W-Th Nov. 7-8 (Week IX)
They Say, I Say Chapter 6 (“Skeptics May Object”)
(Please note that we are skipping a chapter! We are not reading Chapter 5!)
Dörnyei and Kubanyiova excerpt 3
In next class’s presentations, one student will summarize TSIS Chapter 4, and two students will share the Dörnyei and Kubanyiova reading.
Presenters for TSIS Chapter 6: Steven Wang, Zhang Mozhu, Irene Li
Presenters for Dörnyei and Kubanyiova excerpt 3: Sam Zhang and Chen Xinmeng; Christina Huang and Sun Leyu; Li Peihan and Lai Te
➤ Letter to Austin #5
This assignment is not actually a letter — don’t begin it with “Dear Austin.”
Write the scene you imagined in class as a narrative. Try to write as specifically and in as detailed a manner as possible. Imagine that you are writing a novel: write so that the reader can picture the scene vividly in their mind’s eye. Write at least 500 words — this assignment will only be meaningful if you write at a decent length.
Write in present tense (simple present and present continuous): For example:
“I am standing in the lobby of AB… I see so-and-so walk by… I go over and talk to him… he is looking out at the window at the newly constructed buildings…” etc.
(Even if you weren’t able to imagine a vivid scene in class, that’s okay; try to imagine it clearly now.)
You can consult this script to help you remember the questions I asked. (I asked slightly different questions in each class, so this might not be 100% identical to what I said in your section.)
Please also print this assignment and bring it to class — I would like to collect it. (Follow my formatting guidelines for this one: 12 point font, double spaced, name and section in upper right corner, etc.)
They Say, I Say Chapter 6
Why do Graff and Birkenstein think it’s a good idea to raise and respond to possible counterarguments?
What do they think you need to do in order to do this well?
MOTIVATING LEARNERS, MOTIVATING TEACHERS EXCERPT 3
What do Dörnyei and Kubanyiova think you need to do in order to get good at using mental imagery?
What do Dörnyei and Kubanyiova think a language learner would need to do in order to successfully turn their future visions into action?
What do Dörnyei and Kubanyiova think about incorporating images of “ought-to selves” and “feared selves” into one’s visualizations? In other words, what do they have to say about entertaining the possibility of failure?