Sunday, March 8, 2009

Unit 3


Task 1 – Which teaching models have influenced current teaching practices? Give a brief summary of each.

Grammar – translation
Converting words between languages

Audio – lingualism
Over learning of the language

Presentation, Practice and Production (PPP)
Teacher explains the context, situation and form of the English language

Task-Based learning
Students are issued a task to complete in English

Communicative Language Teaching
Structure less method of practicing real life situations

Community Language Learning
Students teach each other using their own topics

The silent way
Teacher remains silent whilst students discover English for themselves

Relaxation routine which increases intake of information

The Lexical Approach
Practicing words and phrases to build a dialogue of information
Task 2 – State five ‘engage’, five ‘study’ and five ‘activate’ stage activities (also give the probable language level of the students):

Engage –
Pictures – Beginners to Intermediate
Games – Beginners to Intermediate
Video – Beginners to Advanced
Radio – Intermediate to Advanced
Short texts – Intermediate to Advanced

Study –
Word order scrambling – Pre / Lower Intermediate to Upper Intermediate
Teacher explains sentence structure – Beginners to Upper Intermediate
Pronunciation practice – Beginners to Intermediate
Teach spelling using puzzles and games – Beginners to Upper Intermediate
Analyze English text samples – Pre / Lower Intermediate to Advanced

Activate -
Role-play – Intermediate to Advanced
Surveys – Intermediate to Advanced
Communication games – Beginners to Upper Intermediate
Debate discussion – Intermediate to Advanced
Story building – Elementary to Advanced

Task 3 – Structure an ESA (straight arrow pattern) based lesson for an elementary level class in which the learners would learn the vocabulary of clothes and be able to use it when describing what people wear and are wearing:

Show some pictures of famous people out of a magazine and then match the English names to the clothes people are wearing in the pictures or ask the students to pair up and declare what their partner is wearing.

Explain some basic sentence structures and pronunciation and then demonstrate some word scrambling on the white/blackboard whilst letting the students put the scrambled words together.

Role-play a situation in which someone is buying some new clothes from a store and correct their pronunciation and sentence structure errors.

Task 4 – Structure an ESA (boomerang pattern) based lesson for teaching language commonly used for shopping, so that students can ask for, find the price for and purchase everyday food and clothing items:

Ask students what they would most likely be shopping for if they were in another country.

Activate 1
Perform a role-play where the student is the customer purchasing products relating to the previous step.

Assess where students made errors, correct these errors and explain them to the students the reasons why they were incorrect.

Activate 2
Conduct another role-play activity which uses the corrected dialogue.

Task 5 – How, what and when would you correct mistakes/errors made during the following stages. Also give an example of a typical anticipated error for each:

Engage stage –
How: Self correction or put the error on the board or ask if anyone has noticed an error.
When: After the student who made the error has finished speaking.
What: Mispronunciation, incorrect sentence structures.
E.g. a student says ‘I is riding a bicycle’ instead of ‘I am riding a bicycle’.

Study stage -
How: Correct the students’ mistakes using a code to hint the error and allow self correction.
When: After the student has completed the assigned task.
What: Misspelling, incorrect sentence structure.
E.g. student spells ‘Happy’ like ‘Hapy’.

Activate stage -
How: Ask if students noticed something wrong any of the performances.
When: At the end of the activity.
What: Incorrect speech, pronunciation, translation, grammar.
E.g. Student asks during role-play activity ‘Could I please buy eleventeen apples’.

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