The comprehension hypothesis and its rivals”, In Selected papers from the Eleventh International Symposium on
English Teaching/Fourth Pan-Asian Conference (pp. 395-404). English.
Krashen, S. D. (2004), The Power of Reading. Portsmouth, NH: Heinemann.
Krashen, S. D. (2004). “Free Voluntary Reading: New Research, Applications, and Controversies”, The Paper presented at the RELC
conference, Singapore, April, 2004.
Krashen, S. D. (2013). “Reading and Vocabulary Acquisition: supporting evidence and some objections”, Iranian Journal of Language
Teaching Research 1(1), (Jan., 2013) 27-43.

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Thank you for
your time.

Prepared by
Abdelmoneim Hassan Adam Khamis
Al-Aqsa School, Upper Classes
English Department

Dec, 2015
Prepared by Abdelmoneim Hassan Adam Khamis

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