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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERSELE 3104

TOPIC 1 The Teaching and A e ing !" #$i%ing S&i''

SYNOPSIS(

This topic focuses on the teaching and assessing of writing skills.

LEARNING OUTCOMES(

i. Interpret curriculum content on the principles of teaching writing.

ii. Explain writing readiness by using First Steps Reading resources.

iii. Apply arious methods to assess writing.

FRAME#OR)(

i. !rinciples of teaching "riting

ii. "riting Readiness

iii. Strategies in teaching writing

i . Integrated acti ities

. Assessing writing

CONTENT(

i. P$inci*'e !" %eaching #$i%ing A!!R#A$%ES T# TEA$%I&' "RITI&'(

Attempts to teach writing ) since the time when students were merely

gi en a topic of some kind and asked to produce a *composition+

without further help ) ha e usually focused on some particular

problematical aspect of the writing situation. Some key approaches

are examined below.

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F#$,S #& A$$,RA$-(

istakes show up in written work and not unnaturally come to be

regarded as a ma/or problem. It was assumed that students made

mistakes because they were allowed to write what they wanted0 and

accuracy1oriented approaches ha e therefore stressed the

importance of control in order to eliminate them from written work.

Students are taught how to write and combine arious sentence types

and manipulation exercises like the one below are used to gi e them

the experience of writing connected sentences.

A 234 man254 walked 264 down the street. A 274 girl 284 was waiting for

him outside a 294 shop. As he approached0 she smiled 2:4 andsaid0*hello0 how are you;+

34 tall young well1dressed

54 with a beard0 in a black hat0 with sunglasses

64 rapidly0hurriedly0 impatiently

74 pretty0 fair1haired0 dark1skinned

84 in high1heeled shoes0 with an umbrella0 in a pink hat

94 chemist

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F#$,S #& F>,E&$-(

This approach encourages students to write as much as possible and

as ?uickly as possible ) without worrying about making mistakes. The

important thing is to get one

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F#$,S #& !,R!#SE(

In real life we normally ha e a reason for writing and we write to and

for somebody. These factors which ha e often been neglected in

teaching and practicing writing. -et it is easy to de ise situations0

which allow students to write purposefully( for example0 they can write

to another in the classroom or use writing in role1play situations.

Although this approach does not sol e specific problems which

students ha e when handling the written language0 it does moti ate

them to write and shows how writing is a form of communication.

The $!'e !" g+idance(The fundamental principle of guiding students in arious ways

towards a mastery of writing skills0 and sometimes controlling what

they write0 is not one we can lightly dismiss0 e en if the principle has

to some extent been misapplied 2for example0 in trying to eliminate

the mistakes.4. rather we should consider mare carefully what kind of

guidance we should gi e them0 particularly in relation to the arious

problems they ha e when writing.

#n a linguistic le el0 since our aim is to de elop0 their ability to write a

text0 one way of helping the students is by using the texts as our basic

format for practice0 e en in the early stages. "hile this does not rule

out some sort of sentence practice0 which may be necessary for the

mastery of certain types of complex and compound sentence

structure0 best practiced through writing because they most commonly

used in writing0 we do not need to build into the writing program a

step1by1step approach which will take the learners in easy stages

from sentence practice to the production of text. "ith the text as our

basic format for practice0 we can teach within its framework all the

other rhetorical de ices1logical0 grammatical0 and lexical1 which the

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learners need to master.

Cy using texts 2letters and reports0 for example ) e en dialogues in

early stages4 as our basic practice format0 rather than some other unit

such as the sentence or e en paragraph0 we can make writing

acti ities much more meaningful for the students and thereby

increase their moti ation to write well. The text pro ides a setting

within which they can practice for example sentence completion0

sentence combination0 paragraph construction0 etc. in relation to

longer stretches of discourse. In this way they can see not only why

they are writing but also write in a manner appropriate to the

communicati e goal of the text.

In order to make writing more meaningful0 we can integrate it

effecti ely with other classroom acti ities in ol ing not only reading

but also speaking and listening f.eg. we see an ad ertisement for a

/ob which in ol es *reading+. "e talk about it and perhaps phone up

about it0 which in ol es speaking and listening. "e then decide to

apply for the /ob ) which in ol es reading. $onse?uently we can usewriting in the lesson as we normally do in our daily life.

"e need a whole range of techni?ues0 each appropriate to specific

goals and needs. Dariety is important. This is essential for the sake of

interest( the learners get bored if they are constantly asked to perform

the same type of task. Cut another significant factor is that certain

techni?ues are effecti e for de eloping particular writing skills. For

example0 texts 2read or heard4 pro ide the right sort of context for

note taking( they not only read expected. Disual material0 on the other

hand0 properly used pro ides a more open1ended framework for

writing acti ities of different kinds at different le els0 but it is less

suited for elementary writing acti ities than is often assumed.

!articular kinds of isual material0 such as diagrams and tables0 are

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aluable for de eloping organi=ational skills. $learly then our

approach should be as eclectic as possible0 using those forms of

guidance which are appropriate to different kinds of different le els of

attainment.

Imply tight control o er what the learners write. If0 for example0 we

accept that errors in speech are not only ine itable but are also a

natural part of learning a language0 then we should accept that they

will occur0 and to some extend should be allowed to occur0 in writing

too. ,nless the learners are gi en opportunities to write what they

want to write0 they will ne er learn this skill. As in speech when we

pro ide opportunities for free expression0 errors will occur0 but this is asituation0 which we must accept. !erhaps it is largely our attitude

towards these errors that is wrong( because they occur in writing0 we

feel that they must be corrected0 whereas in speech0 perhaps

because it is more transient0 we are inclined to be more tolerant.

This is far from suggesting that free expression is the solution to

learning to write( on the contrary0 the learners need guidance0 as theydo with oral work. They must be encouraged to look critically at what

they write and taught to draft0 correct and rewrite. Cut since no

approach to teaching writing has yet been de ised which will take

them smoothly from writing under control to free expression0 it seems

reasonable to pro ide some opportunities for writing freely0 e en in

the early stages. This will not only enable us to see whether the

students are making any real process@ it will also ensure that they

become learners rather than leaners.

The need !" %he 'ea$ne$ (

a, %each %he 'ea$ne$ h!- %! -$i%e( since the spoken and the

written forms of language are not the same and since writing is a

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different way of communication from speech0 it follows that writing that

writing skills re?uire special teaching.

