Session 5

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Session 5

  1. 1. Materials i tècniques per a l’ensenyament de l’anglès com a llengua estrangera Fernando Romeu - [email_address]
  2. 2. Material design <ul><li>Contextual factors </li></ul><ul><li>Purpose. Teaching or testing? </li></ul><ul><li>Recycling </li></ul><ul><li>Exercises vs tasks </li></ul><ul><li>Communicative Language Teaching. </li></ul><ul><li>Input: Data that form the departure point for a task. </li></ul><ul><li>Feedback: Information we give to students on their use of the language. </li></ul>
  3. 3. Materials for ... Teaching a specific group (specifity?) Teaching the same to many different groups (variants?) Extra practice (key, feedback?) Homework (key, feedback?) The web (hints, feedback …) Private lessons
  4. 4. Exercises or tasks? “ The communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form”. Language exercise Write the past tense form of these verbs: go, is, are, do, have, work, study, buy, pick, make, put, read. Now think of four things you did yesterday. Write sentences in the blanks. First I got up and _____________________________________________ Then, _______________________________________________________ Next, _______________________________________________________ Finally, ______________________________________________________ C ommunicative activity Write three hobbies or activities you like / like doing. 1. _______________________________________________________ 2. _______________________________________________________ 3. _______________________________________________________ Ask each person in your group what they like / like doing. Decide on a suitable gift for each person.
  5. 5. Components of a task SETTING ACTIVITIES LEARNER ROLE TASK INPUT TEACHER ROLE GOALS
  6. 7. Goal: Input: Activity(ies) Teacher role Learner role Setting: Exchanging personal information Questionnaire on sleeping habits Reading questionnaire Asking and answering questions about sleeping habits Monitor and facilitator Conversational partner Classroom / pair work Task analysis
  7. 8. Some considerations <ul><li>Items mastered as part of a linguistic system must also be understood as part of a communicative system. </li></ul><ul><li>We usually talk about four macroskills: listening, speaking, reading and writing. Language use is also a relevant area. </li></ul><ul><li>But in real life, as in the classroom, most tasks involve more than one macroskill. </li></ul>
  8. 9. Task design - listening <ul><li>The listener must integrate the following skills: </li></ul><ul><li>segment the stream of speech into words </li></ul><ul><li>grasp the syntax of the utterance(s) </li></ul><ul><li>formulate the appropriate response </li></ul><ul><li>appropriate cultural knowledge and skills </li></ul><ul><li>appropriate background knowledge </li></ul>
  9. 10. Successful listening <ul><li>Successful listening involves: </li></ul><ul><li>Segmenting the stream of speech into meaningful words/phrases </li></ul><ul><li>Recognizing word classes </li></ul><ul><li>Relating incoming message to one’s background knowledge </li></ul><ul><li>Interpreting the rhythm, stress and intonation to identify informational focus and emotional tone </li></ul><ul><li>Extracting gist without necessarily understanding every word </li></ul>
  10. 11. What we find in books … Multiple choice and true or false. Wh-questions Matching Ordering Error correction (general, specific) Verifying hypotheses … Gap-filling A bit far from real-life Usually adapted texts
  11. 12. Other options Decide if you like it Entertainment A song Give advice Social An anecdote Pass it on Entertainment Gossip Draw / follow a map To find a destination Directions Decide if you believe it Entertainment Fictional story Express opinions To be informed The news Find correct place on airport map Check time and place of departure Plane announcement Take notes / Summary Gather information A lecture Possible task Purpose Text
  12. 13. Other options Decide if you like it Entertainment A song Give advice Social An anecdote Pass it on Entertainment Gossip Draw / follow a map To find a destination Directions Decide if you believe it Entertainment Fictional story Express opinions To be informed The news Find correct place on airport map Check time and place of departure Plane announcement Take notes / Summary Gather information A lecture Possible task Purpose Text
  13. 15. Working from home Exercise? Task?
  14. 16. (Possible)Classroom task Goals: to understand and express daily routines. To negotiate with other people. Input: Brainstorming daily routine verbs. Activities: Compare your daily routines Listen and decide what you like about each type of routine. Listen again and decide what you don’t like. Work in groups. Choose somebody to share a flat with considering the type of work you’d like to do and your daily routine.
  15. 17. Your turn now Would you use all the video or just parts of it? For which level? Decide on one activity / task
  16. 18. Authentic material, good or evil? Good points: Linguistic + sociolinguistic input. Language is conceptualized. Potentially motivating content. Exercises can be adapted to different levels. Allow us to work with culture(s). Potential problems: High lexical density, idiomatic language, low-frequency vocabulary. Opaque cultural references and lack of background knowledge. Some spoken genres are difficult (expressing opinions) The delivery speed and the accent used in spoken texts.
  17. 19. Video = listening?
  18. 20. Prepare video activities bearing in mind that ... Your students have an “A1+” level. They know the Present Simple and Continuous. You’d like to deal with as many cultural issues as possible You’d like students to work in groups some time. Students can watch the video a maximum of two times. In spite of dealing with many formal aspects of the language, students should forget that English is difficult, they should be fully concentrated on what they see.

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