isl week 4 (autosaved)

7/29/2019 ISL WEEK 4 (Autosaved)

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ISL Week 4

GUIDELINES FOR LANGUAGE CLASSROOM INSTRUCTION

Main areas of classroom instruction

Teacher has a guidance from :

Research findings (theories)

Professional judgement

Experiences and intuition

Awareness of cultural context

Personal values

1. LANGUAGE PRESENTATION


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Two types of choices to be made:

o physical characteristics of presentation (Modalities)

o deductive and inductive procedures that learners will be engaging in (Rule presentation

and explanation)

1.1 MODALITIES

Teacher must be aware that they are not in the classroom to fill up the time with the

sound of their own voices but to arrange matters so that their students do the talking (or

writing/listening)

Teaching aids is the modalities to be considered:

Nontechnical aids

Chalkboard

Realia

Flashcards

Magazine pictures

Charts

Technical aids

Overhead projector

Audio/Video recording

CD-ROM

Internet

2. TASKS

2.1 THE ACTIVITY

o Information and Motivation Phase

Warm-up

Examples: Mime, dance, song, jokes, play

Purpose: To get students stimulated, relaxed, motivated, attentive or

otherwise engaged and ready for the classroom lesson


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Not necessarily related to the target language

Setting

Focus is on lesson topic; either verbal or nonverbal evocation of the

context that is relevant to the lesson point

Teacher directs attention to the upcoming topic

Brainstorming

Free, undirected contributions by the students and teacher on a given

topic to generate multiple associations without linking them

No explicit analysis or interpretation is given by the teacher

Story telling

Focus/Working Phase

Translation

Dictation

Copying

Reading Aloud

Drill

Dialogue/Narrative recitation

Cued narrative/ dialogue

Meaningful drill

Preparation

Identification

Game

Referential question-answer

Checking

Wrap-up

3.1 CLASS ORGANISATION


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o Participants

Teacher.

Teacher aide/trainee.

Individual student/groupings of students.

The class as a whole.

The language presentation materials used.

Any visitor/outsider.

o

Teachers role

In a teacher-dominated classroom (teacher-fronted)

In a student-centred classroom

o Benefits of learner-centred instruction

Increasing student opportunities to perform using target language

(receptively/productively).

Increasing personal sense of relevance and achievement.

Relieving the teacher of the need to constantly supervise all students.

Students often will pay more attention and learn better from one another (among

students with different levels of ability).

Realising the teacher to be prepared with fewer teacher-dominated activities and

tasks.

o Pair and group work

The most appropriate and effective classroom organisation generally.

Learners speak more frequently and with longer speech.

Learners produce more interactional modifications directed at one another.


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Learners utilise a wider range of language.

Difference in performance between groups should be taken into account;

different groups in a classroom can be linked through different tasks, roles and

shared responsibilities to generate whole-class tasks and objectives.

3.2 ASPECTS OF THE TEACHER-FRONTED CLASS

o Question types

SL teachers ask more display questions (those to which the questioner already

knows the answer).

SL teachers tend to test using display questions whether the learners already

understood the information.

This is different to the casual conversation between native speakers with adult

non-native speakers where they use referential questions (those to which the

questioner does not already know the answer).

Display questions

Referential questions

o Wait-time

This refers to the length of the pause which follows a teachers question to an

individual student or to the whole class.

This situation lasts until either a student answers or the teacher adds a comment

or poses another question.

Also apply to the period between one students answer to a question and the

response of the teacher or another student.

isl week 4 (autosaved)

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