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 REFLECTION Think about these comments from teachers. Which do you agree with and why? 1. I don't need to plan the language I use for giving instructions. I just think of what to say at the time and I know when my learners understand. 2. My learners speak the same LI as I do. So it's much better to use the mother tongue for setting up activities and checking understanding. 3. I have a collection of different phrases that I use for managing my classes. I choose from these phrases when I am planning my lessons. I teach different levels, but I find I can use the same language for each level. PRACTICE TASK For questions 1-5, look at the following situations and three possible things a teacher could say. Choose the most appropriate option A, B or C. 1. In a class of primary children of 9-10 years of age, the learners are finishing a pairwork task. The teacher wants to check the answers with the class. A. What's the answer to number 1? Hands up, please. B. Can any of you possibly tell me what you think might be the answer for the first question? C. Answer? 2. In a class of teenagers in their second year of-English, the teacher has just presented a new grammatical structure and wants to check that the learners understand the meaning. A. Does everyone understand? B. Who can give me an example sentence? C. Please explain the meaning. 3. A group of businessmen are doing a discussion activity. The teacher notices a learner has made a mistake and says: A That's wrong. B A bad answer. C Is that quite right? 4. In a class of adult learners of mixed levels, the teacher is giving the first instruction for a complex group activity. A. A You all know what to do so you can start. B. B First, get into the groups you were in yesterday. C. C Here's the handout for the activity. You can start. 5. The teacher is telling a story to a class of very young primary learners who have only been learning English for one month. A. Here is a little boy. Look. One day ... [Escribir texto] Página 92
UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career B. This is a story about a little boy who used to live in the city. C. Stories are very important for you. They will help you learn new grammar. Identifying the Functions of Learners’ Language How do we identify the functions of learners' language? The functions of learners' language are the purposes for which learners use language in the classroom. These purposes include taking part in tasks and. activities, asking questions of the teacher, interacting with each other. Examples of the functions of learners' language are asking for clarification from the teacher or other learners, and checking information or understanding. Key concepts Can you think of some common functions of learners' language? Read through this description of a lesson. There are examples of learners' language functions for each stage. Learners' functions Greeting language Asking for clarification Checking information and understanding Saying goodbye Teacher's and /earners' actions The teacher enters the classroom and the learners say 'Good morning'. The teacher hands out a reading text and gives learners instructions for the reading task. The learners check the instructions with the teacher by asking 'Can you explain that again please? What do we have to do? ’ The learners complete the reading task individually. The learners check their answers in pairs. They say, e.g. 'What answer do you have for number 4? I doesn’t understand the meaning of this word. Do you know what it means?' The teacher checks the answers. The lesson ends. The learners say 'Goodbye' to each other and to the teacher. Key concepts and the language teaching classroom Learners need a range of classroom language so that they can interact appropriately with each other and with the teacher. The language that learners need for interacting with each\ other may sometimes be quite formal, and at other times more relaxed, depending on who is in the group. The language they need for interacting with the teacher is often neutral or more formal. Learners need to know special words and phrases for certain games and activities. For example, It's my turn I It's your turn I I’m first I after you I I’ve won, [Escribir texto] Página 93
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