Learning English through Social Issues

Slides:



Advertisements
Similar presentations
Close Reading at NQ Is it really that different to what I have done before?
Advertisements

Literacy Across Learning for Managers 25 August 2009 and 23 February 2010.
What is Literacy? According to A Curriculum for Excellence,
Unit 3: Interpretations of Prose and Poetry An Introduction Miss McClue.
REFERENCES WHAT DOES IT CERTIFY? Cambridge English: First, commonly known as First Certificate in English (FCE) is an exam for people who need to prove.
Assessing student learning. Diagnostic - The gathering of information at the outset of a course or program of study to provide information for both the.
SEM II : Marketing Research
Interviewing Techniques and Writing Strategies. Middle School.
ACTION PLAN Ayesha Mujtaba DA Public School (O & A Levels) English, Grade VIII.
Consultation on Senior Cycle Science Anna Walshe Brendan Duane
(IN)FORMATIVE ASSESSMENT August Are You… ASSESSMENT SAVVY? Skilled in gathering accurate information about students learning? Using it effectively.
The Merchant of Venice. In this unit, students will be working around themes such as “Self Interest versus Love”, the “Divine Quality of Mercy”, and “Hatred.
BARRETT’S TAXONOMY READING COMPREHENSION LEVEL OR READING SKILL.
Chapter 3 Doing Sociological Research 1. Sociology & the Scientific Method The research process: 1.Developing a research question 2.Creating a research.
Writing Objectives General Education’s Great Expectations (GE)2 Tamara Rosier, Assistant Director of Assessment Julie Guevara, Assessment and Accreditation.
1 Lecture 6 The Systems Analyst (Role and activities) Systems Analysis & Design Academic Year 2008/9.
Higher English An Introduction to the Course. Higher English Course Assessment: Writing Portfolio- marked out of 30 (15 each ) = 30% Reading for U, A.
Lecturer: Miljen Matijašević G10, room 6, Tue 11:30-12:30 Session 1, 17 Mar 2014.
LE 4000 ENGLISH FOR ACADEMIC PURPOSES
Literacy Textual: The ability to read and write Oral: The ability to listen and speak Visual: The ability to interpret visual messages accurately and.
INTRODUCTION.- PROGRAM EVALUATION
 First discussion moderators  Follow-up any oral communication from last week  The College and Workplace learner  Developing an Oral Communication.
Can I ask you a question? Do you have a sociological imagination…really?
The Writing Program at The University of North Florida Five Step Assessment Cycle.
English and Curriculum for Excellence S3 Course for
Subject Area: English Course Title: English I Text: Prentice Hall: Timeless Voices, Timeless Themes Grade Level: 9th Teacher: Ms. Christie
LEARNING HOW TO LEARN…THE METHODS OF HISTORY Many of these methodologies are cross-curricular.
ASSESSMENT SYED A RIZVI INTERIM ASSOCIATE PROVOST FOR INSTITUTIONAL EFFECTIVENESS.
Developing Programmatic Objectives Presentation to Department of English SUNY Oneonta October 1, 2008.
Marek Frankowicz.  Top-down  We have an idea of a new program  We formulate program learning outcomes  We divide the program into modules  We develop.
1 Project of Reading Course Development Designer: Erin M Instructor: Mavis Shang Date: 06/09/2008.
Problems to Solve Decisions to Make. What skills do students need to be successful? Problem solving skills What resources do they have available Goals.
Application Skills Skills For Answering Application Question An Open Source Education Project.
Learning Outcomes 1. Present your written assignment effectively; 2. Apply citation style based on the American Psychological Association (APA format;
Year 10 Exam – English Language Tuesday 23 rd June AM Reading passages– 2 hours You will answer 3 questions (directed writing, select words and phrases.
Teacher(s): Time: The Course Organizer Student: Course Dates: This Course: Course Progress Graph Course Questions: is about Course Assessment: 1. How can.
Keys to Successful Marketing  Must understand and meet customer needs and wants  To meet customer needs, marketers must collect information.
Doing discourse analysis. Criteria for developing a discourse analysis project a well-focused idea that is phrased as a question or set of closely related.
English Course Offerings for Incoming Grade 11’s Challenge Yourself!
Opposing Viewpoints Resource Center. Gale Digital Collections Mapping OVRC to ENGLISH Curriculum College Writing In this course, you will learn the basic.
Planning an Applied Research Project Chapter 3 – Conducting a Literature Review © 2014 by John Wiley & Sons, Inc. All rights reserved.
Advanced Language Learners Levels V, VI, VII (2) Using age-appropriate activities, students master novice tasks, expand their ability to perform intermediate.
Credits: 3 Respond critically to significant aspects of visual and/or oral text(s) through close reading, supported by evidence English 3.9 Through their.
2011/ Assessment seminar 2011 for new and/or inexperienced teachers of English and Literature WACE courses Module 1.
Chapter 1 How Sociologists View Social Problems
AP English Language & Composition. STRENGTHEN THE EFFECTIVENESS OF YOUR WRITING THROUGH CLOSE READING AND FREQUENT PRACTICE AT APPLYING RHETORICAL STRATEGIES,
Helping to develop values
Unit 3 Overview-Updated Week 10 3/18- Intro to informative writing 3/20- Major Essay 3- Informative Article Week 11 3/23- Visual rhetoric strategies 3/25-
Project Work Social Studies. Introduction Project work is not new. Your teachers have long appreciated the value of project work and have assigned projects.
University of Sunderland Professionalism and Personal Skills Unit 7 Professionalism and Personal Skills Lecture Research Skills.
WHAT SKILLS AND UNDERSTANDINGS DO I NEED TO DEMONSTRATE? HOW CAN I MAKE SURE I HAVE PRODUCED A HIGH QUALITY RESPONSE? (OR TWO!) Literature : Close Passage.
Textual Analysis Introduction. What is Textual Analysis? Textual Analysis, as the name suggests, involves the Analysis of a literary Text. It is very.
Integrated College English Han-yi Lin Instructor Foreign Language Center National Chengchi University.
RES 320 expert Expect Success/res320expertdotcom FOR MORE CLASSES VISIT
Lesson One Title: Course Outline Term 1 Mr. Farley Chavez Augustine.
PowerPoint & Evaluating Resources PowerPoint & Evaluating Resources Mike Spindler & Emma Purnell.
National 4 Course Torry Academy. Analysis and Evaluation UNIT To pass this unit, you will be able to: Understand, analyse and evaluate straightforward.
Dr Anie Attan 26 April 2017 Language Academy UTMJB
Literature Pathway Subject(s): VCE Literature
English as a Second Language 0511
AP Language and Composition
REPORT WRITING REFERENCE : Pinner, D. & Pinner, D. (2003) Communication Skills, 4th ed. Pearson Longman, New Zealand, pp. 147 – 162.
National 3 Course Torry Academy.
REPORT WRITING REFERENCE : Pinner, D. & Pinner, D. (2003) Communication Skills, 4th ed. Pearson Longman, New Zealand, pp 147 – 162.
LEARNAPALOZZA: SERVICE-LEARNING AT CPCC
SDSU’s Writing Placement Assessment (WPA)
SDSU’s Writing Placement Assessment (WPA)
National 4 Course.
Writer/Thinker/Maker
AICE General Paper What IS this class?.
Presentation transcript:

