There are similar strategies that are needed for efficient listening and reading. Choose two strategies that apply to reading and listening. Explain each strategy and how it applies to reading and listening. Then suggest one type of activity to help students develop one of the strategies that you explained. Be sure to describe the type of student this activity can be used with (e.g., young learners, adolescents, adults, college students):

5. Decode language effectively and quickly without using context, when needed.

       Student is an excellent decoder, using linguistic skills, semantic and syntactic knowledge to authentically and automatically, recognize vocabulary and context.

8. ELLs need to develop metacognitive awareness of top-down, and bottom-down strategies, and skills.

       Student is simultaneously using top-down, and bottom-up strategies, and consciously practicing, by applying knowledge of roots, to guess meaning of unknown words.

An activity for college, ESL students, practice and apply effective reading and listening strategies, would be a timed reading, that uses unfamiliar words, in an already practiced topics. I found a worksheet, at http://www.losmedanos.edu/assessment/documents/accuplacer-esl-samplequestions.pdf, that is college, level ESL testing. There is not as much motivational, fun to the worksheet, but is a test to understand where the student is in processing ideas, understanding concepts, predicting, using top-down, bottom-up together, and their metacognitive application of knowledge. This tests, both 5. And 8. Strategies. Here is one question that has listener administering these skills:

R4. Speaking to a group of people can be a frightening experience. Some speakers cope by looking above the heads of the audience. Others try to imagine that they are talking to a friend. A few try picturing the audience in some non-threatening way, such as in their pajamas.

The author of the passage assumes that speakers should

A. feel comfortable when addressing an audience.

B. scare the audience.
C. encourage people to talk during the speech.
D. speak only to familiar people.

The answer is A. the author wants the reader to know, you should feel comfortable when speaking to a group of people, because he gives tips on how to feel comfortable, even though it can be a “frightening experience.” This text would be timed. I would use the time to see the students, pace in processing questions.

ACCUPLACER ESL Reading Skills Test. (2007, January 1). Retrieved November 29, 2014, from http://www.losmedanos.edu/assessment/documents/accuplacer-esl-samplequestions.pdf

Reading Processing, Scanning for Information Activity

M5, P2: Design one activity for students using authentic materials that focuses on a specific purpose for reading and a specific reading skill such as skimming, scanning, or extensive reading. Do not choose intensive or close reading. Be sure to describe the students your exercise targets.

Activity: Plan a movie night for the weekend. Class will view three movie trailers, that is appropriate for age, and information to ESL.

Objective: Reading Processing, scanning for specific information.

Scenario: Student has Saturday night to go to the movies with a friend. They get to pick the movie of their choice, out of three movie trailers watched in class. Their time frame to go out to movies is from 6PM- 9PM.

Resources: Students can visit, http://www.fandango.com/denver_+co_movietimes, this site is set for Denver, CO because that is were I hypothetically teach.

Goals: I want to students to be able to apply scanning to their everyday life. Scanning includes, knowing the specific information you want, to get the information you need. For example, the student, must organize timing with fiend, know which movie they are interested in, and then go to website to organize, and plan through scanning, which movie time fits their schedule. Students must find the movies, at specific time, and consider the length, time of the movie.

Proverb, I love!

Lecture on Conceptual Metaphors by George Lakoff

This is a marvelous lecture, by Professor George Lakoff, on conceptual metaphors that help linguist and scientist, generalize relationships, life situations, and events, through metaphors, that help us understand dynamics, emotions, and ideas behind actions. Lakoff became interested in conceptual metaphors, after a student brings up her break-up, for class discussion. Thus, together they conceived the generalization of “love seen as a journey.”

            It is this idea, that a relationships can be related to love, literally like you are going on a journey. The amazing views, and adventures you will encounter, as well as the hardships that are endured. Lakoff, breaks down the relationship through mathematical mapping. I.e. the person(s): driver(s), love: vehicle, spinning wheels: impediments in relationship, or obstacles, no progress in relationship: stuck in snow, sand, ice, equals feelings of frustration. Break-up: cannot keep going, giving up.

            This generalization and analogies, through metaphor, is relatable; allowing others to feel connection, empathy, and compassion towards the student’s break-up situation. The idea, of “______, as a journey,” can be anything; career, relationships, academics, actual travel, which can be inserted into sentence above. Any of these concepts can relate to the “love as a journey,” metaphorically, mostly because the metaphor explains highs and lows, interpersonal struggles and defeat, that can sometimes be hard to explain to others.

G. Lakoff, Metaphors in our Daily Lives, Conceptual Metaphors. YouTube,https://usfca.instructure.com/courses/1423849/assignments/5400106#submit.