I must begin saying that when it was said to me it was necessary to record a class I was panic-stricken because I did not have an available camera and there was nobody who could record me. Later I requested somebody from a video studio went to record me. Initially, I supposed it would be easy, so I started looking for the necessary information.
In my mind, I was imagining the steps that it would take, the materials, the time, the grouping arrangements, how I would integrate the four skills, how much time I would design to each skill, how I would link each other and of course that objectives would have each of them. In my mind, I saw the utility of the lesson plan because everything was well planned according to my Ss needs, the size of the group, my Ss cognitive styles and learning, their age and their interests.
When I already had my lesson plan ready, the tape recorder, the CD and the realia that it was going to be used, the person who supposed was going to record me did not have the disposition to do it because another commitment was crossed at the established hour, so he suggested me to do my class with another group and in an hour he could record me. So, immediately I thought about one of my friends and I asked her group. I thought I was going to be easy because of the group was reduced and Ss were almost of the same age.
Nevertheless, there were two significant differences: One, the hour: These "new" pupils study in the evening from 6 to 7 pm. Second, I did not have any idea about their knowledge nor how much grammar they knew, I mean, I unknown their grammar level. The only thing I knew was a reduced group and my partner was going to help me to realize my practice.
I have to say that there were some things I surprised like for example that the classroom the principal had designated to me for the practice did not have whiteboard to make possible the writing activity, correct the reading passage or write the correct answers in the case of the listening passage, so I had to improvise with a few publicity leaflets because there was not even a flip chart to write down or drawn.
Talking about the activities, well, they all had a specific time and the degree of difficulty chosen for my group was the ideal one, but for my "new" students everything was turning out to be easy. They were answering very rapidly all things I was asking them, the exercises seemed to be too obvious, and the time designated for the activity seemed not to exist. The class finished in 20 minutes when actually it had to last around the 50’. I understood the class was not the appropriate for the level neither for those so smart students.
When the class ended, I sat down and began to see the importance not only of the planning itself but observing our pupils and planning according to their needs. I clearly understood the meaning of checking how really they learn. I learned how truth is that some Ss take more time than others to learn a new topic. But especially that we must take the decisions in agreement to what we observe from a beginning with the group that principals assign us.
Next day, when I asked for help from other friends, and I could record my class with my real group, I liked to be focused on who consider grammar as a difficult item to learn. So I gave a bit more personalized attention to them.
I could also notice that give them grammar for five or ten minutes was not enough but it had to do with integrating the four skills at the same class and with the same concept was being introduced. This way, if there was a doubt in the first ability, in the second skill that doubt could disappear. So, the Ss would not carry that doubt at the end of the class because I was giving many opportunities to practice and producing in order to get the communicative goal.
Therefore, I reinforced the thought about our planning and our way to teach depended a lot on understand our Ss and make immediate decisions if the plan is not working as we wanted or planned.
I noticed the importance of presenting the information to Ss, of making practice and make them produce sentences. I saw that when a pupil was wrong but laughing at the same time; he was realizing his mistake and he was correcting by himself. I also experienced that to teach grammar not only consisted in the fact that he memorized or knew the rule but he saw its usefulness in order to play, laugh and be able to describe his actions in spontaneous and natural form, when using the present continuous tense.
I also observed that the interactions Tt-Ss, Ss-Ss are fundamental for the development of the class but especially when motivating them is the essential in the teaching learning process. Likewise, I noticed that my Ss were not feeling frustrated if laughing was present when making mistakes.
I realized the importance that the environment has. I understood that it should be the propitious one in order to make knowledge and conversation flow. I understood that only experimenting with activities which are interesting make possible they try to speak.
Besides, if the explanations we give them turn out to be clear, efficient, living, interesting, useful, and productive but especially putting in a real context make the pupils will be able to speak which is the main objective of the pedagogical grammar and communicative approach.
