IndexIdentificationGoalsStudentsActivityPyramid
 

The teacher's page
 
 

Step one : Process

This scenario is intended  to be an instrument of news analysis and proposes or plans a series of events to achieve objectives of programs of English as a Second Language.

  • The selection of articles of news should be carefully made by the teacher.
  • The teacher  uses  this scenario as an exercise on the World Wide Web.
  • This exercise can be done by one student at a time or by the whole class on the same news article or by smaller groups of students on different ones.
  • Once the task is explained to the students, it can be done as homework.
  • The time required to accomplish a task usually takes between one or two hours.
  • Try the scenario first as an exercise; then use it as a test on another Internet site or another day with fresh news.
  • The students should save and print their activity pages.
  • The students may be asked to give an oral account of what they have found and written.
 
 

Step two : Brainstorming

A brainstorming activity should take place asking students :

  • To say what they know about articles written in newspapers.
  • To read Kipling's poem : "My Six Servants."
  • To read the "Analysis of a Short News Story."
  • To look at the links and the text "Winning Conditions for Habs."

Step three:  Searching on the WEB

When you are ready to use the Internet, go to some of the web sites listed in the Links page.

  • Select a news story offering a level of difficulty adapted to your students.
  • If necessary, choose a topic which is familiar, concrete and pragmatic or unfamiliar, abstract and philosophic or scientific.
  • You may assign different topics depending on your students' interest in some of the following categories: news; editorials; entertainment; horoscope; investing; living; business; sports; TV listings or what's on?
  • Some students might even be interested in working on  two or three different WEB sites dealing with the same news topic reported by different  news sites.
  • Ask them to go to the page of activities to know what to look for.
  • Ask them to find answers  to the six question words: "who, what, why, when, where and how."
  • The students should also find:  the main idea; the supporting ideas (three) and less important details (two).
 
 

Step four:  Writing a news report

The students write a brief news report using between 120-150 words.

  • Note that news articles follow an inverted-pyramid plan.
  • Begin with the essentials: who, what, why, when, where, and how.
  • Add details in order of importance, most important first.
  • Include relevant details limited to facts.
  • Follow the standard rules of grammar, mechanics, and usage. 3
  • Ask the students to fill in the Activities or to print their two pages of answers for you.

Step five:  Reading the report

Each student reporter reads his news report to the whole group.

  • The student must prove he understands the meaning of the main points of his reading.
  • The highest point of communication includes reading speed and fluency. 4
  • Attention must be given to pronunciation and intonation.

Step six:  Marking the evaluation

Since evaluation is an integral part of the learning process and should "reflect the teaching process,"  the activities found in Articles of Newspapers Online should: place more emphasis on comprehension (60%) than on production (40%); place more emphasis on written texts (60%) than on oral production (40%). 5

  •  Written evaluation:
    The student's copy follows with marking suggestions for the written activities proposed in the grid below. The student's copy should be used in class as well as at the computer room.
  • The written comprehension part is on a total of 60%.
  • The written production part on six points given a value of 40%.
  • Oral evaluation: The oral activities of brainstorming and reading in class may be marked on 40% according to the MEQ criteria.
 

Marking the written activities : 100%
 Activity  Intermediate Objective  Difficulty Level  Value: 100%
 1  12  2/3  12
 2  7  1/3  24
 3  9  2/3  4
 4  10  3/3  12
 5  12  2/3  8
 6  30  3/3  40
 

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1 J.M. and M.J. COHEN, Dictionary of Quotations, Bloomsbury Books, London, 1991, p. 223.
2 Dr. Hugh PARTLOW. Learning from Newspapers, Revised Edition, Canadian Daily Newspapers Publishers Association, Toronto (Ontario), P. 10-12.
3 Sharon SORENSON, Webster's New World Student Writing Handbook, Second Edition, Prentice Hall, New York, 1992, p. 327- 332.
4 Rebecca  M. VALETTE and Renee S. DISICK, Modern Language Performance Objectives and Individualization,Hartcourt Brace Jovanovich, Inc. New  York, 1972, P. 161-170.
5 Gouvernement du Québec, Ministère de l'Éducation, Secondary School Curriculum. English as a Second Language, Second Cycle. 1991, p. 82.
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For more references : go to Works Cited. ________