real lives real progress rob dean. how time flies... 70s 80s 90s noughties teens???

Download Real Lives Real Progress Rob Dean. How time flies... 70s 80s 90s Noughties Teens???

Post on 14-Jan-2016

213 views

Category:

Documents

1 download

Embed Size (px)

TRANSCRIPT

  • Real Lives Real Progress

    Rob Dean

  • How time flies...

    70s80s90sNoughtiesTeens???

  • Michelle ObamaEmma WatsonJ.K. RowlingSteve JobsMark Zukerberg

  • Words to sum up a decadeemoticonnoobblogtwitter

    googlei-l.o.l.p.o.s.Source: Global Language Monitor

  • Part of Students Real Lives

  • Bringing Students Real Lives into the classroom:Real topics things they relate toReal questions challenge to thinkReal texts things they encounter in everyday lifeReal life eg values, responsibility

  • Hours spent on Youtube

    Hours spent communicating with friends

    Hours spent researching homework

    Hours spent looking for answers to teenage questionsIn one week: 31 Hours Online! Source: Cybersentinel?

  • Real TopicsContemporary Topic; Contemporary Vocabulary

  • Real Questions & Life LessonsLanguage practice and REAL opinion sharing and an authentic looking text

  • Real Texts

  • Parents or Kids?I hate making Pizzas, but I love eating themOh, dear! There isnt much fresh foodWe cant live without coffee!I dont like drinking coffee. I prefer juiceFruit is healthy. I like eating applesI love watching football and eating crisps

  • Multi-tasking:VocabularyGrammarExam Practice

  • Production

  • Bringing it all together!

  • Flexibility catering for everyone

  • Tom Remembering Vocabulary Speaking, Listening, Grammar Anna Speaking, Grammar Vocabulary

  • Integrated Exam WorkWho did best? What can we do to help?

  • Parallel Task

  • BalanceThe needs of the exam and the need for real world functional language

  • In summaryReal livesMulti-taskingFlexibiltyBalance

  • My whole world is with me in my pocketmusic, phone, camera (India, girl, 16)It would be as horrible as falling off the end of the world, if my mobile phone and games vanished. (China, boy, 15)Why does going to school feel like going back in time?(Saudi Arabia, boy, 14)

  • Balancing the known with the new another exampleActive Teach

  • Balancing the known with the new another example

  • The Materials:Student BookWorkbook with Multi ROMRealTime DVDClass Audio CDTeachers HandbookTest Book with Audio CDActive Teach

    Companion Website: www.pearsonlongman.com/reallife5 levels*

  • The Stars of Tomorrow:

    They could be in your classrooms right now!

  • Happy Teaching!

    Robert.Dean@pearson.com

    *Welcome to the 2010 Longman Spring conference day a new decade its very nice to be back - amazing how time flies (it doesnt seem two minutes since I was last here).... For me and perhaps many of you, it doesnt seem long since the 90s and suddenly the noughties are finished. Now we have the problem of deciding what to call the next decade. Amongst the many suggestions is of course the teens which is logical but already used to describe the young people with whom we work on a daily basis lucky them! They may have their own decade named after them. And undoubtedly they will play a major part in shaping the trends, the stories and of course the language of the next ten years. But before we look forward, lets take a minute to look back at the last decade the Noughties as they became known.

    Little quiz for you starting with a look at some of the famous faces of the last decade... Obviously Obama, Osama, Bush and Beckham were included, but can you name these five? Maybe the person next to you can help...*Michelle Obama keeping the most powerful man in the world in lineEmma Watson highest grossing actress of the decadeJK Rowling helped to make Emma Watson the highest grossing...Steve Jobs Decades most successful business man Mark Zukerberg the man who started facebook

    Interestingly, most of these people have had a profound effect on the lives of the young people we work with...

    Iconic objects of the decade? Of course there was the I-pod/I-phone, flat screen TVs and the credit card - so often used to buy the former. But what about these? Taken from a list put together by the BBC - What do we call these in English take a minute and be as precise as you can...