., P$!/ide ade +a%e and $e'e/an% e *e$ience !" -$i%%en

'ang+age( writing has to be preceded and accompanied by wide

exposure dialogues in their textbooks and narrati e prose in their

readers0 they cannot be expected to produceother arieties of the

written language appropriate0 for example to letters or reports.

c, Sh!- %he 'ea$ne$ h!- %he -$i%%en 'ang+age "+nc%i!n a a

2 %e !" a c! +nica%i!n( exposure to the written form of the

language by itself it is not sufficient. The learners also ha e to be

made aware of how we communicate through the written medium and

how this differs from speech. In particular they need to be shown thatany piece of writing0 whether or not it is addressed to a specific

reader0 has a communicati e purpose. They need to understand how

the resources of the written language are used to fulfill this purpose0

by establishing and maintaining contact with/ the reader in order to get

one

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tasks lack reality for the learners because they do not gi e them the

feeling that they are writing to or for somebody. They are done solely

as a form of exercise for the benefit of the teacher0 who reacts to

them more like /udge than a genuine reader. The use of the text as

the basic format for the practice is only part of the solution. "e must

also attempt to identify those forms of writing which are most likely to

rele ant to the learners< needs0 such as arious types of personal

communication and institutional communication and to establish

classroom contexts for practicing them. This does not rule out the

possibility of other kinds of writing0 pro ided the moti ation for this

kind of work can be established.

g, In%eg$a%e -$i%ing -i%h !%he$ &i'' ( writing tends to be the*cinderella+ of the four skills and is often relegated to the end of the

teaching unit and used mainly for framework. This is unlikely to make

the learners want to write. "here possible0 we should introduce

writing acti ities that lead naturally onto or from the use of other skills0

so that learners see writing as a real acti ity.

h, U e a /a$ie%2 !" %echni +e and *$ac%ice "!$ a% ( this is

important because the learners get bored with the same type ofacti ity. Also some techni?ues and formats are appropriate to certain

le els. For example letter writing is especially suitable for use in the

early stages because it permits the learners to make some use of the

spoken forms of the language within a new framework. "e must also

recogni=e that0 in terms of de eloping writing skills0 we cannot make

sure how effecti e any single techni?ue is.

i, P$!/ide a**$!*$ia%e +**!$%( it has been argued that

guidance should be tempered with opportunities for free expression.

"e should remember that writing tasks are generally imposed that the

learners may not ha e either the rele ant ideas0 when this in ol es

some contribution on their part0 or be sufficiently stimulated by the

tasks to think of them. The problem is further compounded by their

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ha ing to work on their own. $learly there are many solutions to this

problem and they need to be explored in a flexible way. In particular0

the use of techni?ues and procedures which ha e pro ed aluable for

the oral work need to be examined within the context of the writing

program. There seems no reason why0 in the classroom at least0

writing need be a solitary acti ity.

, 5e 2 *a%he%ic( with the help of a program which takes the

learners< problems into account0 we can hope to make writing a more

rewarding acti ity for them0 both in terms of attainment and

satisfaction. Cut we need surrender our role as */udges+0 except when

writing is being tested or examined0 and iew what the learners write

as attempts0 howe er0 inade?uate0 to communicate. There is always agreat temptation0 perhaps a natural inclination0 to concentrate on what

is wrong in a piece of writing0 mainly because0 it is there for us to read

and reread. Cut we are to be truly readers rather than /udges0 we

should perhaps look not so much at what the learners ha e failed to

achie e but rather at what they ha e actually succeeded in doing.

ii. "riting Readiness

Se$/e %he a$%ic'e !n %he in%e$ne% "!$ n!%e (

h%%*(66---7 *$ing 7&187n27+ 6%eache$ 6*$e&6"!$

980 %+den% 6#$i%ing980Readine 7h%

iii Stages in a writing lesson

Se$/e %he a$%ic'e !n %he in%e$ne% "!$ n!%e (

h%%*(66---7%eachingeng'i h7!$g7+&6a$%ic'e 6*'anning:a: -$i%ing'e !n

h%%*(66---87h!n!'+'+7ha-aii7ed+6"acde/6g+ide.&6%each%i*6'e *'n

17h%

i Strategies in teaching writing

9
http://www.springs.k12.ny.us/teachers/prek/for%20students/Writing%20Readiness.htmhttp://www.springs.k12.ny.us/teachers/prek/for%20students/Writing%20Readiness.htmhttp://www.teachingenglish.org.uk/articles/planning-a-%20writing%20%20%20%20%20%20%20lessonhttp://www.teachingenglish.org.uk/articles/planning-a-%20writing%20%20%20%20%20%20%20lessonhttp://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/lesspln1.htmhttp://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/lesspln1.htmhttp://www.springs.k12.ny.us/teachers/prek/for%20students/Writing%20Readiness.htmhttp://www.springs.k12.ny.us/teachers/prek/for%20students/Writing%20Readiness.htmhttp://www.teachingenglish.org.uk/articles/planning-a-%20writing%20%20%20%20%20%20%20lessonhttp://www.teachingenglish.org.uk/articles/planning-a-%20writing%20%20%20%20%20%20%20lessonhttp://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/lesspln1.htmhttp://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/lesspln1.htm

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5a ic #$i%ing S&i''

"hen we write a composition0 it is not enough to ha e good ideas or

persuasi e arguments.It is important to express them correctly.

#!$d !$de$( Sub/ect Derb #b/ect $omplements 2manner place

time4

I found the book easily at the library yesterday

N!%e (

3. Time expressions can come at the beginning or at the end of a

sentence.

5. Bon t separate the erb from its ob/ect.

6. Fre?uency ad erbs 2often0 always0 ne er4 often come before the

main erb.

7. If a sentence has a direct ob/ect and an indirect ob/ect0 we often

place the indirect

ob/ect first( GShe wrote him a letterG 2 GShe wrote a letter to himG0 ispossible4.

8. Ad/ecti es come before the noun and they ha e no plural form.

S+. ec%:/e$. ag$ee en%( The sub/ect and the erb must agree in

number. For example0 when the sub/ect is singular0 the erb must

also be singular(

GShe sings wellG

Some nouns are always followed by a singular erb 2e erything0

news0 furniture0 information ...4

Some nouns are followed by a plural erb 2people0 children0 police0

trousers ...4

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#$i%ing A C! *! i%i!n

A g!!d c! *! i%i!n ha %h$ee e'e en% ( an introduction0 a body

and a conclusion.It should also flow from sentence to sentence and connect the ideas

in a clear and logical

way. There are se eral ways to achie e this(

Repeat key nouns throughout the composition.

,se pronouns to refer back to key nouns

Arrange the sentences in a logical order and use linking words to

indicate the order 2 first0 second0 then0 later0 next0 since0 then0 finally4

A good composition should ha e a %$!ng !*ening which attracts the

readers attention and makes them to read more. A few good ways of

opening your composition include(

H A ?uestion

H A surprising statistic or fact

H A personal address to the reader

H A pro ocati e statement 2not too pro ocati e 4

$ertain words or expressions are often used to indicate the

conclusion of a piece of writing(

In conclusion0 lastly0 finally0 to sum up0 in short ...

C!nnec%!$

Celow is a chart of words and expressions commonly used to connect

ideas or show

relationships.

3. $ontrast or opposing ideas( although0 while0 in spite of0 but0

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howe er.

5. $omparison( like0 similarly0 both0 /ust0 as ad/ecti e as.

