Activities for inclusive language teaching: valuing diversity in the ELT classroom
Gespeichert in:
| Hauptverfasser: | , , , , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Stuttgart
Delta Publishing
2020
|
| Ausgabe: | 1st edition |
| Schriftenreihe: | Ideas in action
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Inhaltsverzeichnis |
| Beschreibung: | 136 Seiten Illustrationen 30 cm, 532 g |
| ISBN: | 9783125017399 3125017394 |
Internformat
MARC
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| 008 | 210909s2020 gw a||| |||| 00||| eng d | ||
| 015 | |a 20,N26 |2 dnb | ||
| 015 | |a 21,A04 |2 dnb | ||
| 016 | 7 | |a 1212198840 |2 DE-101 | |
| 020 | |a 9783125017399 |c pbk. |9 978-3-12-501739-9 | ||
| 020 | |a 3125017394 |9 3-12-501739-4 | ||
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| 049 | |a DE-11 | ||
| 084 | |a HD 184 |0 (DE-625)48424: |2 rvk | ||
| 100 | 1 | |a Smith, Anne Margaret |0 (DE-588)1222774232 |4 aut |4 edt | |
| 245 | 1 | 0 | |a Activities for inclusive language teaching |b valuing diversity in the ELT classroom |c edited by Anne Margaret Smith ; author team: Anne Margaret Smith, Rachael Harris, Anette Igel, Jana Jilkova, Giovanni Licata, Rom Neves |
| 250 | |a 1st edition | ||
| 264 | 1 | |a Stuttgart |b Delta Publishing |c 2020 | |
| 300 | |a 136 Seiten |b Illustrationen |c 30 cm, 532 g | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Ideas in action | |
| 653 | |a Englisch | ||
| 653 | |a Book with photocopiable activites | ||
| 655 | 7 | |0 (DE-588)4074111-4 |a Lehrmittel |2 gnd-content | |
| 700 | 1 | |a Harris, Rachael |e Verfasser |4 aut | |
| 700 | 1 | |a Igel, Anette |e Verfasser |4 aut | |
| 700 | 1 | |a Jilkova, Jana |e Verfasser |4 aut | |
| 700 | 1 | |a Licata, Giovanni |e Verfasser |4 aut | |
| 700 | 1 | |a Neves, Rom |e Verfasser |4 aut | |
| 710 | 2 | |a Langenscheidt bei Klett |0 (DE-588)1065109865 |4 pbl | |
| 856 | 4 | 2 | |m B:DE-101 |q application/pdf |u https://d-nb.info/1212198840/04 |3 Inhaltsverzeichnis |
| 856 | 4 | 2 | |m DNB Datenaustausch |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032861707&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-032861707 | ||
Datensatz im Suchindex
| _version_ | 1804182764918931456 |
|---|---|
| adam_text | ACTIVITIES
FOR
INCLUSIVE
LANGUAGE
TEACHING
CONTENTS
17
MY
NAMES
18
24
LEVELS
OF
EXAMPLE
ACTIVITIES
A1
AND
ABOVE
THE
WELCOMING
CLASSROOM
MICRO-STRATEGIES
FOR
THE
INCLUSIVE
CLASSROOM
LEARNERS
REFLECT
INDIVIDUALLY
ON
ALL
THE
NAMES
THEY
ARE
CALLED
BY
DIFFERENT
PEOPLE,
INTRODUCE
SOME
OF
THEM,
AND
CHOOSE
WHICH
THEY
WOULD
LIKE
TO
USE
IN
THIS
GROUP.
STRATEGIES
FOR
WORKING
TOGETHER,
ARRANGING
THE
PHYSICAL
CLASSROOM,
MANAGING
THE
VIRTUAL
CLASSROOM
AND
CREATING
INCLUSIVE
MATERIALS.
THE
ACTIVITIES
IN
THIS
CHAPTER
ARE
ALL
DESIGNED
TO
FOSTER
A
COLLABORATIVE
AND
SUPPORTIVE
LEARNING
ENVIRONMENT.
LEARNERS
SHARE
SOME
INFORMATION
ABOUT
THEMSELVES
AND
FIND
OUT
WHAT
THEY
HAVE
IN
COMMON
WITH
EACH
OF
THE
OTHER
LEARNERS
IN
THE
CLASS.
2C
OUR
CONNECTION
A1
AND
ABOVE
2B
A
CLASS
CONTRACT
ALAND
LEARNERS
THINK
OF,
DISCUSS,
AND
DECIDE
ON
6
RULES
FOR
21
ABOVE
THE
CLASSROOM
THROUGH
A
PYRAMID
DISCUSSION.
2A
11
2D
WHAT
ON
EARTH
A2
AND
IS
THAT?
ABOVE
LEARNERS
SHOW
THE
GROUP
SOMETHING
THAT
IS
SPECIFIC
27
TO
THEIR
HOME
COUNTRY,
CULTURE
OR
FAMILY
AND
EXPLAIN
WHY
IT
IS
IMPORTANT
TO
THEM.
