4< Based on your examination of a textbook,
comment on the following:
a. Do the textbook's
chapters explore themes that are relevant for learners and based on
authentic cultural contexts?
b. Are language
experiences contextualized or personalized?
c. Are students
encouraged to use language in discourse-length rather than
sentence-length frames?
d. Are readings drawn from
authentic sources?
e. To what extent are
advance organizers provided?
f. What suggestions
would you make to the publisher if you were asked to provide input for
a revision of the text?
2< Littlewood's continuum
1< Background knowledge
1< Advance organizers
1< Schemata [Also in C&D, p. 135]
1< Script
4 & 5< After a workshop on developing students' reading
comprehension, a colleague comments that pre-reading activities take
too much time and probably don't help anyway. How would you
respond?
Curtain & Dahlberg (Ch. 2)
2< Explain the analogy between the music setting and the FL
classroom.
3< C&D explain that many attempts to personalize
classroom
activities are "thinly disguised drills that provide no opportunities
for
actual sharing of information" (p. 33). Revise a "traditional"
exercise
so that it is a meaningful, contextualized activity.
3< A fellow teacher tells you that she has tried teaching in
the
target language but gave it up. The children just got too
confused.
She might be willing to try again if she had some concrete advice.
What
could you suggest to her for her next effort?
Ohio
Academic Content Standards (p. 155-158)
2< Compare and contrast the traditional approach to
teaching vocabulary and grammatical structures to a standards-based
approach.