The aim of this essay is to examine the reasoning behind selecting the language objectives and materials for one upper intermediate adult class of English as a foreign language. Firstly, it will be discussed why and how the materials were chosen. Secondly, the language aims will be analysed and some potential problems will be examined. Finally, this essay will identify some theoretical approaches considered when planning the lesson.
First, it is necessary to consider some general rules when planning a language lesson. It is vital to be sure about the aims of the class and to prepare appropriately, given that it is hard to predict what will happen in the classroom and we need to be certain that we can manage whatever happens. According to Scrivener (1994:44), one needs to “prepare thoroughly. But in class, teach the learners- not the plan”. In other words, it is essential to establish clear aims and contents and to arrange any aids or materials required for the class, but we need to be ready to modify the original plan on the spot if necessary.
Having considered this first idea, this part of the essay will analyse the rationale on which the lesson is based.
Lesson 1: Describing objects.
This lesson is set to help students describe objects in English when they do not know or do not remember the name of the item given. In my opinion, this is a valuable skill that benefits both natives and second language (L2) users, particularly when the students live in an English speaking country where they often need to request objects without knowing its name. The skill and language objectives seem to be appropriate for the particular level (B1/B2), as pupils should have the correct degree of fluency and grammatical competence. The content...
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... and chunks of language would have been practice in depth. After that, the speaking practice will be more successful because the students have the opportunity to try the new language, and not only the language that they already know with skills that they may already possess.
Works Cited
Cook, V., (2008). Second Language Learning and Language Teaching. Fourth Edition. London: Hodder Education.
Ellis, R., (2008). The Study of Second Language Acquisition. Second Edition. Oxford: OUP.
Harmer, J., (2007). The Practice of English Language Teaching. Fourth Edition. UK: Pearson Education.
Lightbown, P. M. and Spada, N., (2006). How Languages Are Learned. Third Edition. Oxford: OUP.
Richards, J. C. and Rodgers, T. S., (2001). Approaches and Methods in Language Teaching. Second Edition. UK: CUP.
Scrivener, J., (1994). Learning Teaching. Oxford: Macmillan Heinemann.
racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words.
Using varied teaching strategies for beginning English language learners, including the use of cartoons, pictures, graphic organizers, drawing, pictures, videos, and other visual representations may increase language acquisition process among students. As a result, if the use of visual representations is a valid approach, then students should perform better on both oral and written forms.
Emmitt, M., Zbaracki, M., Komesaroff, L., Pollock, J. (2010). Language & learning: An introduction to teaching (5th ed.). South Melbourne VIC: Oxford university press.
For decades, foreign language teachers wandered in a scientific abyss. Until 1983, there had been little real research dealing with the ways in which someone acquires a second language. Teachers mostly used the audiolingual classroom model that had been in place for the past twenty years (or, even worse, the literally ancient grammatical translation model that had been used by civilizations millennia old). Clearly, language teaching methodology was in a poor situation. In 1983, however, Krashen published the results of an unprecedented body of research and paved the way for a revolution in our field. His five-point hypothesis focused on the difference between the acquisition of and the learning of a second language. Krashen has his detractors, of course, not the least of whom are American school districts, which have been reluctant to implement his teachings. Most experts agree, however, that his ideas are the most meritorious of the theories in circulation now, and schools that refuse to incorporate them are doing their students a disservice.
Throughout the 1970s while language teaching theorists and practitioners excited themselves with course design for Specific Purpose language teaching, and while needs of adult migrants and private sectors or industrial language learners were extensively examined, the majority of learners of English continued to struggle with large classes, limited text books, few contact hours, and years of unintensive study. The work of many teachers had either been ignored by syllabus or curriculum designers, or had been interfered with by insensitive and too rapid application of ideas from ESP theory or Council of Europe discussion by administrations who did not fully realize the implications of the innovations so proudly presented. As a result, several national educational systems have `gone communicative' or `gone functional-notional', and then retreated after a brief trial period whatever they had before.
In conclusion, this lesson had ample examples of the desired characteristics of effective instruction. Language learners were able to thrive in the classroom setting. Mr. Workmon proved that when teachers provided the necessary tools, language learners would engage in meaningful learning.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
They must participate in the activities of the lessons which keeps them alert and engaged in their learning. Another advantage of this method is that students are understanding what they learn. They don't connect it back to their native language but they are able to express their thoughts and ideas in correct English. The Direct Method works for all levels of learners. Whether it be level one beginning learners or higher level learners. It can be adapted for the whole range of learners. Since the main focus is the speaking and listening of the new language the students will become fluent speakers. They will have a lot of practice with pronunciation and expression as well. With this method, the teacher demonstrates the language instead of explaining the rules of the language and how to use
Long, M, H. & Doughty, C, J. ( Eds.).(2009). The Handbook of Language Teaching. Blackwell Publishing Ltd.
Monica’s motivation for learning English is almost exclusively intrinsic; while she is aware that English could influence her salary, her main reason to study is to gain access to more knowledge resources and to share opinions and experiences with others. There is no one demanding any grades from her, it is herself who aims for better results for her betterment.
Schools face some problems with beginning the immersion program. Not many of their teachers had ever experienced this kind of language immersion when they were in school, which makes it difficult to understand how to teach these children. The schools tend to try and create a program for the teachers to attend before coming into their own classroom, but there is only so much a program can prepare that teacher for. Traditional teaching and teaching at immersion schools are dramatically different. In Immersion schools language acquisition is important along with the basic teaching skills. Although teaching the second language is the most crucial part of immersion schools, teaching the basics and making sure that the children understand is still very important.
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
The tasks will generate their own language and create an opportunity for language acquisition (Krashen*). If we can take the focus away from form and structures we can develop our students’ ability to do things in English. That is not to say that there will be no attention paid to accuracy, work on language is included in each task and feedback and language focus have their places in the lesson plans. We feel that teachers have a responsibility to enrich their students’ language when they see it is necessary but students should be given the opportunity to use English in the classroom as they use their own languages in everyday
What is specifies with respect to objective, content, learning activities and learner and teacher roles suggest the function for materials. The teaching and learning materials contribute considerably in acquiring speaking, listening, reading or writing skills. The instructional materials further specify subject matter, content and also define the learning objectives of the day that collectively constitute the goals of the syllabus. Some authentic materials turn the learning in ESL classroom into competency based, content-based, task-based and cooperative and some are designed to replace the teacher, so that learning can take place independently. Some materials direct various interactional patterns in the classroom whereas there are also materials that require specially trained teacher with near-native competence in the English language especially with respect to certain English language units such as accent and