(OR
A
PICTURE
OR
PHOTO
OF
THE
OBJECT
IF
IT S
NOT
EASY
TO
BRING
TO
CLASS.)
2E
SURVIVAL
TIPS
A1
AND
ABOVE
LEARNERS
PREPARE
A
LETTER
TO
GIVE
TO
NEW
LEARNERS
(OR
31
NEXT
YEAR S
LEARNERS)
GIVING
ADVICE
ON
HOW
TO
GET
THE
MOST
FROM
THE
CLASS.
2F
WHY
I M
SPECIAL
A2
AND
LEARNERS
WORK
IN
GROUPS
TO
MAKE
UP
QUESTIONS
THAT
34
ABOVE
FORM
THE
BASIS
OF
AN
INTERVIEW
WITH
ANOTHER
STUDENT.
THEY
TRY
TO
DISCOVER
WHAT
THE
OTHER
PERSON
IS
GOOD
AT.
2G
WHO
WILL
I
BE?
(THE
L-2
IDENTITY
TREE)
2H
MOTTO
IT
UP
B2
AND
LEARNERS
WORK
IN
SMALL
GROUPS
TO
DISCUSS
AND
REFLECT
36
ABOVE
ON
THEIR
PERSONAL
GOALS,
AND
HOW
THEY
WILL
OVERCOME
ANY
BARRIERS
TO
ACHIEVE
THEM.
B1
AND
LEARNERS
CHOOSE
A
SAYING
THAT
THEY
LIKE
AND
TRY
TO
39
ABOVE
EXPLAIN
IT
TO
THE
OTHER
LEARNERS
IN
ENGLISH.
4
PAGE
41
42
3B
PERSONAL
JOURNAL
A2
AND
ABOVE
LEARNERS
WRITE
A
REFLECTIVE
JOURNAL
OF
ACHIEVEMENTS
AND
POSITIVE
MOMENTS
THAT
HAPPENED
DURING
THE
WEEK
WHICH
ARE
NOT
RELATED
TO
LEARNING
ENGLISH
BUT
THEIR
PERSONAL
LIVES.
45
3C
MEET
THE
EXPERT
A1
AND
ABOVE
LEARNERS
CHOOSE
AN
ACTIVITY
THEY
EXCEL
IN;
THIS
CAN
BE
PLAYING
FOOTBALL,
LOADING
THE
DISHWASHER
OR
DEFROSTING
PIZZA
IN
THE
MICROWAVE.
THEY
THEN
PRESENT
A
DETAILED
EXPLANATION
OF
HOW
TO
DO
THIS
ACTIVITY
TO
THE
CLASS.
48
3D
PRESENT
PERFECT
ME
A2
AND
ABOVE
LEARNERS
WRITE
DOWN
A
NUMBER
OF
THINGS
THEY
HAVE
DONE,
THE
TEACHER
READS
THEM
OUT
AND
THE
CLASS
GUESSES
WHICH
STUDENT
DID
THEM.
51
3E
WHO
AM
1?
WHERE
AM
1
GOING?
A2
AND
ABOVE
LEARNERS
ARE
INVITED
TO
REFLECT
ON
THEIR
PERSONAL
ATTRIBUTES
AND
PLAN
THEIR
ROUTE
TO
REACH
THEIR
GOALS
AND
DREAMS.
54
3F
LEARNERS
ACTIVITY
CODE
(LAC)
A1
AND
ABOVE
LEARNERS
COMMUNICATE
HOW
THEY
ARE
FEELING
OR
PROGRESSING
WITH
THEIR
WORK.
60
3G
MOOD
BOOSTERS
FOR
FAST
FINISHERS
A2
AND
ABOVE
AN
ACTIVITY
FOR
LEARNERS
TO
DO
AUTONOMOUSLY
WHILE
64
WAITING
FOR
THE
OTHERS
TO
FINISH
AN
EXERCISE
OR
ACTIVITY.
MEMORY
JAR
A1
AND
ABOVE
WELL-BEING
IN
THE
CLASSROOM
LEARNERS
REGULARLY
WRITE
DOWN
THE
BEST
THING
THAT
HAS
HAPPENED
TO
THEM
RECENTLY,
OR
THE
BIGGEST
CHALLENGE
THEY
HAVE
OVERCOME.
THEY
NOTE
THESE
EVENTS
ON
SMALL
SLIPS
OF
PAPER
ANONYMOUSLY
AND
PLACE
THEM
IN
THE
CLASS
MEMORY
JAR.
AT
A
CHOSEN
MOMENT
(END
OF
YEAR/TERM/COURSE)
OPEN
THE
JAR
AND
READ
IT
OUT.
THE
LEARNERS
THEN
GUESS
WHOSE
PAPER
IT
IS
AND
THE
AUTHOR
CAN
ADD
INFORMATION/FEELINGS
AS
APPROPRIATE.