6. Reason0 cause and effect( because0 since0 as0 so that0 in order that.

7. Time and se?uence( when0 while0 first of all0 secondly0 finally.

8. Result and conse?uences( therefore0 thus0 as a result of.

9. Addition and example( moreo er0 in addition0 for instance0 such as.

. Integrated acti ities

The use of integrated acti ities within the curriculum emphasi=es the

de elopment of a complete and well1rounded human being0 where

e ery part of the indi idual ) mind0 body0 emotions0 and spirit ) is

de eloped at the same time to be integrated into the whole person

through a broad education. This means that by pro iding students

with lessons that encompass a wide range of skills and sub/ect

matter0 they will get a much richer educational experience.

Integrated acti ities aim to focus on more than one skill or sub/ect

matter through one exercise or acti ity. For instance0 in a writing

exercise0 the sub/ect matter may be integrated from the history

curriculum. This type of integration shows students that sub/ect matter

and skills are not compartmentali=ed0 but rather can be applied in

many different situations and contexts. It also ser es to reinforce

concepts that ha e been taught in other sub/ect areas for better

retention and comprehension. In a classroom0 a teacher wolud like to

focus on the de elopment of her students< social skills by integrating

acti ities that utili=e group work and cooperation. This shows that

integrated acti ities apply to the de elopment of all areas of the child

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learner0 not /ust toward cogniti e de elopment.

i. Assessing writing"riting assessment refers not only to e aluating a studentJs final

paper and assigning it a grade0 but also to measuring a studentJs

knowledge of the elements of writing we ha e taught him.

Assessment is a crucial part of the instructional process and of a

studentJs growth as a writer0 but it also demands much of the teacher.

"e might re ise an old writerJs saying to read that Gwe lo e e erything

about teaching writing except the paper work.G

-et it is not true that we must assess e erything students write@ if we

did so0 our students would not write nearly as much as they must if

they are to impro e. Such purposeful writing re?uires a constructi e

response0 feedback that helps students re ise a specific paper and

impro e their future performance. Students themsel es0 howe er0

must also reflect on their own writing and the strategies they use

throughout the writing process0 for if students do not internali=e thewriting strategies discussed throughout this book0 they will not

achie e the independence re?uired to apply this knowledge in college

or the workplace.

Re *!nd %! -$i%e$ acc!$ding %! %hei$ indi/id+a' need 7

Responding to papers encompasses so many of the challenges of

teaching writing successfully0 all of which can be summed up by

asking0 G%ow can we respond to studentsJ writing in ways that are fast

but effecti e;G $orrecting e ery error0 writing detailed comments in

the margin0 offering encouraging and helpful summary remarks when

we finish1these are noble goals0 but if you ha e 3:K 2or more 4

students0 as many of us do0 itJs not possible. "ell0 thatJs not true@ one

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of my colleagues worked with a teacher who kept an army cot in her

classroom and0 when she collected papers0 spent the night in her

room so she could return the papers to her students the next day. As

a happily married man and father of three kids who stri es for some

measure of lifework balance0 this is not a iable option for me. #ur

response to studentsJ writing ser es three main purposes( It pro ides

guidance for re ision of the current paper0 it gi es feedback students

can use to impro e their future performance0 and it accounts for the

grade you assign the paper. %ere then are some ways to respond to

papers when they are finished 2as opposed to while they are in draft

form4. A oid o erfocusing on surface errors. Instead0 narrow your

remarks to emphasi=e the two or three most important errors0particularly those errors you ha e been addressing most recently

through instruction. >ook also for patterns of error0 as these offer

targeted opportunities for ?uick impro ement.

Show students alternati es to flawed usage or sentence construction.

ItJs useless to tell them something is wrong if they ha e no idea how

to do it right. For example0 if a student writes0 G"orld "ar Two was a

ery important war because it lasted a long time0G when they were

supposed to come up with a thesis about how the war changed

American culture0 you might scribble in the margin0 GLane0 explain

how it changed American culture. Ex( "" II gal ani=ed Americans0

uniting them in a common cause to defeat Lapan and 'ermany.G

!raise what they do well0 making specific comments about their good

work. Studies find that students make an effort to repeat what earned

them praise. Thus0 if you say0 GThe strong0 acti e erbs in this

paragraph really gi e your ideas power G they will be more likely to

focus on using strong erbs in future papers.

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A oid ague0 general comments0 as they are not useful. "hen you

say that a sentence is G agueG or a paragraph Glacks focus0G students

tend to see this as your sub/ecti e opinion and dismiss it. Specific

comments with explanation or illustration clarify what you are saying

and help students see not only what to change but how to change it.

Instead of saying a sentence is Gawkward0G for example0 you might

underline a part of the sentence and write0 G%ow else to say this0 !at;

IJm not sure what you mean here.G In some cases0 when it is ?uick

and comes easy to you0 you might write an example of how they

might re ise it to illustrate your point.

Respond like a reader 2not like a /udge40 gi ing students your honest0supporti e feedback as you read. "hen responding in this manner0

your comments are more descripti e. I often write such notes as

G'ood idea but you lost me halfway through0 ariaG or GIJm not sure

how this relates to the pre ious paragraph0 Bion.G #n some

assignments0 I might write at the bottom of the first page something

like GAfter a whole page you still ha e not mentioned the book you are

supposed to be analy=ing. $onsider re ising to make the book thecenter of your paper.G Such comments are best0 of course0 if students

can then use them to re ise.

Enc!+$age %+den% %! $e"'ec% !n %he *$!ce ; %he *$!d+c%; and

%he *e$"!$ ance7

As students use new strategies and learn new aspects of writing0 theyneed the opportunity to examine the difference these strategies make.

Each writer must study his or her own writing process0 learning what

works when0 for example0 they generate ideas. I ha e students who

ha e learned that they need to talk their ideas through0 so they

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schedule conferences with me during lunch to ha e a sit1down and

hash out what they are thinking.

#thers need to /ust write0 getting something down on paper no matter

how bad. "hen the paper is finished and ready to be turned in0 ask

students to do some thinking about not only the final product but also

their process and their performance. If they do not reflect0 they will

lack insight about how they reached the final result and will be unable

to repeat what they did well due to a lack of awareness. Their success

on a paper becomes an accident0 something they cannot reclaim on

future performances.

Lust as athletes watch ideotapes of pre ious games0 students should

reread past essays. %ere are some easy but effecti e ways to

incorporate reflection into the writing process.

Cefore they begin to write0 students reflect on where they are in their

de elopment as writers0 identifying those specific areas they need to

focus on and the ways in which such an effort will impro e their paper.

Buring the writing process0 ha e students pause to reflect0 for

example0 on the ?uestions they asked to help them generate ideas or

write a particular section of a paper. They might also stop to reflect on

what is not working and then brainstorm some possible strategies to

help them sol e that problem.

