CONTENT AND LITERATURE-BASED ENGLISH TEACHING
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This document discusses content-based language instruction and integrating literature into language teaching. It provides rationales for content-based instruction including comprehensible input and developing communicative ability. Models of content-based instruction are described like immersion education. The document also discusses integrating the four language skills through content and strategies for content instruction. Sample lesson plans are provided and key issues addressed like the teacher's role in exploiting content and developing student-centered approaches. Finally, integrating literature is discussed in terms of vocabulary, grammar, reading, writing and oral skills.
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1) The information-based approach focuses on eliciting information from students about the text and explaining the content.
2) The moral-philosophical approach incorporates moral values and asks students about values learned from the text.
3) The personal-response approach encourages students to relate themes to personal experiences and express responses and opinions.
4) The stylistics approach guides students to interpret texts by examining language and discuss meanings beyond surface level.
The observations revealed both teachers tended to use the information-based and paraphrastic approaches, having students read aloud and the teacher explain the text.
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The whole language method is an approach to language instruction developed to help young children learn to read. It focuses on immersing students in a print-rich environment with various materials like posters, books, and student work displayed. Advantages include students having a better understanding of what they're reading in a more interesting way without strict rules or lists to learn. However, some disadvantages are that students may have trouble spelling and misinterpreting words without explicit phonics instruction. The teacher acts as a model, facilitator, and researcher, while students share responsibility for learning through individual and group activities with feedback. The overall goal is to view language holistically and help children learn reading and writing authentically.
Lesson plan for teaching literature component for tertiary
This lesson plan summarizes teaching H.G. Wells' novel "The Time Machine" to tertiary students. It includes 5 stages: 1) introduction through hypothetical time travel scenarios, 2) presentation of characters, setting and themes from chapters 3-4, 3) group practice identifying these elements, 4) creative problem-solving as the time traveler, 5) conclusion through a video and ticket responses. The plan aims to develop students' critical thinking, communication and engagement with the novel's concepts over 2 hours through varied active learning activities integrated with language skills.
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This document discusses using a literature-based research methodology for student dissertations. It outlines:
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3) Components of a literature-based methodology such as sampling strategies, data collection tools for reviewing literature, and analyzing data thematically while considering disciplinary and professional contexts.
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Whole Language Approach
- The document discusses the whole language approach to literacy, which emphasizes making meaning from text rather than breaking words down phonically. It focuses on strategy instruction, cultural literature, and integrating reading and writing across subjects. The approach believes learning occurs through interpreting whole texts rather than isolated chunks. However, critics argue it may hamper spelling and decoding skills.
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Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
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Principles of Teaching:Different Methods and Approaches
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
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CONTENT AND LITERATURE-BASED ENGLISH TEACHING
- 1. Arranged by: Ahmad Hasanul Basri (E1D011002) Baiq Ilda Karwayu (E1D011013) Desi Prihartini (E1D011016) FACULTY OF TEACHER TRANING AND EDUCATION UNIVERSITY OF MATARAM 2013
- 2. WHAT IS CONTENT •Grammar-translation Grammar structure •Communicative approach Communicative purpose •Natural Approach Game •More recently The subject matters (topics and themes)
- 3. RATIONALES OF CONTENT-BASED INSTRUCTION • Krashen (1984) Comprehensible input rather than memorizing vocabulary or completing grammar exercises. • Swain (1985) The more opportunities, the more communicative the student is • Cummins (1980b, 1981b) Social-interpersonal language is learnt more quickly and easily • Snow, Met, and Genesee (1989) Systematic, well-planned instructional framework for academic learning
- 4. MODEL OF CONTENT-BASED INSTRUCTION • Immerse Education prototype content-based instruction • Content enriched foreign language in the elementary school point coincidence or content-compatible language • Theme-based model • Sheltered model • Adjunct Model
- 5. INTEGRATING FIVE SKILLS •Unit I: Classification •Unit 2: Text Coherence •Unit 3: Understanding Lectures
- 6. STRATEGIES AND TECHNIQUE FOR CONTENT INSTRUCTION • Modifying input • Use of Contextual Cues • Checking for Understanding • Designing Appropriate Lessons
- 7. SAMPLE SCIENCE LESSON PLAN Open your book on page 323!
- 8. KEY ISSUES • Teachers’ roles To exploit the content • Developing appropriate curricula and materials • Students-centred approach
- 9. LITERATURE and LANGUAGE • Vocabulary • Main reading problem for ESL/EFL learners • Specific words and phrases • Many words and phrases are culture-tied • 2. Grammar • Not the major problem as the vocabulary does • Dealing grammatical problems by clarify them • Literary selection
- 10. LANGUAGE AND READING • Literal Level • Inferential Level • Personal/evaluative level
- 11. LANGUAGE AND WRITING • Literature as model for writing • Literature as subject for writing
- 12. LITERATURE AND THE ORAL SKILLS 1. ORAL READING •Make students active to follow the class* •Teacher as a facilitator •Different interesting topics every class
- 13. LITERATURE AND THE ORAL SKILLS 2. DRAMA* • Dramatization • Role-playing • Improvisation
- 14. LITERATURE AND THE ORAL SKILLS 3. GROUP ACTIVITIES • General Class Discussion • Small-group Work* • Panes Discussion • Debates
- 15. LITERATURE AND THE ORAL SKILLS 4. CULTURE • Introduction to Cultural Context • Culture Aside • Culture Capsule* • Group Work on Culture*
- 16. LITERATURE AND THE ORAL SKILLS 5. SELECTION OF LITERATURE • Age of The Work • Theme • Language Proficiency • Genre-specific Recommendations • The Personal Aspects of Literature Selection