THE
ACTIVITIES
IN
THIS
CHAPTER
BUILD
ON
THE
ACTIVITIES
IN
CHAPTER
2,
GOING
BEYOND
THE
INTRODUCTORY
STAGE,
AND
OFFER
STRATEGIES
THAT
CAN
BE
USED
THROUGHOUT
THE
YEAR,
TO
BOOST
SELF-ESTEEM
AND
MOTIVATION
TO
LEARN.
THIS
IS
PARTICULARLY
IMPORTANT
FOR
THOSE
LEARNERS
WHO
EXPERIENCE
BARRIERS
IN
THEIR
EDUCATION.
3A
5
PAGE
UNDERSTANDING
DIFFERENCE
-
EMBRACING
DIVERSITY
4A
TALKING
ABOUT
US
A2
AND
ABOVE
THE
ACTIVITIES
IN
THIS
CHAPTER
ARE
DESIGNED
TO
HELP
68
LEARNERS
TO
RECOGNISE
SOME
OF
THE
MANY
FORMS
OF
DIVERSITY,
AND
HARNESS
THE
BENEFITS
THAT
DIVERSITY
BRINGS
TO
THEIR
GROUP.
LEARNERS
IDENTIFY
DIFFERENT
ASPECTS
OF
THEIR
OWN
69
IDENTITIES,
AND
DESCRIBE
THEMSELVES
AND
OTHERS
USING
APPROPRIATE
TERMINOLOGY.
4B
STOP!
A1
AND
ABOVE
4C
TURN
IT
OVER
A2
AND
ABOVE
LEARNERS
EXPERIMENT
WITH
THE
SPACE
THEY
NEED
AND
73
DECIDE
HOW
TO
GIVE
THIS
MESSAGE
TO
ANOTHER
PERSON.
LEARNERS
RE-WRITE
FAMOUS
SONGS
(E.G.
BETTE
DAVIS
76
EYES ,
I M
ON
FIRE )
CHANGING
THE
GENDER
OF
THE
LANGUAGE
USED
IN
THE
SONGS
AND
DISCUSS
THE
CONSEQUENCES.
4D
IN
YOUR
SHOES
A2
AND
ABOVE
(AGED
16+)
4E
NO
REASONS
WHY
A2
AND
ABOVE
LEARNERS
ENGAGE
IN
A
SERIES
OF
ROLEPLAY
ACTIVITIES
79
WHERE
THEY
ASSUME
DIFFERENT
GENDER/SEXUALITY,
AGE
OR
ETHNICITY
ROLES.
LEARNERS
ANALYSE
ANTI-BULLYING
CAMPAIGNS
AS
84
COMPLEX
TEXT
(VIDEO,
PHOTOGRAPHY,
AND
TEXT)
AND
DESIGN
THEIR
OWN
ANTI-BULLYING
CAMPAIGN.
THEIR
POSTER
OR
VIDEO
CAN
BE
WRITTEN
OR
SPOKEN.
4F
GOOD
OL
B1
AND
STEREOTYPES
ABOVE
LEARNERS
ANALYSE
PICTURES
AND
QUOTES
FROM
FAMOUS
88
NOVELS,
SONGS
AND
MOVIES,
WHICH
REVEAL
GENDER
AND
SEXUALITY
STEREOTYPES.
IN
TWO
GROUPS,
LEARNERS
COME
UP
WITH
STEREOTYPES
/
ROLES
THAT
APPLY
IN
THEIR
COUNTRY
AND
DIVIDE
THE
GROUP
INTO
FOR
/
AGAINST
TO
STAGE
A
DEBATE.
4G
THE
UNCOOL
QUIZ
A2
AND
ABOVE
LEARNERS
REFLECT
ON
THINGS
THAT
ARE
CONSIDERED
93
UNCOOL
IN
THEIR
SOCIOCULTURAL
CONTEXT.
THEY
DESIGN
A
QUIZ
TO
TEST
HOW
UNCOOL
THEIR
CLASSMATES
OR
THEIR
TEACHER
IS,
AND
VOTE
ON
THE
BEST
QUIZ
TO
REVEAL
THE
LEVEL
OF
UNCOOLNESS.
THE
QUIZZES
ARE
THEN
USED
TO
REFLECT
ON
WHY
CERTAIN
THINGS
ARE
CONSIDERED
UNCOOL.
PROJECTS
ALLOW
ALL
MEMBERS
OF
THE
GROUP
TO
96
CONTRIBUTE
THEIR
TALENTS
AND
LEARN
FROM
EACH
OTHER,
WORKING
*EJM
TOGETHER
HIGHLIGHTING
THEIR
SKILLS
AND
ABILITIES
RATHER
THEIR
DIFFERENCES.
THE
ACTIVITIES
OUTLINED
HERE
PROVIDE
THE
BASIC
STRUCTURE
OF
PLANNING,
PREPARING,
IMPLEMENTING
AND
EVALUATING
A
PROJECT.