After the writing process is complete and the paper is due0 ask

students to reflect on any of the following(The %$a%egie %he2 + ed %! -$i%e %he *a*e$7

I tell students that I often donJt know what I am trying to say until I

write my conclusion0 which then ends up working well as an

introduction0 at which point I cut and paste it to the front of the essay0

tossing out the original introduction. Another strategy I often suggest0

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or e en re?uire0 is to read each sentence and ask of it0 GSo what;G

which has the effect of forcing students to explain the importance of

their ideas.

Thei$ *e$"!$ ance !n %hi *a*e$ in c!n%$a % %! %hei$ *$e/i!+

*a*e$ ; "!c+ ing !n %hei$ g$!-%h and need 7

An alternati e is to ha e them reflect on their performance on this

paper based on the criteria outlined on the rubric.

Thei$ need a a -$i%e$; $eade$; !$ %hin&e$ !n "+%+$e a ign en% 7

The most useful ?uestion is G"hat was hard and what went well;G

Each assignment is a step in the yearJs long /ourney toward becominga better writer0 so it is important to keep asking where they are and

what they need to learn to get where they want to be.

In groups of four(

i. discuss the following principles of teaching writing(

a. purposes of writing

b. types of writing

ii. explain writing readiness

iii. identify stages in a writing lesson and strategies in teaching

writing.

i . analyse ways of assessing writing.

. de ise !ne writing acti ity to assess writing skills.

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Take down notes during the discussion using graphic organisers and

then email it to your lecturer. -ou are to keep one copy of the notes

in your learning portfolio.

$hitra elu0 &.0 Sithamparam0 S. M Teh S.$. 25KK84. ELT Methodolgy :

Principles and Practice 25nd . ed.4. Shah Alam( Fa/ar Cakti.

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TOPIC 8 The Teaching and A e ing !"

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SYNOPSIS(

This topic focuses on the teaching and assessing of ocabulary0 spelling

and dictation.

LEARNING OUTCOMES(

i. Identify purpose of teaching ocabulary0 spelling and dictation

ii. Biscuss techni?ues and acti ities for teaching ocabulary0 spelling

and dictation.

iii. Analyse ways of assessing ocabulary0 spelling and dictation

FRAME#OR)(

i. !urpose of teaching ocabulary0 spelling and dictation

ii. Techni?ues and acti ities for teaching ocabulary0 spelling and

dictation.

iii. Assessing ocabulary0 spelling and dictation

CONTENT(

i. P+$*! e !" %eaching /!ca.+'a$2; *e''ing and dic%a%i!nP$inci*'e "!$ Teaching

strands of a course Encourage learners to reflect on and take responsibility for

learning.

The more ocabulary words students know0 the better they are

to comprehend

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A large ocabulary opens students up to a wider range of

reading materials

A rich ocabulary also impro es studentsJ ability to

communicate through speaking0 listening0 and writing To increase the number of words that students know and can

use in a ariety of educational0 social0 and e entually work1

related areas.

ii. Techni +e and ac%i/i%ie "!$ %eaching /!ca.+'a$2; *e''ing and

dic%a%i!n7 ,se *instructional+ read1aloud e ents.

!ro ide direct instruction in the meanings of clustersof words

and indi idual words. Systematically teach students the meaning of

prefixes0

suffixes0 and root words.

>ink spelling instruction to reading and ocabulary

instruction. Teach the effecti e0 efficient0 realistic use of

dictionaries0

thesauruses0 and other reference works.

Teach0 model0 and encourage the application of a

word1

learning strategy.

Encourage wide reading.

$reate a keen awareness of and a deep interest in

language

and words

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Translation

Effecti ely con ey meaning Sa e time by ?uickly dispensing with the explanation of the

word

iii7 A e ing /!ca.+'a$2; *e''ing and dic%a%i!n

iii. A e ing /!ca.+'a$2; *e''ing and dic%a%i!n ultiple $hoice

$ompletion (write the missing word)

E.g( At last the climbers reached the NNNN of the

mountain

Translation (give the L1 of the underlined word)

E.g( They worked at the mill.

atching (match each word with its meaning)

Reading $omprehension and Docabulary Ouestions@

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E.g( 34 In fact0 there are folk songs for many occupations )

railroading0 (following/ mustering/ concentrating/ herding)

cattle0 and so on.

54 Nknown as the >ost Sea. It is listed in the 'uinnes Cook for

"orld Records as th world

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$lo=e Test

E.g( #ne afternoon0 in the QQQQQ 234 of America0 Amy

disco ered beautiful QQQQQ

254 in a ase and a box of delicious QQQQQ

264 on her doorstep

In groups of four(

i. identify purpose of teaching ocabulary0 spelling and dictation.

ake a list for the purpose.

ii. discuss %-! techni?ues and %-! acti ities for teaching

ocabulary0 spelling and dictation. !ro ide a !ower!ointP

slideshow.

iii. analyse ways of assessing ocabulary0 spelling and dictation.

!ro ide %-! samples from any test papers.

Email your work to your lecturer. -ou are to keep one copy of the

notes in your learning portfolio.



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TOPIC 3 The Teaching and A e ing !" Li%e$a%+$e "!$

P$i a$2 Sch!!'

SYNOPSIS(

This topic focuses on the teaching and assessing of literature for primary

schools.

LEARNING OUTCOMES(

i. Explain purpose of using literature in the language classroom

ii. Biscuss acti ities to teach and assessing literature

FRAME#OR)(

i. !urpose of using literature in the language classroom.

ii. Besigning acti ities based on literary texts.

iii. Assessing literature.

CONTENT(

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i. P+$*! e !" + ing 'i%e$a%+$e in %he 'ang+age c'a $!!M!%i/a%ing a%e$ia'(

>iterature exposes students to complex themes and fresh0

unexpected uses of language. A good no el or short story can take

the students to foreign countries and fantastic worlds. A play or a

poem can bring up certain dilemmas and powerful emotional

responses. All this can be transposed to their real li es.

Acce %! c+'%+$a' .ac&g$!+nd(

>iterature can pro ide students with access to the culture of the

people whose language they are studying.

Enc!+$aging 'ang+age ac +i i%i!n(

#b iously0 at lower le els0 students may be unable to cope on their

own with an authentic no el or short story in English. Any extensi e

reading we encourage them to do outside the classroom would

probably need to be of graded material0 such as graded readers. Cut

at higher le els0 students may be so absorbed in the plot and

characters of an authentic no el or short story0 that they ac?uire a

great deal of new language almost in passing.

If recorded literary material is a ailable 2audio1books40 then studentscan practice their listening skills.

E *anding %+den% = 'ang+age a-a$ene (

#ne of the debates centred around literature teaching in the language

classroom is whether literature language is somehow different from

other forms of discourse in that it breaks the more usual rules of

syntax0 collocation and e en cohesion.

,sing literature with students can help them to become moresensiti e to some of the o erall features of English.

De/e'!*ing %+den% = in%e$*$e%a%i/e a.i'i%ie (

>iterary texts are often rich in multiple le els of meaning0 and demand

that the readerPlearner is acti ely in ol ed in teasing out< the unstated

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implications and assumptions of the text. Thus0 by encouraging our

students to grapple with the multiple ambiguities of the literary text0

we are helping to de elop their o erall capacity to infer the meaning0

and this can be applied in real life.