VIANEY FRANCO
miércoles, 2 de junio de 2010
miércoles, 26 de mayo de 2010
My video experience
My video experience
First of all I was aware that I had to prepare an everyday class considering the time and my students. Thus, it had to be brief and entertaining in order to succeed.
I decided to start with a brief review of what will come next to make sure transition from one activity to the next one will be smooth.
The warm-up was intended to introduce the topic and use of the new language. I felt very pleased to see that they remembered countables and uncountables.
At this stage students use their schemata and are aware of learnt concepts (Harmer, 1991). Also I always kept in mind giving instructions when needed being these clear and loud.
As my group is a pre-intermediate one I considered not forcing students because if I did, acquisition of the language will be blocked (Brown, 1994). I constantly tried to elicit answers from them. Thus, their participation during the warm-up was free.
After the students have been introduced to the structure, they were given opportunities to interact with their peers in some kind of discourse and focus their attention on the activity asked. Most of the drills were controlled to let them go from accuracy to fluency.
I intended to present grammar in an inductive approach trying to keep natural language as I think it is a better way of acquiring the rules subconsciously and students feel relaxed not being overwhelmed by grammatical explanations (Brown, 1994). In addition, it is a way to motivate students allowing them to discover the rules rather than to give them everything.
I think the lesson was very interesting because it is a real situation that may happen to them. It was presented in both reading and speaking approaches as well as correcting students was done by themselves while they were working in pairs and then by me. This is useful for accuracy work and to let them understand the meaning of the new language they are learning (Harmer, 1991).
References:
Brown, D. (1994) Teaching by Principles, Prentice Hall, USA
Harmer, J. (1991) The practice of English Language Teaching, Longman, USA
Judith Quintana Vessi
First of all I was aware that I had to prepare an everyday class considering the time and my students. Thus, it had to be brief and entertaining in order to succeed.
I decided to start with a brief review of what will come next to make sure transition from one activity to the next one will be smooth.
The warm-up was intended to introduce the topic and use of the new language. I felt very pleased to see that they remembered countables and uncountables.
At this stage students use their schemata and are aware of learnt concepts (Harmer, 1991). Also I always kept in mind giving instructions when needed being these clear and loud.
As my group is a pre-intermediate one I considered not forcing students because if I did, acquisition of the language will be blocked (Brown, 1994). I constantly tried to elicit answers from them. Thus, their participation during the warm-up was free.
After the students have been introduced to the structure, they were given opportunities to interact with their peers in some kind of discourse and focus their attention on the activity asked. Most of the drills were controlled to let them go from accuracy to fluency.
I intended to present grammar in an inductive approach trying to keep natural language as I think it is a better way of acquiring the rules subconsciously and students feel relaxed not being overwhelmed by grammatical explanations (Brown, 1994). In addition, it is a way to motivate students allowing them to discover the rules rather than to give them everything.
I think the lesson was very interesting because it is a real situation that may happen to them. It was presented in both reading and speaking approaches as well as correcting students was done by themselves while they were working in pairs and then by me. This is useful for accuracy work and to let them understand the meaning of the new language they are learning (Harmer, 1991).
References:
Brown, D. (1994) Teaching by Principles, Prentice Hall, USA
Harmer, J. (1991) The practice of English Language Teaching, Longman, USA
Judith Quintana Vessi
domingo, 16 de mayo de 2010
Introduction
It is well known that learning grammar has become an uninteresting matter to learners; because of most of them do not like it. The fact is that the wrong explanations and dreadful guidance are the main factors and the most suitable ones so that the students fail in learning a L2.
Through years, teachers have realized that the field of English teaching is really complex and it is in constant changing, worthy continue studying, that’s why, teachers need to feel self-motivated and have the ability to introduce different teaching alternatives in their classes when teaching grammar.
A clear example of this is that grammar has to be taught through inductive and pedagogical approaches in order to increase students’ interest to rapprochement to the target language. Even, there are many strategies to be developed at class which are helpful to manage or direct to classes successfully, however, all of them have to be adapted to those skills in the L2, as well as the teacher guidance to make students learn grammar meaningful and effectively.