5A
SETTING
UP
THE
BLAND
PROJECT
ABOVE
THE
CLASS
AGREES
ON
A
TOPIC
THAT
INTERESTS
THEM,
99
PREFERABLY
RELATED
TO
THE
COMMUNITY,
PERHAPS
REFLECTING
A
PROBLEM
OR
A
NEED
THAT
COULD
BE
ADDRESSED
BY
SOME
VOLUNTARY
WORK.
6
PAGE
BY
COMPLETING
INDIVIDUAL
I
CAN
SHEETS
AND
GROUP
SWOT
ANALYSIS
SHEETS.
5B
RESEARCHING
THE
PROJECT
B1
AND
ABOVE
LEARNERS
ANALYSE
WHERE
THE
PROJECT
WILL
HAVE
MOST
IMPACT
AND
DECIDE
WHERE
TO
IMPLEMENT
IT,
AND
HOW.
102
5C
REHEARSAL
B1
AND
ABOVE
LEARNERS
RUN
THROUGH
THE
STEPS
OF
THE
ACTUAL
EVENT
OR
IMPLEMENTATION
OF
THE
PROJECT.
105
5D
IN
THE
REAL
WORLD
B1
AND
ABOVE
LEARNERS
START
TO
IMPLEMENT
THE
ACTIVITY
THEY
HAVE
PLANNED.
108
5E
EVALUATION
OF
THE
PROJECT
B1
AND
ABOVE
LEARNERS
REFLECT
ON
WHAT
THEY
HAVE
ACCOMPLISHED,
AND
HOW
THEY
DID
THAT,
AS
WELL
AS
WHAT
THEY
LEARNT,
110
;
*
THE
ACTIVITIES
IN
THIS
CHAPTER
OFFER
WAYS
OF
ALLOWING
*
!
11
4F
WHAT
CAN
WE
LEARNERS
TO
REFLECT
ON
AND
EVALUATE
THEIR
OWN
F
DO
NOW?
LEARNING,
USING
METHODS
THAT
ARE
LESS
INTIMIDATING,
|
AND
MORE
ACCESSIBLE,
THAN
TRADITIONAL
TESTS..
.
-
:
THEY
MUST
WRITE
A
SHORT
NOTE
THANKING
THAT
PERSON
FOR
THEIR
CONTRIBUTION
TO
THE
CLASS,
WHETHER
ACADEMIC
OR
SOCIAL.
6A
MUST
I
PAINT
YOU
A
PICTURE?
A1
AND
ABOVE
LEARNERS
TAKE
IT
IN
TURNS
TO
ACT
AND
DRAW
CLUES
117
SO
THAT
THEIR
TEAM
CAN
GUESS
A
WORD
THEY
ARE
THINKING
OF.
6B
ROLL
THE
DIE
A1
AND
ABOVE
IN
SMALL
GROUPS,
LEARNERS
ANSWER
6
QUESTIONS
TO
119
REVIEW
WHAT
THEY
HAVE
LEARNT
DURING
THE
LESSON.
6C
ASSESSING
YOU,
A2
AND
ASSESSING
ME
ABOVE
IN
GROUPS
OF
3,
LEARNERS
SET
THEIR
CLASSMATES
A
122
5-QUESTION
QUIZ
ABOUT
MATERIAL
COVERED
IN
THE
LAST
WEEK.
6D
INDEPENDENT
ASSESSMENT
B1
AND
ABOVE
INDIVIDUALLY,
LEARNERS
LOOK
BACK
OVER
THEIR
NOTES
AND
125
COURSE
MATERIALS
AND
WRITE
DOWN
2
OR
3
QUESTIONS
TO
CLARIFY
(OR
EXTEND)
WHAT
THEY
HAVE
COVERED.
6E
PEER
ASSESSMENT
B1
AND
ABOVE
LEARNERS
ASSESS
EACH
OTHERS
WORK
AND
OFFER
127
CONSTRUCTIVE
FEEDBACK.
6F
THANK
YOU
FOR
THANKING
ME
A2
AND
ABOVE
THIS
IS
AN
ACTIVITY
SUITABLE
FOR
THE
END
OF
A
COURSE
OR
130
A
TERM.
LEARNERS
ARE
ALLOCATED
ONE
CLASSMATE
AND
REFERENCES
133
7
|
| adam_txt |
ACTIVITIES
FOR
INCLUSIVE
LANGUAGE
TEACHING
CONTENTS
17
MY
NAMES
18
24
LEVELS
OF
EXAMPLE
ACTIVITIES
A1
AND
ABOVE
THE
WELCOMING
CLASSROOM
MICRO-STRATEGIES
FOR
THE
INCLUSIVE
CLASSROOM
LEARNERS
REFLECT
INDIVIDUALLY
ON
ALL
THE
NAMES
THEY
ARE
CALLED
BY
DIFFERENT
PEOPLE,
INTRODUCE
SOME
OF
THEM,
AND
CHOOSE
WHICH
THEY
WOULD
LIKE
TO
USE
IN
THIS
GROUP.