Ed+ca%ing %he -h!'e *e$ !n(

Apart from all the linguistic benefits0 we cannot forget the wider

educational function of literature. It can help to stimulate the

imagination of our students0 to de elop their critical abilities and to

increase their emotional awareness. If we ask the students to respond

personally to the texts we gi e them0 they will become increasingly

confident about expressing their own ideas and emotions in English.

ii. De igning ac%i/i%ie .a ed !n 'i%e$a$2 %e %

$onsider se eral possibilities of exploiting literary texts for the benefit

of the language learner.

A 'ang+age:.a ed a**$!ach(

Studying the language of the literary text will help to integrate the

language and literature syllabuses more closely. Students areencouraged to draw on their knowledge of familiar grammatical0

lexical or discoursal categories to make aesthetic /udgement of the

text.

Li%e$a%+$e a c!n%en%(

In this case literature itself is the content of the course0 which

concentrates on areas such as the history and characteristic of literary

mo ements@ the social0 political and historical backgrounds to a text@

literary genres and rhetorical de ices0 etc

Li%e$a%+$e "!$ *e$ !na' en$ich en%(

>iterature encourages students to reflect on their own personal

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experiences0 feelings and opinions. At the same time of learning

English0 they become more acti e0 both intellectually and emotionally.

This method is also an excellent stimulus for groupwork.

S%2'i %ic in %he c'a $!!

Stylistics has two main ob/ecti es( firstly0 to enable studentiterature0

particularly in a foreign language0 is often seen as something remote

and far remo ed from ordinary< language. #ne of the aims of this

acti ity is to show that literature is not necessarily a language apart.E en poetry0 if we do not know it is poetry0 can be mistaken for plain

prose. And plain prose may ha e its own poetry.

6

The %+den% = 'ing+i %ic *$!"icienc2(

-ou might need to ask yourself ?uestions like(

Are students sufficiently familiar with the usual norms of language use

to recognise when these are sub erted;

%ow much of the language in the text will students be able to infer;

"ill students find it useful and en/oyable to study the text0 or will they

feel demoti ated by the difficulties of the language; E en if the

language is difficult0 will students be moti ated by other factors to

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study the text;

The %+den% = 'i%e$a$2 .ac&g$!+nd(

If the students ha e some kind of literary competence in their mother

tongue0 they may already know similar con entions for reading and

interpreting literature in English.

A ailability of texts.

>ength of the text.

Exploitability of the text.

Fit with syllabus.

#h2 + e *!e%$2 -i%h %he 'ang+age 'ea$ne$>

In order to make sense of what is a new0 original use of language

2new ocabularyPin ented words0 mixed registers0 metaphors0 rhythm

and rhyme4.

To show students that language may not be ?uite as rigidly go erned

by rules as we think.

!oems often enhance students to make confident interpretations0 as

their personal opinion is ital.

"e can also encourage students to make use of certain interpretati e

strategies while reading0 for example speculating about the symbolic

meaning of certain words rather than focusing on their literal meaning.

3

U e"+' %echni +e %! a**'2 'i%e$a%+$e in %he 'ang+age c'a $!! 75

Ana'2?ing ( the centre of attention is the language of the text.

C! *a$i !n and c!n%$a % ( students ha e to find similarities andPor

differences between two topic1related texts. In this case0 the meaning

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is more rele ant.

E *an i!n ( students ha e to add certain elements to the text0 for

instance0 what happens after the story finishes;

Ma%ching ( students are gi en two groups of items0 which they must

link taking into account both syntax and meaning.

6

Media %$an "e$ ( a text is transformed from one medium to another0 for

example from poetry to prose or from written to oral.

Rec!n %$+c%i!n ( students ha e to re1establish certain elements in a

text which ha e been omitted0 or /umbled.

Red+c%i!n ( contrary to expansioniterature is a powerful ehicle for helping children understand their

homes0 communities and the world. E en before young children can

read0 family members0 childcare pro iders and teachers read them

stories about people in far away places0 sometimes from the distant

past and sometimes about people whose li es are similar to their

own. The impressions and messages contained in these stories can

last a lifetime.

Cooks0 at their best0 in ite children to use their imaginations0 expand

their ocabularies and gain a better understanding of themsel es and

others. If the books reflect the di erse groups of people in the world

around them0 children can learn to de elop respect for self and

others. >iterature should be both a mirror in which children can see

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themsel es reflected0 and also a window through which children can

explore the world around them@ books can illustrate the concept that

people from di erse groups can play and work together0 sol e

problems0 and o ercome obstacles. At its best0 multicultural childrenJs

literature helps children understand that despite our many differences0

all people ha e feelings and aspirations. Those feelings can include

lo e0 sadness and fear and the desire for fairness and /ustice.

Selecting good multicultural books in ol es an anti1bias approach0 an

acti e commitment to challenging pre/udice0 stereotyping0 and all

forms of discrimination@ good multicultural childrenJs books challenge

stereotypes0 pro ide a realistic glimpse into the li es of di erse groups

of people0 help children learn to recogni=e unfairness0 and pro idemodels for challenging ine?uity.

,nfortunately0 not all childrenJs literature con eys the messages that

we want young people to learn. Cooks often contain the same

stereotypes and biases of other media0 and because children are

interested in a storyJs plot and characters0 it is unlikely that they will

know or consider whether a book includes racist0 sexist or otherstereotypical messages. If young children are repeatedly exposed to

biased representations through words and pictures0 there is a danger

that such distortions will become a part of their thinking0 especially if

reinforced by societal biases. It is0 therefore0 the responsibility of

adults to select literature that is entertaining0 age appropriate0 and that

pro ides children with accurate representations of all people. For

example0 instead of choosing #inderella which perpetuates the

stereotype of the lead female character as passi e0 dependent and

na e0 adults could instead chose Robert unschJs The Paper $ag

Princess in which the lead female character is portrayed as bra e and

independent. Additionally0 because there are such a relati ely small

number of childrenJs books about people of color0 people who are gay

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and lesbian or people with physical and mental disabilities0 it is

extremely important that adults make e ery effort to ensure that high1

?uality childrenJs literature by and about these groups is made

a ailable to children.

Selecting good multicultural childrenJs books begins with the same

criteria that apply to selecting good childrenJs books in general1the

literary elements of plot0 characteri=ation0 setting0 style0 theme and

point of iew must be interwo en to create a compelling story in an

age appropriate manner. "hen deciding whether or not to include a

particular title in a collection of childrenJs books0 it is important to

re iew the illustrations or pictures that accompany the text0 in additionto the content.

Chec&'i % F!$ A e ing Chi'd$en@ Li%e$a%+$e

%ere are some things to think about when choosing early childhood

childrenJs literature. Some of these ?uestions can be used to e aluate

a single book@ howe er0 the ?uestions are most effecti e when used

to re iew a complete collection.