    *

    Emoticon this is an emoticon of course a word formed from two others Which? Emotion and icon

    A Noob? a beginner, someone new to an on-line computer game

    Blog? from web-log

    Twitter phenomenally successful social networking site where celebrities mix with the everyday public.

    Google the worlds most popular search engine obviously...

    i- originally i-pod / i-phone now in use more widely to denote ownership a substitute for my

    Lol Laugh out loud shorthand for instant messaging and texts

    Pos no? A favourite with teens in chat rooms or instant messangers Parent over shoulder!

    Notice how many of these come from the world of technology/communication a world most commonly inhabited by current generations of youngsters they are an influential lot when it comes to language. It was primarily the youngsters who came up with this text message shorthand here are a few more examples taken from the REAL life

    *And its Real life I want to talk about...Much of life has changed, we might say, in this techno world but for our Matura-age students modern phenomena such as Twitter, 3G-phones and blog sites (and the new language they have spawned) are simply multi-tasking tools which they utilise to organise their busy everyday lives. Very much a part of their REAL Lives-

    *So how do we bring what we know about our teenagers real lives in this new decade into the classroom? Well, I suggest that there are four key factors and these are the following...

    Firstly using real topics in class, topics that have value and significance for our students ,and secondly asking them real questions about these topics, questions that challenge them to think about their lives as well as their language, and questions that signal our interest in their opinions. Next, when working with texts, I feel its important to selecttext-types that they actually encouter in their everyday lives, text types that are a part of their daily reality. Lastly, I feel w also have an opportunity to go beyond the linguistic and to reinforce some important non-linguistic pedagogical values such as responsibility for personal well-being and our moral responsibility towards others.

    Lets have a look at some of these ideas in a little more detail... How long

    *How long do you think the average teenager spends on-line these days? Latest figures from CYBERSENTINEL, a UK research group that makes software to help parents control their childrens internet use suggest the average is 31 hours!

    Lets break that down a little bit quick challenge can you match the statements to the hours - BTW in no.4 teenage questions include what constitutes normal development, what would be involved in plastic surgery, what should I be eating, and am I pregnant among other things

    What do you think? Impressive figures for HW

    *This survey, taken from REAL Life The Net Generation asks elementary students to discuss in quite some detail their on-line time and how it is spent - In terms of getting our teens motivated to speak, I think youll agree that this is a topic which is central to their lives, a very real and contemporary topic and one which most young people have something to say about.

    Its also contemporary in terms of the key vocabulary it uses which, to make sure things go smoothly while our students are communicating with each other is picked out (in blue) and explored before the discussion takes place. A quick inspection of this Words to know section reveals references to several of our words and phenomena of the decade those multi-tasking tools so favoured by our teens blogging, search engines- google, social networking facebook, instant messaging etc.

    BTW these Words to know sections ,along with Grammar to know and Phrases to know (click)

    *In this lesson on Smart surfing we are asking these same questions, designed to prompt engaging discussion and elicit real opinions real questions, real opinions as we know teens are very often motivated by the chance to air their views, both positive and of course negative, and when views are shared and endorsed by the group, this can be very self-affirming for a young person.

    Of course were dealing with more than just language here this topic (staying safe on line), is one which allows us to re-enforce some non-linguistic pedagogical values promoting self-awareness and getting our students to think about and discuss their own safety and well-being while on line.

    So even at this early elementary stage were asking our students engaging and challenging questions about a topic that is central to their lives and actually using a text that looks as if it came from either a web-site or a teen-zine of some sort. An authentic source often encountered by our teens - its texts and their sources that I want to focus on for a minute

    *

    Listings websites (TV, cinema, music), text messages/instant messaging, blogs, articles, emails

    You might not have written any articles, blogs or forum posts but perhaps youve read them. These days, there is an obvious bias towards electronic media in any list like this. If you were to ask your students the same question, I think the bias would be even more pronounced. It seems fairly logical that these real-life texts the ones we meet all the time outside the classroom, are the ones we should be exploiting in the classroom. This selection is from Real Life elementary.

    *.Not always clear is it dad or is it the teens?

    *The students listen to the post-shopping conversation, which as w