STRATEGIES
FOR
WORKING
TOGETHER,
ARRANGING
THE
PHYSICAL
CLASSROOM,
MANAGING
THE
VIRTUAL
CLASSROOM
AND
CREATING
INCLUSIVE
MATERIALS.
THE
ACTIVITIES
IN
THIS
CHAPTER
ARE
ALL
DESIGNED
TO
FOSTER
A
COLLABORATIVE
AND
SUPPORTIVE
LEARNING
ENVIRONMENT.
LEARNERS
SHARE
SOME
INFORMATION
ABOUT
THEMSELVES
AND
FIND
OUT
WHAT
THEY
HAVE
IN
COMMON
WITH
EACH
OF
THE
OTHER
LEARNERS
IN
THE
CLASS.
2C
OUR
CONNECTION
A1
AND
ABOVE
2B
A
CLASS
CONTRACT
ALAND
LEARNERS
THINK
OF,
DISCUSS,
AND
DECIDE
ON
6
RULES
FOR
21
ABOVE
THE
CLASSROOM
THROUGH
A
PYRAMID
DISCUSSION.
2A
11
2D
WHAT
ON
EARTH
A2
AND
IS
THAT?
ABOVE
LEARNERS
SHOW
THE
GROUP
SOMETHING
THAT
IS
SPECIFIC
27
TO
THEIR
HOME
COUNTRY,
CULTURE
OR
FAMILY
AND
EXPLAIN
WHY
IT
IS
IMPORTANT
TO
THEM.
(OR
A
PICTURE
OR
PHOTO
OF
THE
OBJECT
IF
IT'S
NOT
EASY
TO
BRING
TO
CLASS.)
2E
SURVIVAL
TIPS
A1
AND
ABOVE
LEARNERS
PREPARE
A
LETTER
TO
GIVE
TO
NEW
LEARNERS
(OR
31
NEXT
YEAR'S
LEARNERS)
GIVING
ADVICE
ON
HOW
TO
GET
THE
MOST
FROM
THE
CLASS.
2F
WHY
I'M
SPECIAL
A2
AND
LEARNERS
WORK
IN
GROUPS
TO
MAKE
UP
QUESTIONS
THAT
34
ABOVE
FORM
THE
BASIS
OF
AN
INTERVIEW
WITH
ANOTHER
STUDENT.
THEY
TRY
TO
DISCOVER
WHAT
THE
OTHER
PERSON
IS
GOOD
AT.
2G
WHO
WILL
I
BE?
(THE
L-2
IDENTITY
TREE)
2H
MOTTO
IT
UP
B2
AND
LEARNERS
WORK
IN
SMALL
GROUPS
TO
DISCUSS
AND
REFLECT
36
ABOVE
ON
THEIR
PERSONAL
GOALS,
AND
HOW
THEY
WILL
OVERCOME
ANY
BARRIERS
TO
ACHIEVE
THEM.
B1
AND
LEARNERS
CHOOSE
A
SAYING
THAT
THEY
LIKE
AND
TRY
TO
39
ABOVE
EXPLAIN
IT
TO
THE
OTHER
LEARNERS
IN
ENGLISH.
4
PAGE
41
42
3B
PERSONAL
JOURNAL
A2
AND
ABOVE
LEARNERS
WRITE
A
REFLECTIVE
JOURNAL
OF
ACHIEVEMENTS
AND
POSITIVE
MOMENTS
THAT
HAPPENED
DURING
THE
WEEK
WHICH
ARE
NOT
RELATED
TO
LEARNING
ENGLISH
BUT
THEIR
PERSONAL
LIVES.
45
3C
MEET
THE
EXPERT
A1
AND
ABOVE
LEARNERS
CHOOSE
AN
ACTIVITY
THEY
EXCEL
IN;
THIS
CAN
BE
PLAYING
FOOTBALL,
LOADING
THE
DISHWASHER
OR
DEFROSTING
PIZZA
IN
THE
MICROWAVE.
THEY
THEN
PRESENT
A
DETAILED
EXPLANATION
OF
HOW
TO
DO
THIS
ACTIVITY
TO
THE
CLASS.
48
3D
PRESENT
PERFECT
ME
A2
AND
ABOVE
LEARNERS
WRITE
DOWN
A
NUMBER
OF
THINGS
THEY
HAVE
DONE,
THE
TEACHER
READS
THEM
OUT
AND
THE
CLASS
GUESSES
WHICH
STUDENT
DID
THEM.
51
3E
WHO
AM
1?
WHERE
AM
1
GOING?
A2
AND
ABOVE
LEARNERS
ARE
INVITED
TO
REFLECT
ON
THEIR
PERSONAL
ATTRIBUTES
AND
PLAN
THEIR
ROUTE
TO
REACH
THEIR
GOALS
AND
DREAMS.
54
3F
LEARNERS'
ACTIVITY
CODE
(LAC)
A1
AND
ABOVE
LEARNERS
COMMUNICATE
HOW
THEY
ARE
FEELING
OR
PROGRESSING
WITH
THEIR
WORK.