On the other hand, in order to develop students’ ability to communicate; the grammar has needed to be under task-based teaching learning (TBL), it is to say, through meaningful tasks which allow that communication take place through using the grammatical system. Finally, the PPP model consists on the presentation of grammar, how Ss can practice it and how students’ production depends on the stated input.
Through years, teachers have realized that the field of English teaching is really complex and it is in constant changing, worthy continue studying, that’s why, teachers need to feel self-motivated and have the ability to introduce different teaching alternatives in their classes when teaching grammar.
A clear example of this is that grammar has to be taught through inductive and pedagogical approaches in order to increase students’ interest to rapprochement to the target language. Even, there are many strategies to be developed at class which are helpful to manage or direct to classes successfully, however, all of them have to be adapted to those skills in the L2, as well as the teacher guidance to make students learn grammar meaningful and effectively.
On the other hand, in order to develop students’ ability to communicate; the grammar has needed to be under task-based teaching learning (TBL), it is to say, through meaningful tasks which allow that communication take place through using the grammatical system. Finally, the PPP model consists on the presentation of grammar, how Ss can practice it and how students’ production depends on the stated input.
The importance of planning
“Planning is, undoubtedly, the most important part of the educational task. The functions and responsibilities that are related to the educators as guide, orientators and drivers of the teaching - learning process force them to plan, to organize, to realize and to evaluate all their educational labor” (1)
Teaching a foreign language goes beyond repeating structures and asking the Ss rewrite them; teaching is to achieve that the pupils really apply the knowledge acquired in a spontaneous and natural form. The interaction of the teachers with the group, especially when a foreign language is taught, is an important element, due to most times they are the only link who with SS can practice or exchange the learned. For that reason, the teachers should be conscious that they have in their hands people who trust in them.
On the other hand, the methods to plan the teaching not only help the teachers to convey, in genuine form, the knowledge but also favor that the development of the perfecting of the teaching - learning process, day after day, since learning is never stopped. Furthermore, a planned activity has more possibilities of being successful when is prepared than another one which is spontaneous and it does not carry certain preparation that includes aspects that must be considered in order to be significant.
The didactic planning, in words of Gagné and Briggs (1979:15), demands a lot of time, effort and intellectual dedication, as we know. The educational practice itself is an “object of reflection” (Moran, 2003:41) and only the committed teachers, with themselves and their pupils, give the importance to the production of the didactic planning. Their commitment leads them to analyzing necessarily what happens in a class to be able to reach the stipulated aims.
In the same rubric, in order to make their education more efficient they have to think over in their performance and in what their pupils need, therefore, they have to look for different alternatives that enrich the development of their classes across the didactic planning, as result of a “reflexive work” from their part (Lopez, 2005:49). Moreover, it is necessary to consider both positives and negatives aspects so that, with base in the obtained information, the pertinent modifications can be made. It has to be remembered providing that: “the change must arise from a process of reflection” as have established both Aguilar as Block (2003:55).
Finally, the teachers who are capable of "analyzing their professional practice and to think about it" (Deceano and Rock, 2006:63), will be able to evaluate the effects of their educational labor, their self-criticism and reflection, since far from highlighting their mistakes, they will use as support to make future decisions in their action and to achieve their professional growth.
