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    Reader'S Guide: Implementing Humor Instruction Into English Language Teaching (Pages 2-13)

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    Hảo Hồ Hạnh
    This guide provides suggestions for how to make the most of reading and discussing the articles in the issue. It recommends that teachers discuss the articles with colleagues, either in regularly scheduled meetings or workshops. Teachers have found it helpful to take notes on articles or write responses to bring to discussion groups. They can also try out techniques from the articles and report back on their experiences. The guide includes pre-reading and post-reading questions to facilitate discussion of the two sample articles on implementing humor instruction and using story retelling wheels with young learners.

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    Reader'S Guide: Implementing Humor Instruction Into English Language Teaching (Pages 2-13)

    Uploaded by

    Hảo Hồ Hạnh
    34 views2 pages
    This guide provides suggestions for how to make the most of reading and discussing the articles in the issue. It recommends that teachers discuss the articles with colleagues, either in regularly scheduled meetings or workshops. Teachers have found it helpful to take notes on articles or write responses to bring to discussion groups. They can also try out techniques from the articles and report back on their experiences. The guide includes pre-reading and post-reading questions to facilitate discussion of the two sample articles on implementing humor instruction and using story retelling wheels with young learners.

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    Reader's Guide

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    This guide provides suggestions for how to make the most of reading and discussing the articles in the issue. It recommends that teachers discuss the articles with colleagues, either in regularly scheduled meetings or workshops. Teachers have found it helpful to take notes on articles or write responses to bring to discussion groups. They can also try out techniques from the articles and report back on their experiences. The guide includes pre-reading and post-reading questions to facilitate discussion of the two sample articles on implementing humor instruction and using story retelling wheels with young learners.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    34 views2 pages

    Reader'S Guide: Implementing Humor Instruction Into English Language Teaching (Pages 2-13)

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    Hảo Hồ Hạnh
    This guide provides suggestions for how to make the most of reading and discussing the articles in the issue. It recommends that teachers discuss the articles with colleagues, either in regularly scheduled meetings or workshops. Teachers have found it helpful to take notes on articles or write responses to bring to discussion groups. They can also try out techniques from the articles and report back on their experiences. The guide includes pre-reading and post-reading questions to facilitate discussion of the two sample articles on implementing humor instruction and using story retelling wheels with young learners.

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    READER’S GUIDE

    T
    his guide is designed to enrich your reading of the articles in this
    issue. You may choose to read them on your own, taking notes or
    jotting down answers to the discussion questions below. Or you
    may use the guide to explore the articles with colleagues.

    For example, many teachers discuss Forum at regularly scheduled


    meetings with department colleagues and members of teachers’ groups,
    or in teacher-training courses and workshops. Often, teachers choose an
    article for their group to read before the meeting or class, then discuss that
    article when they meet. Teachers have found it helpful to take notes on
    articles or write a response to an article and bring that response to share in
    a discussion group. Another idea is for teachers to try a selected activity or
    technique described in one of the articles, then report back to the group on
    their experiences and discuss positives, negatives, and possible adaptations
    for their teaching context.

    Implementing Humor Instruction into English Language Teaching


    (Pages 2–13)

    Pre-Reading
    1. Do you use humor in your teaching? If so, how intended humor? After reading this article, can
    do you use it—what are your purposes for using you analyze why the humor fell flat, as one of the
    humor? What kind(s) of humor do you use? authors does in the introduction?
    2. Do you think that humor has a useful function in 3. The authors focus on three types of humor and
    language teaching? What are possible benefits to offer multiple ideas for teaching about those types.
    including humor in language teaching? What are Do you think your students are familiar with those
    possible drawbacks? types of humor already? (How could you find
    3. Notice that the title says “humor instruction”— out?)
    not just humor, but humor instruction. What does 4. Which of the three types of humor would fit best
    “humor instruction” mean to you? in any of the courses you teach? To determine
    4. What types of humor can you think of? Which, which type, you might want to reread the three
    if any, should students in your English language questions at the end of the section called “A
    classes learn about? Why? Framework for Including Humor Instruction in
    Language Teaching.” For each type of humor, can
    Post-Reading you answer “Yes” to the questions?
    1. The article distinguishes between teaching with 5. As you were reading about the three types of
    humor and teaching about humor. How are they humor in the article, including the examples
    different? given, how did you feel? Did you understand
    2. Have you ever used humor in your class, only to the humor? Did you laugh—or chuckle, or just
    realize that the students did not find it funny? smile—often while reading this article? Why or
    What did you do? Did you try to explain the why not?

    americanenglish.state.gov/english-teaching-forum 2021 ENGLISH TEACHING FORUM 25


    6. Start keeping a “humor journal.” Jot down things humorous. Do any of the funny things match any
    that you find humorous—jokes, funny things of the types of humor described in the article?
    you hear or think, something funny you see, How can keeping a humor journal support any
    etc. Try to understand why you find these things humor instruction you might do?

    Using Story Retelling Wheels with Young Learners


    (Pages 14–24)

    Pre-Reading
    1. What comes to your mind when you see the them with your students? If you don’t think you
    words “story retelling”? What language skills are will use them—why not?
    involved? Are other skills involved, too? 2. Pick out a story that you use with your students.
    2. What do you think a “story retelling wheel” is? Can you break it down into separate events (no
    Describe what kind of wheel you imagine. How more than eight, and preferably fewer, as the
    might it be used for story retelling? author suggests)? How easy is that to do?
    3. Do you often use stories in your teaching? 3. Of the stories you read with your students, which
    How do you use them? What do you ask your one would be the best to use retelling wheels with
    learners to do after they have heard a story? first? What makes that story a good one to start with?
    What techniques do you use to check for their 4. The author emphasizes that it is important to
    comprehension of the story? model how to use the wheel for retelling. Make
    4. What challenges do your young learners have a wheel for a story you use in your teaching, and
    when telling or retelling stories? How do you practice retelling the story by using the wheel.
    typically help them overcome these challenges (Or use the wheel shown in Figure 2.) What do
    and strengthen their skills? you learn by doing this? What tips can you pass
    5. Do you think the ability to retell a story is along to your students while you are modeling the
    important for young learners? Why or why not? use of the wheel to them?
    5. Let your students use a story wheel to retell a story
    Post-Reading they like. What are the results? Do students speak
    1. What do you think about story retelling wheels? more than they normally do? Is it fun? Will you do
    Do you like the idea? How likely are you to use anything different when you use story wheels again?

    26 ENGLISH TEACHING FORUM 2 02 1 americanenglish.state.gov/english-teaching-forum

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