60
3G
MOOD
BOOSTERS
FOR
FAST
FINISHERS
A2
AND
ABOVE
AN
ACTIVITY
FOR
LEARNERS
TO
DO
AUTONOMOUSLY
WHILE
64
WAITING
FOR
THE
OTHERS
TO
FINISH
AN
EXERCISE
OR
ACTIVITY.
MEMORY
JAR
A1
AND
ABOVE
WELL-BEING
IN
THE
CLASSROOM
LEARNERS
REGULARLY
WRITE
DOWN
THE
BEST
THING
THAT
HAS
HAPPENED
TO
THEM
RECENTLY,
OR
THE
BIGGEST
CHALLENGE
THEY
HAVE
OVERCOME.
THEY
NOTE
THESE
EVENTS
ON
SMALL
SLIPS
OF
PAPER
ANONYMOUSLY
AND
PLACE
THEM
IN
THE
CLASS
MEMORY
JAR.
AT
A
CHOSEN
MOMENT
(END
OF
YEAR/TERM/COURSE)
OPEN
THE
JAR
AND
READ
IT
OUT.
THE
LEARNERS
THEN
GUESS
WHOSE
PAPER
IT
IS
AND
THE
AUTHOR
CAN
ADD
INFORMATION/FEELINGS
AS
APPROPRIATE.
THE
ACTIVITIES
IN
THIS
CHAPTER
BUILD
ON
THE
ACTIVITIES
IN
CHAPTER
2,
GOING
BEYOND
THE
INTRODUCTORY
STAGE,
AND
OFFER
STRATEGIES
THAT
CAN
BE
USED
THROUGHOUT
THE
YEAR,
TO
BOOST
SELF-ESTEEM
AND
MOTIVATION
TO
LEARN.
THIS
IS
PARTICULARLY
IMPORTANT
FOR
THOSE
LEARNERS
WHO
EXPERIENCE
BARRIERS
IN
THEIR
EDUCATION.
3A
5
PAGE
UNDERSTANDING
DIFFERENCE
-
EMBRACING
DIVERSITY
4A
TALKING
ABOUT
US
A2
AND
ABOVE
THE
ACTIVITIES
IN
THIS
CHAPTER
ARE
DESIGNED
TO
HELP
68
LEARNERS
TO
RECOGNISE
SOME
OF
THE
MANY
FORMS
OF
DIVERSITY,
AND
HARNESS
THE
BENEFITS
THAT
DIVERSITY
BRINGS
TO
THEIR
GROUP.
LEARNERS
IDENTIFY
DIFFERENT
ASPECTS
OF
THEIR
OWN
69
IDENTITIES,
AND
DESCRIBE
THEMSELVES
AND
OTHERS
USING
APPROPRIATE
TERMINOLOGY.
4B
STOP!
A1
AND
ABOVE
4C
TURN
IT
OVER
A2
AND
ABOVE
LEARNERS
EXPERIMENT
WITH
THE
SPACE
THEY
NEED
AND
73
DECIDE
HOW
TO
GIVE
THIS
MESSAGE
TO
ANOTHER
PERSON.
LEARNERS
RE-WRITE
FAMOUS
SONGS
(E.G.
'BETTE
DAVIS
76
EYES',
'I'M
ON
FIRE')
CHANGING
THE
GENDER
OF
THE
LANGUAGE
USED
IN
THE
SONGS
AND
DISCUSS
THE
CONSEQUENCES.
4D
IN
YOUR
SHOES
A2
AND
ABOVE
(AGED
16+)
4E
NO
REASONS
WHY
A2
AND
ABOVE
LEARNERS
ENGAGE
IN
A
SERIES
OF
ROLEPLAY
ACTIVITIES
79
WHERE
THEY
ASSUME
DIFFERENT
GENDER/SEXUALITY,
AGE
OR
ETHNICITY
ROLES.
LEARNERS
ANALYSE
ANTI-BULLYING
CAMPAIGNS
AS
84
COMPLEX
TEXT
(VIDEO,
PHOTOGRAPHY,
AND
TEXT)
AND
DESIGN
THEIR
OWN
ANTI-BULLYING
CAMPAIGN.
THEIR
POSTER
OR
VIDEO
CAN
BE
WRITTEN
OR
SPOKEN.
4F
GOOD
OL'
B1
AND
STEREOTYPES
ABOVE
LEARNERS
ANALYSE
PICTURES
AND
QUOTES
FROM
FAMOUS
88
NOVELS,
SONGS
AND
MOVIES,
WHICH
REVEAL
GENDER
AND
SEXUALITY
STEREOTYPES.
IN
TWO
GROUPS,
LEARNERS
COME
UP
WITH
STEREOTYPES
/
ROLES
THAT
APPLY
IN
THEIR
COUNTRY
AND
DIVIDE
THE
GROUP
INTO
FOR
/
AGAINST
TO
STAGE
A
DEBATE.