%tory:

Are the stories interesting to children;

Are there arious conflicts for children to explore;

%ow are the conflicts resol ed;

#haracters:

Bo characters represent people from a ariety of cultural groups;

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Bo GgoodG characters reflect a ariety of backgrounds;

Are females as well as males depicted in leadership roles;

Themes:

Boes the story offer children a ariety of things to think about0 to

?uestion0 and to consider;

Are alues being explored instead of preached;

Are there lessons to be learned;

%ettings:

Bo the stories reflect a ariety of settings;

Are urban0 suburban0 and rural settings represented realistically;

Are cultural settings represented realistically;

&llustrations (

Are di erse populations represented;

Is there di ersity represented within cultural groups;

Are characters realistically and genuinely represented;

Bo the illustrations a oid reinforcing societal stereotypes;

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'ther #onsiderations:

"ill the stories encourage discussions;

Are children exposed to multiple perspecti es and alues;

Bo the stories promote understanding of our di erse society;

Are the stories age appropriate to ensure children can understand

what is presented;

"hile e ery childrenJs book cannot possibly meet each and e ery

standard of excellence0 in many instances0 the alue of a particular

book will outweigh those aspects that might be ?uestionable or

problematic. Teacherr should examine childrenJs books for such

things as historical accuracy0 realistic life styles0 belie able

characters0 authentic language and ensure the book is age

appropriate. The books chosen should also represent a ariety of

settings0 problem1sol ing approaches and themes0 and should pro ide

opportunities for children to consider multiple perspecti es andalues. ulticultural childrenJs books should not speak to a limited

group of children@ they should speak to all children.

In groups of four(

i. identify purpose of using literature in the language classroom .

!ro ide a graphic organiser.

ii. design !ne acti ity on teaching a literary text and another

acti ity on assessing the children

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the literary text.





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TOPIC 4 The Teaching !" G$a a$

SYNOPSIS(

This topic focuses on the teaching and assessing of grammar

LEARNING OUTCOMES(

i. Biscuss approaches to teach grammar 2o ert and co ert4.

ii. Explain purpose of teaching grammar.

iii. Identify techni?ues and acti ities for teaching grammar.

i . Analyse ways of assessing grammar.

FRAME#OR)(

i. Approaches in teaching grammar 2o ert and co ert4

ii. !urpose of teaching grammar

iii. Techni?ues and acti ities for teaching grammar

i . Assessing grammar

CONTENT(i. A**$!ache in %eaching g$a a$ !/e$% and c!/e$%,

*The Longman ictionary of #ontemporary English defines grammar

as the rules by which words change their forms and are combined into

sentences. There are two basic elements in this definition( the rules of

grammar@ and the study and practice of the rules. The rules of

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grammar are about how words change and how they are put together

into sentences. The knowledge of grammar also tells the learner what

to do if he wants to put the some phrase into the sentence. 'rammar

should be called the way in which words change themsel es andgroup together to make sentences.+ 2Leremy %armer0 3UU30 p. 34

Each teacher should think about these facts and try to answer these

?uestions before teaching grammar(

34 $hildren do not learn grammar rules when they ac?uire their first

language0 so do they need to learn the rules of grammar when they

ac?uire the second language;

54 !upils need or need not to be gi en details of grammar rules to

study English successfully.

64 Should pupils get enough chance to practice using a language or

should they learn grammar;

74 Should students be aware of grammatical information about the language;

A good teacher has se eral possibilities how to teach grammar. There

is a number of techni?ues for presenting and practicing grammar. According to L.%armer the grammatical information can be gi en to

students in two ma/or ways. The first one could be extremely co ert

and the second will be made extremely o ert.

$o ert grammar teaching means that grammatical facts are hidden

from the students1 e en though they are learning the language.

Students may be asked to do any acti ity where a new grammar is

presented or introduced0 but their attention will be drawn to this

acti ity not to the grammar.

# ert grammar teaching means that the teacher actually pro ides the

students grammatical rules and explanations1the information is openly

presented. "ith o ert teaching grammatical rules are explicitly gi en

to students0 but with co ert teaching students are simply asked to

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work with new language to absorb grammatical information which will

help them to ac?uire the language as a whole.

It is expected to do a lot of structures in teaching and practicing0 and

less really free communicati e acti ity at the beginner le el. Theteaching of grammar is likely to be fairly co ert since the main aim is

to get students to use language as much as possible. #n the other

hand students at intermediate le els should be in ol ed in more

communicati e acti ities and should ha e less grammar teaching.

The teaching grammar would probably be more o ert. Then ad anced

students can acti ely study grammar in more o ert ways.

ii. P+$*! e !" %eaching g$a a$

The goal of grammar instruction is to enable students to carry out

their communication purposes. This goal has three implications(

Students need o ert instruction that connects grammar points

with larger communication contexts. Students do not need to master e ery aspect of each grammar

point0 only those that are rele ant to the immediate

communication task.

Error correction is not always the instructorJs first responsibility.

O/e$% G$a a$ In %$+c%i!n

Adult students appreciate and benefit from direct instruction that

allows them to apply critical thinking skills to language learning.

Instructors can take ad antage of this by pro iding explanations that

gi e students a descripti e understanding 2declarati e knowledge4 of

each point of grammar.

Teach the grammar point in the target language or the

studentsJ first language or both. The goal is to facilitate

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understanding.

>imit the time you de ote to grammar explanations to 3K

minutes0 especially for lower le el students whose ability to

sustain attention can be limited.

!resent grammar points in written and oral ways to address the

needs of students with different learning styles.

An important part of grammar instruction is pro iding examples.

Teachers need to plan their examples carefully around two basic

principles(

Ce sure the examples are accurate and appropriate. They must

present the language appropriately0 be culturally appropriate

for the setting in which they are used0 and be to the point of the

lesson.

,se the examples as teaching tools. Focus examples on a

particular theme or topic so that students ha e more contact

with specific information and ocabulary.

Re'e/ance !" G$a a$ In %$+c%i!n

In the communicati e competence model0 the purpose of learning

grammar is to learn the language of which the grammar is a part.

Instructors therefore teach grammar forms and structures in relation

to meaning and use for the specific communication tasks that

students need to complete.

$ompare the traditional model and the communicati e competencemodel for teaching the English past tense(

Traditional( teaching for the sake of grammar

Teach the regular ed form with its two pronunciation ariants

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Teach the doubling rule for erbs that end in d 2for example0

wed wedded 4

%and out a list of irregular erbs that students must memori=e

Bo pattern practice drills for ed Bo substitution drills for irregular erbs

$ommunicati e competence( grammar for the sake of communication

Bistribute two short narrati es about recent experiences or

e ents0 each one to half of the class

Teach the regular ed form0 using erbs that occur in the texts

as examples. Teach the pronunciation and doubling rules ifthose forms occur in the texts.

Teach the irregular erbs that occur in the texts.

Students read the narrati es0 ask ?uestions about points they

donJt understand.