Sources:
(1) Solá Mendoza, Juan (2004:35) “Pedagogía en píldoras” México: Trillas
Gagné y Briggs (1979) “La planificación de la enseñanza” p. 15 México: Trillas
Morán Oviedo, Porfirio (2003) “La docencia como actividad profesional” p.41 México: Gernika
López Calva, Martín (2005) “Planeación y Evaluación del proceso enseñanza-aprendizaje” p. 49 México: Trillas
Aguilar y Block, (2003) “Planeación escolar y formulación de proyectos” p. 55 México: Trillas
Deceano Osorio, Soledad & Meza Nava, Fabián (2006) “Programa Nacional para la Actualización permanente de los maestros de Educación Básica en Servicio de Talleres
Teaching a foreign language goes beyond repeating structures and asking the Ss rewrite them; teaching is to achieve that the pupils really apply the knowledge acquired in a spontaneous and natural form. The interaction of the teachers with the group, especially when a foreign language is taught, is an important element, due to most times they are the only link who with SS can practice or exchange the learned. For that reason, the teachers should be conscious that they have in their hands people who trust in them.
On the other hand, the methods to plan the teaching not only help the teachers to convey, in genuine form, the knowledge but also favor that the development of the perfecting of the teaching - learning process, day after day, since learning is never stopped. Furthermore, a planned activity has more possibilities of being successful when is prepared than another one which is spontaneous and it does not carry certain preparation that includes aspects that must be considered in order to be significant.
The didactic planning, in words of Gagné and Briggs (1979:15), demands a lot of time, effort and intellectual dedication, as we know. The educational practice itself is an “object of reflection” (Moran, 2003:41) and only the committed teachers, with themselves and their pupils, give the importance to the production of the didactic planning. Their commitment leads them to analyzing necessarily what happens in a class to be able to reach the stipulated aims.
In the same rubric, in order to make their education more efficient they have to think over in their performance and in what their pupils need, therefore, they have to look for different alternatives that enrich the development of their classes across the didactic planning, as result of a “reflexive work” from their part (Lopez, 2005:49). Moreover, it is necessary to consider both positives and negatives aspects so that, with base in the obtained information, the pertinent modifications can be made. It has to be remembered providing that: “the change must arise from a process of reflection” as have established both Aguilar as Block (2003:55).
Finally, the teachers who are capable of "analyzing their professional practice and to think about it" (Deceano and Rock, 2006:63), will be able to evaluate the effects of their educational labor, their self-criticism and reflection, since far from highlighting their mistakes, they will use as support to make future decisions in their action and to achieve their professional growth.
Sources:
(1) Solá Mendoza, Juan (2004:35) “Pedagogía en píldoras” México: Trillas
Gagné y Briggs (1979) “La planificación de la enseñanza” p. 15 México: Trillas
Morán Oviedo, Porfirio (2003) “La docencia como actividad profesional” p.41 México: Gernika
López Calva, Martín (2005) “Planeación y Evaluación del proceso enseñanza-aprendizaje” p. 49 México: Trillas
Aguilar y Block, (2003) “Planeación escolar y formulación de proyectos” p. 55 México: Trillas
Deceano Osorio, Soledad & Meza Nava, Fabián (2006) “Programa Nacional para la Actualización permanente de los maestros de Educación Básica en Servicio de Talleres
Integrating task-based teaching approach into grammar teaching
It provides learners with opportunities to experiment with and explore both spoken and written language through tasks designed to engage learners in authentic, practical and functional use of language for meaningful purpose.
About the features of task-based language teaching, Nunan (1991, p. 279) gives a summary as follows:
(1) An emphasis on learning to COMMUNICATE THROUGH INTERACTION in the target language;
(2) The INTRODUCTION OF AUTHENTIC TEXTS into the LEARNING SITUATION;
(3) The PROVISION OF OPPORTUNITIES FOR LEARNERS TO FOCUS, not only on language, but also on the LEARNING PROCESS itself;
(4) An enhancement of the learners’ own PERSONAL EXPERIENCES as important contributing elements to classroom learning.
(5) An attempt to link classroom language learning with language activation outside the classroom.
About the features of task-based language teaching, Nunan (1991, p. 279) gives a summary as follows:
(1) An emphasis on learning to COMMUNICATE THROUGH INTERACTION in the target language;
(2) The INTRODUCTION OF AUTHENTIC TEXTS into the LEARNING SITUATION;
(3) The PROVISION OF OPPORTUNITIES FOR LEARNERS TO FOCUS, not only on language, but also on the LEARNING PROCESS itself;
(4) An enhancement of the learners’ own PERSONAL EXPERIENCES as important contributing elements to classroom learning.
