Effective Classroom Management in the English Language Classroom
Using mass media in English classroom
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Transcript of Using mass media in English classroom
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Using Mass Media in the Classroom
Spring SchoolEnglish Teaching Resource Center
ChisinauMarch 5, 2012
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Newspapers & Mass Media
For Text Analysis and Language Learning
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Why use mass media messages?
Current information
Cultural information
New vocabulary
New stylistics
Satisfaction as a language learner
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Connecting with Students
• Wide range of material for students’ wide range of interests
• Chance to understand students
• Increased participation
• Relatable material
• Discussion/debate opportunities
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What is mass media?
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Mass Media=Connection
• Young Moldovans interested in global engagement
• Opportunity to connect with people across the world
• Various fora for discussion, debate and sharing
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Where to begin?
• Introduce students to standard differences
• Solicit topics of interest
• Don’t underestimate the value of certain themes
• Plan an introductory lesson to acquaint students with ideas of mass media
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Journalistic vs. Literary Writing
Past Tense
Minimize!
Less capitalization
Less punctuation
Shorter paragraphs
Internationally standard?
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Newspaper Articles6 Sections
Headline
Byline
Dateline
Lead
Content/body
Conclusion/Author Contribution
New York Times■Headline■Byline■Created date (no time)■Content■Dateline■Entities (inline)■Contributor declaration■Related Stories/Past Coverage
OLD
SCHOOL
Online News Today
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Inverted Pyramid
Most Important
Fluff
Somewhat Important
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News ValuesImpact
Timeliness
Prominence
Proximity
Bizarreness/Oddity
Conflict
Currency
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Types of News Articles
Hard News
Feature Stories
Opinion Pieces
Columns
Editorials
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Where does the news come from?
• Naturally occurring events, like disasters and accidents
• Planned activities, like meetings and news conferences
• Reporter’s enterprise
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Points for Discussion
• The role of the journalist
• Objectivity and fairness
• Bias
• News providers
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Suggested Activities
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Ongoing Project Ideas
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• Journal
• Giving each student a “beat”
• Giving each student a publication or two to follow
• Group writing
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Analysis Activities
• Practice answering the 5 W’s and H questions
• Provide an article
• Provide students with the Ws and H, along with several variations of these questions
• Bias identification
• Provide two articles from different sources discussing the same issue
• How do they differ? Can students identify forms of bias?
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Discussion Activities
• Seminar Discussion
• Students must bring 2-3 discussion questions
• Article Presentation
• Students choose vocabulary words for the class and summarize the article’s content
• Each student required to ask at least one question
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Writing Activities
• Summarizing-essential for succinct writing
• Article writing
• Begin with leads, then gradually work to full articles
• Work through the writing process
• Observation, research, sources, interviews, fact-checking
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Identifying News Values
• In your group, go down the list of news values and see if the article contains one or more of these values. State why or why not.
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Ws and H
• Who is involved in this story? Who is affected by it? Who is the best person to tell the story?
• What happened? What is the point of this story? What is the writer trying to say?
• Where did this happen? Where else could I go to get the full story?
• When did this happen? When did the turning points occur in the story?
• Why is this happening? Is it an isolated case or part of a trend? Why are people behaving the way they are?
• How did this happen? How will things be different because of what happened?
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Summarize!
• Work in groups to summarize your stories. What are the most crucial elements?
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Advantages
• Exposure to otherwise potentially ignored topics
• Accessibility
• Linguistic exercise
• Group or individual opportunities
• Real world practice24
Disadvantages• Difficult to
entertain all students’ interests
• Frustration with vocabulary and style
• Intimidating material
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Thank you!
Questions/Comments?
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