Students work in pairs in which one member has read Story A

and the other Story C. Students inter iew one another@ using

the information from the inter iew0 they then write up or orallyrepeat the story they ha e not read.

E$$!$ C!$$ec%i!n

At all proficiency le els0 learners produce language that is not exactly

the language used by nati e speakers. Some of the differences are

grammatical0 while others in ol e ocabulary selection and mistakes

in the selection of language appropriate for different contexts.

In responding to student communication0 teachers need to be careful

not to focus on error correction to the detriment of communication and

confidence building. Teachers need to let students know when they

are making errors so that they can work on impro ing. Teachers also

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need to build studentsJ confidence in their ability to use the language

by focusing on the content of their communication rather than the

grammatical form.

Teachers can use error correction to support language ac?uisition0

and a oid using it in ways that undermine studentsJ desire to

communicate in the language0 by taking cues from context.

"hen students are doing structured output acti ities that focus

on de elopment of new language skills0 use error correction to

guide them.

Example(

Student (in class) ( I buy a new car yesterday.

Teacher( -ou !ought a new car yesterday. Remember0 the

past tense of buy is bought.

"hen students are engaged in communicati e acti ities0

correct errors only if they interfere with comprehensibility.Respond using correct forms0 but without stressing them.

Example(

Student (greeting teacher) ( I buy a new car yesterday

Teacher( -ou bought a new car; ThatJs exciting "hat kind;

iii. Techni +e and ac%i/i%ie "!$ %eaching g$a a$ >anguage teachers and language learners are often frustrated by the

disconnect between knowing the rules of grammar and being able to

apply those rules automatically in listening0 speaking0 reading0 and

writing. This disconnect reflects a separation between declarati e

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knowledge and procedural knowledge.

Beclarati e knowledge is knowledge a!out something.

Beclarati e knowledge enables a student to describe a rule of

grammar and apply it in pattern practice drills. !rocedural knowledge is knowledge of how to do something.

!rocedural knowledge enables a student to apply a rule of

grammar in communication.

!rocedural knowledge does not translate automatically into

declarati e knowledge@ many nati e speakers can use their language

clearly and correctly without being able to state the rules of its

grammar. >ikewise0 declarati e knowledge does not translate

automatically into procedural knowledge@ students may be able to

state a grammar rule0 but consistently fail to apply the rule when

speaking or writing.

To address the declarati e knowledgePprocedural knowledge

dichotomy0 teachers and students can apply se eral strategies.

17 Re'a%e &n!-'edge need %! 'ea$ning g!a' 7

Identify the relationship of declarati e knowledge and procedural

knowledge to student goals for learning the language. Students who

plan to use the language exclusi ely for reading /ournal articles need

to focus more on the declarati e knowledge of grammar and

discourse structures that will help them understand those texts.

Students who plan to li e in1country need to focus more on theprocedural knowledge that will help them manage day to day oral and

written interactions.

87 A**'2 highe$ !$de$ %hin&ing &i'' 7

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Recogni=e that de elopment of declarati e knowledge can accelerate

de elopment of procedural knowledge. Teaching students how the

language works and gi ing them opportunities to compare it with other

languages they know allows them to draw on critical thinking and

analytical skills. These processes can support the de elopment of the

innate understanding that characteri=es procedural knowledge.

37 P$!/ide *'en%i"+'; a**$!*$ia%e 'ang+age in*+%7

,nderstand that students de elop both procedural and declarati e

knowledge on the basis of the input they recei e. This input includes

both finely tuned input that re?uires students to pay attention to therelationships among form0 meaning0 and use for a specific grammar

rule0 and roughly tuned input that allows students to encounter the

grammar rule in a ariety of contexts.

47 U e *$edic%ing &i'' 7

Biscourse analyst Bouglas Ciber has demonstrated that different

communication types can be characteri=ed by the clusters of linguisticfeatures that are common to those types. Derb tense and aspect0

sentence length and structure0 and larger discourse patterns all may

contribute to the distincti e profile of a gi en communication type. For

example0 a history textbook and a newspaper article in English both

use past tense erbs almost exclusi ely. %owe er0 the newspaper

article will use short sentences and a discourse pattern that alternates

between sub/ects or perspecti es. The history textbook will usecomplex sentences and will follow a timeline in its discourse structure.

Awareness of these features allows students to anticipate the forms

and structures they will encounter in a gi en communication task.

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B7 Li i% e *ec%a%i!n "!$ d$i'' 7

echanical drills in which students substitute pronouns for

nouns or alternate the person0 number0 or tense of erbs canhelp students memori=e irregular forms and challenging

structures. %owe er0 students do not de elop the ability to use

grammar correctly in oral and written interactions by doing

mechanical drills0 because these drills separate form from

meaning and use. The content of the prompt and the response

is set in ad ance@ the student only has to supply the correct

grammatical form0 and can do that without really needing to

understand or communicate anything. The main lesson that

students learn from doing these drills is( 'rammar is boring. $ommunicati e drills encourage students to connect form0

meaning0 and use because multiple correct responses are

possible. In communicati e drills0 students respond to a prompt

using the grammar point under consideration0 but pro iding

their own content. For example0 to practice ?uestions and

answers in the past tense in English0 teacher and students can

ask and answer ?uestions about acti ities the pre ious

e ening. The drill is communicati e because none of the

content is set in ad ance(

Teacher ( Bid you go to the library last night;

Student 3 ( &o0 I didn

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Student 6 ( I didn

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!ro ide oral or written input 2audiotape0 reading selection4 that

addresses the topic 2structured input4

Re iew the point of grammar0 using examples from the

material 2structured input4

Ask students to practice the grammar point in communicati e

drills that focus on the topic 2structured output4

%a e students do a communicati e task on the topic

2communicati e output4

"hen instructors ha e the opportunity to de elop part or all of the

course curriculum0 they can de elop a series of contexts based on the

real world tasks that students will need to perform using the language0

and then teach grammar and ocabulary in relation to those contexts.

For example0 students who plan to tra el will need to understand

public address announcements in airports and train stations.

Instructors can use audiotaped simulations to pro ide input@ teach the

grammatical forms that typically occur in such announcements@ and

then ha e students practice by asking and answering ?uestions about

what was announced.

In groups of four(

i. identify purpose of using literature in the language classroom .

!ro ide a graphic organiser.

ii. design !ne acti ity on teaching a literary text and another

acti ity on assessing the children

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i . A e ing g$a a$ A+%hen%ic A e en%

Lust as mechanical drills do not teach students the language0mechanical test ?uestions do not assess their ability to use it in

authentic ways. In order to pro ide authentic assessment of studentsesson goals are most usefully stated in terms of what students willha e done or accomplished at the end of the lesson. Stating goals in

this way allows both teacher and learners to know when the goals

ha e been reached.

T! e% 'e !n g!a' (

Identify a topic for the lesson. The topic is not a goal0 but it will

help you de elop your goals. The topic may be determined largely byyour curriculum and textbook0 and may be part of a larger thematic

unit such as Tra el or >eisure Acti ities. If you ha e some flexibility in

choice of topic0 consider your students< interests and the a ailability of

authentic materials at the appropriate le el.