4G
THE
UNCOOL
QUIZ
A2
AND
ABOVE
LEARNERS
REFLECT
ON
THINGS
THAT
ARE
CONSIDERED
93
UNCOOL
IN
THEIR
SOCIOCULTURAL
CONTEXT.
THEY
DESIGN
A
QUIZ
TO
TEST
HOW
UNCOOL
THEIR
CLASSMATES
OR
THEIR
TEACHER
IS,
AND
VOTE
ON
THE
BEST
QUIZ
TO
REVEAL
THE
LEVEL
OF
UNCOOLNESS.
THE
QUIZZES
ARE
THEN
USED
TO
REFLECT
ON
WHY
CERTAIN
THINGS
ARE
CONSIDERED
UNCOOL.
PROJECTS
ALLOW
ALL
MEMBERS
OF
THE
GROUP
TO
96
CONTRIBUTE
THEIR
TALENTS
AND
LEARN
FROM
EACH
OTHER,
WORKING
*EJM
TOGETHER
HIGHLIGHTING
THEIR
SKILLS
AND
ABILITIES
RATHER
THEIR
DIFFERENCES.
THE
ACTIVITIES
OUTLINED
HERE
PROVIDE
THE
BASIC
STRUCTURE
OF
PLANNING,
PREPARING,
IMPLEMENTING
AND
EVALUATING
A
PROJECT.
5A
SETTING
UP
THE
BLAND
PROJECT
ABOVE
THE
CLASS
AGREES
ON
A
TOPIC
THAT
INTERESTS
THEM,
99
PREFERABLY
RELATED
TO
THE
COMMUNITY,
PERHAPS
REFLECTING
A
PROBLEM
OR
A
NEED
THAT
COULD
BE
ADDRESSED
BY
SOME
VOLUNTARY
WORK.
6
PAGE
BY
COMPLETING
INDIVIDUAL
'I
CAN'
SHEETS
AND
GROUP
'SWOT'
ANALYSIS
SHEETS.
5B
RESEARCHING
THE
PROJECT
B1
AND
ABOVE
LEARNERS
ANALYSE
WHERE
THE
PROJECT
WILL
HAVE
MOST
IMPACT
AND
DECIDE
WHERE
TO
IMPLEMENT
IT,
AND
HOW.
102
5C
REHEARSAL
B1
AND
ABOVE
LEARNERS
RUN
THROUGH
THE
STEPS
OF
THE
ACTUAL
EVENT
OR
IMPLEMENTATION
OF
THE
PROJECT.
105
5D
IN
THE
REAL
WORLD
B1
AND
ABOVE
LEARNERS
START
TO
IMPLEMENT
THE
ACTIVITY
THEY
HAVE
PLANNED.
108
5E
EVALUATION
OF
THE
PROJECT
B1
AND
ABOVE
LEARNERS
REFLECT
ON
WHAT
THEY
HAVE
ACCOMPLISHED,
AND
HOW
THEY
DID
THAT,
AS
WELL
AS
WHAT
THEY
LEARNT,
110
;
*
'
THE
ACTIVITIES
IN
THIS
CHAPTER
OFFER
WAYS
OF
ALLOWING
*
!
11
4F
WHAT
CAN
WE
LEARNERS
TO
REFLECT
ON
AND
EVALUATE
THEIR
OWN
F
DO
NOW?
LEARNING,
USING
METHODS
THAT
ARE
LESS
INTIMIDATING,
|
AND
MORE
ACCESSIBLE,
THAN
TRADITIONAL
TESTS.
.
-
:
\
THEY
MUST
WRITE
A
SHORT
NOTE
THANKING
THAT
PERSON
FOR
THEIR
CONTRIBUTION
TO
THE
CLASS,
WHETHER
ACADEMIC
OR
SOCIAL.
6A
MUST
I
PAINT
YOU
A
PICTURE?
A1
AND
ABOVE
LEARNERS
TAKE
IT
IN
TURNS
TO
ACT
AND
DRAW
CLUES
117
SO
THAT
THEIR
TEAM
CAN
GUESS
A
WORD
THEY
ARE
THINKING
OF.
6B
ROLL
THE
DIE
A1
AND
ABOVE
IN
SMALL
GROUPS,
LEARNERS
ANSWER
6
QUESTIONS
TO
119
REVIEW
WHAT
THEY
HAVE
LEARNT
DURING
THE
LESSON.
6C
ASSESSING
YOU,
A2
AND
ASSESSING
ME
ABOVE
IN
GROUPS
OF
3,
LEARNERS
SET
THEIR
CLASSMATES
A
122
5-QUESTION
QUIZ
ABOUT
MATERIAL
COVERED
IN
THE
LAST
WEEK.
6D
INDEPENDENT
ASSESSMENT
B1
AND
ABOVE
INDIVIDUALLY,
LEARNERS
LOOK
BACK
OVER
THEIR
NOTES
AND
125
COURSE
MATERIALS
AND
WRITE
DOWN
2
OR
3
QUESTIONS
TO
CLARIFY
(OR
EXTEND)
WHAT
THEY
HAVE
COVERED.
