module 5 planning of the english language teaching-learning process

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UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career work in pairs Explaining. We might explain to learners how to do an activity, how to organise a project') they are doing, the meaning of vocabulary or why a correction is needed. For example, when explaining about project work we might say: 'We'll put the project work on the walls so you need to make sure that everything is easy to read and that it looks wonderful/ Narrating. Narrating is telling a story or talking about something that has happened. In the primary classroom we often tell stories to learners. In secondary and adult classrooms are may tell stories too, but we might more often talk about past experiences and things that have) happened in our lives. Eliciting. Eliciting is when we get information from our learners rather than giving it them. This information can be about topics or language. For example, we can show learner a picture and ask 'What can you see in the picture?' We can also ask learners to give us gene information, e.g. what a-certain animal eats. Prompting learners. Prompting is when we say something to help learners think of ideas, or to remember a word or phrase by giving them part of it. For example, we could say to learners at the start of a story telling activity ‘You could start the story with this picture’, or if a learner can't remember a word, we could help them with the first sound, such as com for competition, Correcting. We can correct learners by using language to indicate where or how they have made a mistake. Checking learning. We check learning all the time during our lessons, but we do this most often after we have presented new language, and at the end of a lesson to give us information for planning the next lesson(s). We can use concept questions to check learners' understanding, for example: 'Can anyone give me a sentence using this word?' Conveying the meaning of new language. When we convey meaning we show the meaning of new words or structures. We can do this in a number of ways, such as bringing in realia, using mime or by asking concept questions. We may want to explain the meaning, to demonstrate it, or in some situations where the meaning is very difficult to explain in English, to translate it. Key concepts and the language teaching classroom The language we use in the classroom must be appropriate for the classroom function and for the level and age of the learners. For example, we should not use language that is too formal with primary learners or language that is too babyish with older learners. We need to grade our language to suit the language level and age of the [Escribir texto] Página 90
UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career learners. Grading language means choosing to use classroom language that is at or below the language level of the learners. For example, with beginners we use simple words and phrases, but with higher-level learners our language can be more complex. Grading means that our language is at the right level for the learners to understand. We need to sequence our language appropriately to provide learners with learning opportunities. Sequencing means using language in a logical order. This is particularly important for explanations and instructions, for example: 'Listen. Work with a partner.’ rather than 'Work with a partner. Listen. Learners can learn classroom language, just by hearing it again and again. So it is important to use the same classroom language for classroom functions at the early stages of learning, for example: 'Open your books and look at page ....We can then build up these phrases to suit the learners' level and age. We need to think about the language we are going to use for different classroom functions and make sure the language use is appropriate language will use the clear. If we do not plan or think about the language we use, we might use the LI, or language which is too complex, which would not be helpful to learning. FOLLOW UP ACTIVITIES 1. Look at the list of classroom functions in Key concepts above, and at the activities carried out by a teacher below. At which stage of a lesson might you use the different classroom functions? You will find that you can use more than one classroom function at each stage. Stages of a lesson A. Presenting new vocabulary B. Telling the class a story and encouraging them to join in C. Brainstorming ideas for a writing task with the whole class D. Monitoring learners during a controlled practice activity E. Giving feedback after a task 2. Read this teacher's instructions to children on how to make a rabbit (bunny) puppet. Which language form does the teacher use for each instruction and which conjunctions does she use to sequence the instructions? Now watch me first. Take the scissors and cut. Start with the bunny's head. OK, be careful. Cut round the head and now his big ears ... his big ears that go flop, flop, flop. And up the ear and down again and round his head. Then, cut here round the bunny's face and round his shoulder and down round his body and now down to his feet. [Escribir texto] Página 91
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