(5) An attempt to link classroom language learning with language activation outside the classroom.
The advantages of the teaching activities
-Compared with the traditional grammar classroom, the teaching activities designed according to the theory of task-based approach could arouse students’ interest in the group work.
-WAS NO LONGER DIFFICULT AND BORING.
-GROUP WORK MAKES THE TASKS MORE INTERESTING AND MUCH EASIER.
-The application of tasks enables students to create more ideas and they can express their opinions freely on the topics. What’s more, IT PROVIDES THEM ENOUGH OPPORTUNITIES AND LANGUAGE ENVIRONMENTS TO SPEAK ENGLISH language
-They have more chances to open their mouth to practice their speaking and their communicative ability could be improved virtually.
-Through finishing task-based activities, students can get much meaningful language input and what they have learned in the classroom could help them solve the problems in real life.
-TASK-BASED TEACHING APPROACH IS A KIND OF COMMUNICATIVE APPROACH WITH THE LEARNERS AS THE CENTER OF THE CLASSROOM AND TEACHER PLAYING A FACILITATIVE ROLE.
-THE CLASSROOM OF THE TASK-BASED TEACHING APPROACH IS HEALTHY FOR STUDENTS TO GIVE THEIR PERSONAL OPINIONS AND PARTICIPATE IN THE ACTIVITIES, SUCH AS ROLE PLAYS, PAIR WORKS. THEREFORE, IT IS POSSIBLE TO SAY THAT TASK-BASED TEACHING APPROACH IS AN EFFECTIVE, PRACTICAL AND INNOVATIVE TEACHING METHOD AND THIS METHOD IS FEASIBLE WHEN USED IN GRAMMAR TEACHING.
-WAS NO LONGER DIFFICULT AND BORING.
-GROUP WORK MAKES THE TASKS MORE INTERESTING AND MUCH EASIER.
-The application of tasks enables students to create more ideas and they can express their opinions freely on the topics. What’s more, IT PROVIDES THEM ENOUGH OPPORTUNITIES AND LANGUAGE ENVIRONMENTS TO SPEAK ENGLISH language
-They have more chances to open their mouth to practice their speaking and their communicative ability could be improved virtually.
-Through finishing task-based activities, students can get much meaningful language input and what they have learned in the classroom could help them solve the problems in real life.
-TASK-BASED TEACHING APPROACH IS A KIND OF COMMUNICATIVE APPROACH WITH THE LEARNERS AS THE CENTER OF THE CLASSROOM AND TEACHER PLAYING A FACILITATIVE ROLE.
-THE CLASSROOM OF THE TASK-BASED TEACHING APPROACH IS HEALTHY FOR STUDENTS TO GIVE THEIR PERSONAL OPINIONS AND PARTICIPATE IN THE ACTIVITIES, SUCH AS ROLE PLAYS, PAIR WORKS. THEREFORE, IT IS POSSIBLE TO SAY THAT TASK-BASED TEACHING APPROACH IS AN EFFECTIVE, PRACTICAL AND INNOVATIVE TEACHING METHOD AND THIS METHOD IS FEASIBLE WHEN USED IN GRAMMAR TEACHING.
The importance of integrating the four skills in an English class
“Real success in English teaching and learning is when the learners can actually communicate in English inside and outside the classroom” (Davies & Pearse, 2000: 99). (2)
Having in mind this thought, it would be important to integrate the four skills into a classroom in order to increase or develop the communicative competence in learners. This communicative competence includes language skills such as listening, speaking, reading and writing which, in consequence, help us to interact with others in any society we live. Therefore, this is the main reason for teaching the four skills, especially grammar, inside the classroom so that Ss can cope with the real world.