Identify specific linguistic content0 such as ocabulary and

points of grammar or language use0 to be introduced or re iewed.

These are usually prescribed by the course textbook or course

curriculum. If they are not0 select points that are connected in some

significant way with the topic of the lesson.

Identify specific communication tasks to be completed by

students. To be authentic0 the tasks should allow0 but not re?uire0

49

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students to use the ocabulary0 grammar0 and strategies presented in

the lesson. The focus of the tasks should be topical0 not grammatical.

This means that it may be possible for some students to complete the

task without using either the grammar point or the strategy presented

in the first part of the lesson.

Identify specific learning strategies to be introduced or

re iewed in connection with the lesson.

$reate goal statements for the linguistic content0

communication tasks0 and learning strategies that state what you will

do and what students will do during the lesson.

Structure the >esson

A language lesson should include a ariety of acti ities that combine

different types of language input and output. >earners at all

proficiency le els benefit from such ariety@ research has shown that it

is more moti ating and is more likely to result in effecti e language

learning.

An effecti e lesson has fi e parts. The fi e parts of a lesson may all

take place in one class session or may extend o er multiple sessions0

depending on the nature of the topic and the acti ities.

The lesson plan should outline who will do what in each part of the

lesson. The time allotted for preparation0 presentation0 and e aluation

acti ities should be no more than V13K minutes each. $ommunication

practice acti ities may run a little longer.

17 P$e*a$a%i!n

As the class begins0 gi e students a broad outline of the day

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eliciting their existing knowledge of the day

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Structured output is a type of communication that is found only in

language classrooms. Cecause production is limited to preselected

items0 structured output is not truly communicati e.

37 P$ac%ice

In this part of the lesson0 the focus shifts from the instructor as

presenter to the students as completers of a designated task.

Students work in pairs or small groups on a topic1based task with a

specific outcome. $ompletion of the task may re?uire the bridging of

an information. The instructor obser es the groups an acts as a

resource when students ha e ?uestions that they cannot resol ethemsel es.

In their work together0 students mo e from structured output to

communicati e output0 in which the main purpose is to complete the

communication task. >anguage becomes a tool0 rather than an end in

itself. >earners ha e to use any or all of the language that they know

along with aried communication strategies. The criterion of success

is whether the learner gets the message across. Accuracy is not a

consideration unless the lack of it interferes with the message.

Acti ities for the practice segment of the lesson may come from a

textbook or be designed by the instructor.

47 E/a'+a%i!n

"hen all students ha e completed the communication practice task0recon ene the class as a group to recap the lesson. Ask students to

gi e examples of how they used the linguistic content and learning or

communication strategies to carry out the communication task.

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E aluation is useful for four reasons(

It reinforces the material that was presented earlier in the

lesson It pro ides an opportunity for students to raise ?uestions of

usage and style

It enables the instructor to monitor indi idual student

comprehension and learning

It pro ides closure to the lesson

B7 E *an i!n

Expansion acti ities allow students to apply the knowledge they ha e

gained in the classroom to situations outside it. Expansion acti ities

include out1of1class obser ation assignments0 in which the instructor

asks students to find examples of something or to use a strategy and

then report back.

Identify aterials and Acti ities

The materials for a specific lesson will fall into two categories( those

that are re?uired0 such as course textbooks and lab materials0 and

authentic materials that the teacher incorporates into classroom

acti ities.

For re?uired materials0 determine what information must be presented

in class and decide which exercise2s4 to use in class and which for

out1of1class work. For teacher1pro ided materials0 use materials that

are genuinely related to realistic communication acti ities. Bon

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Truly authentic communication tasks ha e se eral features(

They in ol e sol ing a true problem or discussing a topic of

interest They re?uire using language to accomplish a goal0 not using

language merely to use language

They allow students to use all of the language skills they ha e0

rather than specific forms or ocabulary0 and to self1correct

when they reali=e they need to

The criterion of success is clear( completion of a defined task

In groups of four(

i. discuss approaches to teach grammar 2o ert and

co ert4.

ii. explain purpose of teaching grammar.

iii. identify techni?ues and acti ities for teachinggrammar.

i . analyse ways of assessing grammar.

For more information on how to assess grammar0 download the this

article( PPT A e ing G$a a$ by $hristine0 Alice0 Stacey0 Lenny

and Ann0 using the stated url address (

http(PPwww.google.com.myPsearch;

?Wassessing grammarMsourceidWie:MrlsWcom.microsoft(en1

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,SMieWutfVMoeWutfVMrl=W3I: ##IQen -76V





TOPIC B In%eg$a%i!n !" Lang+age S&i'' and Lang+ageC!n%en%

SYNOPSIS(

This topic focuses on the teaching and assessing of the integration of

language skills and language content.

LEARNING OUTCOMES(

i. Biscuss purpose of integration.

ii. Explain ways of integration.

FRAME#OR)(

i. !urpose of integration

ii. "ays of integration

CONTENT(

55
http://www.google.com.my/search?q=assessing+grammar&sourceid=ie7&rls=com.microsoft:en-US&ie=utf8&oe=utf8&rlz=1I7MOOI_enMY438http://www.google.com.my/search?q=assessing+grammar&sourceid=ie7&rls=com.microsoft:en-US&ie=utf8&oe=utf8&rlz=1I7MOOI_enMY438http://www.google.com.my/search?q=assessing+grammar&sourceid=ie7&rls=com.microsoft:en-US&ie=utf8&oe=utf8&rlz=1I7MOOI_enMY438

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i. P+$*! e !" in%eg$a%i!n

56
http://www.cal.org/resources/digest/0105oxford.htmlhttp://exchanges.state.gov/media/oelp/pdfs/shaping-the-way-we-teach/module3integratingskills.pdfhttp://exchanges.state.gov/media/oelp/pdfs/shaping-the-way-we-teach/module3integratingskills.pdf

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Reasons to integrate other skils in teaching English.

To reinforce learning

To de elop other language skills apart the focused skill

To stimulate authentic situations

To create a fun and meaningful classroom en ironment

There are many other reasons why English language teachers need

to integrate other skills in teaching English.

To ha e a better idea of the reasons0 download the article on the

topic( In%eg$a%ed S&i'' in %he ESL6EFL C'a $!! using the statedurl address ( http(PPwww.cal.orgPresourcesPdigestPK3K8oxford.html

ii. #a2 !" in%eg$a%i!n

There are many ways how to integrate other skills in teaching English.

Bownload the article on the topic( In%eg$a%ing S&i'' A**$!ache

%! Lang+age Teaching using the url address below(

http(PPexchanges.state.go PmediaPoelpPpdfsPshaping1the1way1we1

teachPmodule6integratingskills.pdf

In groups of four(

i. Biscuss purpose of integration.

ii. Explain ways of integration.

ele3104 pgsr.doc

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