This lesson plan aims to teach students about different types of literacies, specifically verbal literacy. Students will learn about visual and aural literacies and how word choice can affect communication and writing. The lesson includes a discussion, micro-lecture on Malcolm X, and an in-class writing activity where students analyze the definition of a common word in dictionaries and how the meaning may differ across sources. For homework, students will write a 2-3 page essay comparing definitions of their word from multiple dictionaries and analyzing how definitions can change depending on the source. The teacher will evaluate the lesson based on students' essay responses and comments during class discussion.
Types of errors
Among the most frequent sources of errors Brown counts
(1) interlingual transfer,
(2) intralingual transfer,
(3) context of learning,
and (4) various communication strategies the learners use
ATTITUDES TO THE USE OF L1 AND TRANSLATION IN SECOND LANGUAGE TEACHING AND L...Astrid Aguiar
The aim of this presentation is to identify the type of research that this journal is following ATTITUDES TO THE USE OF L1 AND TRANSLATION IN SECOND LANGUAGE TEACHING AND LEARNING by Dr Michael Druce
Error analysis, a branch of “applied linguistic” developed by Pit Corder in 1960s.
Error analysis is the study of errors made by the second and foreign language learners.”
It is the process to observe, analyze, and classify the deviations of the rules of the second
There are two types of errors
Interlingual errors
Intralingual errors
Errors that occur due to the negative influence the mother tongue on the performance of target language are interlingual errors.
It depends on linguistic differences between the first language and the target language.
Intralingual error is an error that takes place due to a misuse of a particular rule of the target language
Intralingual errors occur due to the faulty or partial learning of target language.
it is, in fact, quite the opposite of Interlingual error, it puts the target language into focus
Types of errors
Among the most frequent sources of errors Brown counts
(1) interlingual transfer,
(2) intralingual transfer,
(3) context of learning,
and (4) various communication strategies the learners use
ATTITUDES TO THE USE OF L1 AND TRANSLATION IN SECOND LANGUAGE TEACHING AND L...Astrid Aguiar
The aim of this presentation is to identify the type of research that this journal is following ATTITUDES TO THE USE OF L1 AND TRANSLATION IN SECOND LANGUAGE TEACHING AND LEARNING by Dr Michael Druce
Error analysis, a branch of “applied linguistic” developed by Pit Corder in 1960s.
Error analysis is the study of errors made by the second and foreign language learners.”
It is the process to observe, analyze, and classify the deviations of the rules of the second
There are two types of errors
Interlingual errors
Intralingual errors
Errors that occur due to the negative influence the mother tongue on the performance of target language are interlingual errors.
It depends on linguistic differences between the first language and the target language.
Intralingual error is an error that takes place due to a misuse of a particular rule of the target language
Intralingual errors occur due to the faulty or partial learning of target language.
it is, in fact, quite the opposite of Interlingual error, it puts the target language into focus
1. Alanna G.
Writing Seminar I Lesson Plan Draft: “Learning to Read”
I. Goal
Upon completion of lesson students will:
i. understand that there are multiple types of literacies, specifically verbal
literacy.
ii. Understand the importance of sources
iii. Understand the importance of diction
II. Rationale
Learning Outcomes addressed: 2,4,5, and 6
I am doing this unit to explain the differences between visual and aural verbal literacies
and how they impact each other and the communication between others. I also wanted
to show the importance of word choice, be it in everyday conversation or within a piece
of academic writing. The activity assigned aims to encourage students to critically think
about diction and how it can affect their life.
III. Materials
Projector
Speakers
Computer
Students need laptops
Internet access
Screen
Chalkboard and chalk
Textbook
IV. Step-by-Step Process
Discuss reading and collect reading response (10 min)
Micro-Lecture (10 minutes)
i. On text
ii. A bit about Malcolm X
iii. Verbal Literacies- Ask “What do you think about when you hear the word
literacy?
1. Visual- what most folks think of
2. Aural, or Auditory
Refer to text (2 minutes)
Show clip from “Malcolm X” (1992) (3 minutes)
i. Anecdote about “brown”
In-Class Writing (15 minutes)
i. Think of a common word that you use every day, or one that you think is over
used. Write it down. Ex. brown
ii. Now, write down what you think it is—that means *your* personal definition.
2. iii. Next, take out your dictionary (dictionary.com or OED) and look up the word.
Write down the first two (2) or (3) definitions.
iv. Compare your definition with those of the dictionary. How similar or dissimilar
are they? How does knowing the “true” meaning of a word affect its usage? Will
you change how you use the word?
Ask a few students about their words and wrap up lesson (5 minutes)
i. Indicate the importance of visual verbal literacy and its impact upon aural verbal
literacy
Who has the power? The importance of sources essay (5 minutes)
i. You have looked up the definition of your word in the assigned dictionary. For
next class, look up your word in a different dictionary, such as
urbandictionry.com
ii. Record their definition. For next class, in a 2-3 page essay compare the
definitions from the three source. Explain how the definition changes from
source to source, and why you think it does. Use the in-class activity as an aid.
V. Evaluation
I will evaluate my teaching via the student responses within content of the essay to be
assigned at the end of class. I will also take students’ comments into consideration
during the discussion following the completion of the in-class writing activity.