Learning English through Social Issues

What are social issues? matters which directly or indirectly affect many or all members of a society often considered to be problems arouses public interests and concerns controversial involves (moral) values

Examples of social issues Poverty Pollution Drug abuse Abortion Violence

Why take this course? develop skills in researching more positive personal values and attitudes better organization and coherence in writing more critical in analyzing gathered information more confidence in presenting views in public

Why take this course? better skills in interpreting ideas, information, fact, opinions and arguments improved rhetoric skills in argumentative writing better use of different genres to present ideas

Content Part 1: Identifying, examining and presenting social issues Researching and gathering information on social issues Part 3: Final presentation

Part 1: Identifying, examing and presenting social issues Presents the idea of social issues Definition of the social issue Causes and effects of a social problem Solutions for a social problem Gives learners the opportunity to consider various ways social issues may affect them personally, their society and the world around them

Part 1: Identifying, examining and presenting social issues Learners practise reading, identifying and writing definitions, causes and effects, and solutions to social problems

Part 2: Researching and gathering information on social issues 1) Learners learn how to follow an argument and research a social issue (e.g. conducting observations, interviews and surveys) 2) Learners develop strategies for evaluating information from different sources, and techniques for citing and acknowledging sources

Part 3: Final presentation Learners identify a social problem they are interested in, and carry out research on it. Learners present their work (written and spoken)

Learning activities READING essays, journals, pamphlets, editorials, newspaper reports WRITING paragraphs to define different social issues, the causes and effects, and solutions DISCUSSIONS, ORAL PRESENTATIONS, ROLE-PLAYS PROJECT

Assessment Assessment will focus on learners’ demonstration of their ability to: understand and interpret ideas and information in texts on social issues follow and evaluate argument write about a social issue analyse and evaluate information from various sources carry out simple research using methods such as surveys and interviews summarise a passage present a written or spoken text that incorporates a definition of a social problem, its causes and effects, and offers solutions to it

Assessment Oral and written activities in the course will be used for assessing learner performance: Quizzes Paragraphs written on definitions, causes, effects and solutions Evaluation of information Questionnaires and interviews Written or spoken presentations