6E
PEER
ASSESSMENT
B1
AND
ABOVE
LEARNERS
ASSESS
EACH
OTHERS'
WORK
AND
OFFER
127
CONSTRUCTIVE
FEEDBACK.
6F
THANK
YOU
FOR
THANKING
ME
A2
AND
ABOVE
THIS
IS
AN
ACTIVITY
SUITABLE
FOR
THE
END
OF
A
COURSE
OR
130
A
TERM.
LEARNERS
ARE
ALLOCATED
ONE
CLASSMATE
AND
REFERENCES
133
7 |
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| author | Smith, Anne Margaret Harris, Rachael Igel, Anette Jilkova, Jana Licata, Giovanni Neves, Rom |
| author2 | Smith, Anne Margaret |
| author2_role | edt |
| author2_variant | a m s am ams |
| author_GND | (DE-588)1222774232 |
| author_facet | Smith, Anne Margaret Harris, Rachael Igel, Anette Jilkova, Jana Licata, Giovanni Neves, Rom Smith, Anne Margaret |
| author_role | aut aut aut aut aut aut |
| author_sort | Smith, Anne Margaret |
| author_variant | a m s am ams r h rh a i ai j j jj g l gl r n rn |
| building | Verbundindex |
| bvnumber | BV047459921 |
| classification_rvk | HD 184 |
| ctrlnum | (OCoLC)1269393049 (DE-599)DNB1212198840 |
| discipline | Anglistik / Amerikanistik |
| discipline_str_mv | Anglistik / Amerikanistik |
| edition | 1st edition |
| format | Book |
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| genre | (DE-588)4074111-4 Lehrmittel gnd-content |
| genre_facet | Lehrmittel |
| id | DE-604.BV047459921 |
| illustrated | Illustrated |
| index_date | 2024-07-03T18:06:03Z |
| indexdate | 2024-07-10T09:12:44Z |
| institution | BVB |
| institution_GND | (DE-588)1065109865 |
| isbn | 9783125017399 3125017394 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032861707 |
| oclc_num | 1269393049 |
| open_access_boolean | |
| owner | DE-11 |
| owner_facet | DE-11 |
| physical | 136 Seiten Illustrationen 30 cm, 532 g |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Delta Publishing |
| record_format | marc |
| series2 | Ideas in action |
| spelling | Smith, Anne Margaret (DE-588)1222774232 aut edt Activities for inclusive language teaching valuing diversity in the ELT classroom edited by Anne Margaret Smith ; author team: Anne Margaret Smith, Rachael Harris, Anette Igel, Jana Jilkova, Giovanni Licata, Rom Neves 1st edition Stuttgart Delta Publishing 2020 136 Seiten Illustrationen 30 cm, 532 g txt rdacontent n rdamedia nc rdacarrier Ideas in action Englisch Book with photocopiable activites (DE-588)4074111-4 Lehrmittel gnd-content Harris, Rachael Verfasser aut Igel, Anette Verfasser aut Jilkova, Jana Verfasser aut Licata, Giovanni Verfasser aut Neves, Rom Verfasser aut Langenscheidt bei Klett (DE-588)1065109865 pbl B:DE-101 application/pdf https://d-nb.info/1212198840/04 Inhaltsverzeichnis DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032861707&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Smith, Anne Margaret Harris, Rachael Igel, Anette Jilkova, Jana Licata, Giovanni Neves, Rom Activities for inclusive language teaching valuing diversity in the ELT classroom |
| subject_GND | (DE-588)4074111-4 |
| title | Activities for inclusive language teaching valuing diversity in the ELT classroom |
| title_auth | Activities for inclusive language teaching valuing diversity in the ELT classroom |
| title_exact_search | Activities for inclusive language teaching valuing diversity in the ELT classroom |
| title_exact_search_txtP | Activities for inclusive language teaching valuing diversity in the ELT classroom |
| title_full | Activities for inclusive language teaching valuing diversity in the ELT classroom edited by Anne Margaret Smith ; author team: Anne Margaret Smith, Rachael Harris, Anette Igel, Jana Jilkova, Giovanni Licata, Rom Neves |
| title_fullStr | Activities for inclusive language teaching valuing diversity in the ELT classroom edited by Anne Margaret Smith ; author team: Anne Margaret Smith, Rachael Harris, Anette Igel, Jana Jilkova, Giovanni Licata, Rom Neves |
| title_full_unstemmed | Activities for inclusive language teaching valuing diversity in the ELT classroom edited by Anne Margaret Smith ; author team: Anne Margaret Smith, Rachael Harris, Anette Igel, Jana Jilkova, Giovanni Licata, Rom Neves |
| title_short | Activities for inclusive language teaching |
| title_sort | activities for inclusive language teaching valuing diversity in the elt classroom |
| title_sub | valuing diversity in the ELT classroom |
| topic_facet | Lehrmittel |
| url | https://d-nb.info/1212198840/04 http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032861707&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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