In that context, the main objective of communicative language teaching is to develop students’ communicative competence which includes both knowledge about the language (linguistic competence) and knowledge about how to use the language appropriately (communicative competence) in different communicative situations.
In that same order of ideas, while listening and reading are considered as receptive skills that help students get information as the input of language; speaking and writing are both regarded as productive skills that make language output possible and require sufficient language input as their basis. Hence, the ability to communicate involves knowledge of the four skills. As a result, this is the second reason for which the four skills need to be integrated.
Actually, there are many situations in which we use more than one language skills to communicate in our everyday life. (e.g. an activity that serves to involve Ss with the use of the four skills is the following role play: going to the doctor – speaking to him, listen to his comments about how sick we are, show written prescription when going to the drugstore - since generally we do not ask for medication, just show the prescription to the pharmacist -, read the instructions when taking pills). Thus, integrating the four skills in a classroom is focused on realistic language and can therefore guide to the students’ all-round development of communicative competence in English. What becomes the third reason.
Besides, the integrating the four skills may help a teacher to make his lessons more active and dynamic, involving the student in a great variety of activities and interactions. Such combination of activities involving different skills enhances the focus on realistic communication, which makes the students be more motivated and more engaged enthusiastically in classroom activities.
Even, for the teacher, it also allows creating a relaxed atmosphere in his/her class that students’ all-round abilities are well improved. Hence, it is the fourth reason for integrating the four abilities.
Likewise, this integrative approach satisfies students’ different learning styles in that the outgoing people may speak a lot, the shy people prefer to listen or read, and the analytically or visually oriented learners like to see how words are written and sentences constructed. Hence, integrating skills helps the students to learn English willingly and comfortably. Therefore, this becomes the fifth reason for integrating them together.
In my personal appreciation, I know, I can understand and I already use this approach which allows teachers to track students' progress in multiple skills at the same time. However, I consider that the integration of the four skills demands a lot of time of planning when designing a lesson plan and takes a lot of efforts and even more time when trying to find or design suitable materials in spite of the fact it has visible results both teachers and his students.
Besides being honest, if conjugate the limited time, the large class size and poor classrooms conditions we have when teaching, really they can be negative factors which can affect the integrative teaching. In spite of the fact the integration of the four skills does make possible a successful communication.
But I conclude it is through teaching experience when we really get a perfect balance of the integrating of the four abilities.
SOURCES:
(2) Davies, P. & Pearse, E. (2002) “Success in English Teaching” Shanghai Foreign Language Education Press.
Online Resources: Digests (2001) Integrated Skills. Retrieved 16th September, 2009 from:
http://www.cal.org/resources/Digest/0105oxford.html
Monografías.com (1998) Integrated Skills. Retrieved 16th September, 2009 from:
http://www.monografias.com/trabajos17/integrated-skills/integrated-skills.shtml#two
ESL PartyLand.com (2009) Teaching Integrated Skills Retrieved 16th September, 2009 from:
http://www.eslpartyland.com/teachers/nov/skills.htm
Having in mind this thought, it would be important to integrate the four skills into a classroom in order to increase or develop the communicative competence in learners. This communicative competence includes language skills such as listening, speaking, reading and writing which, in consequence, help us to interact with others in any society we live. Therefore, this is the main reason for teaching the four skills, especially grammar, inside the classroom so that Ss can cope with the real world.
In that context, the main objective of communicative language teaching is to develop students’ communicative competence which includes both knowledge about the language (linguistic competence) and knowledge about how to use the language appropriately (communicative competence) in different communicative situations.
In that same order of ideas, while listening and reading are considered as receptive skills that help students get information as the input of language; speaking and writing are both regarded as productive skills that make language output possible and require sufficient language input as their basis. Hence, the ability to communicate involves knowledge of the four skills. As a result, this is the second reason for which the four skills need to be integrated.
Actually, there are many situations in which we use more than one language skills to communicate in our everyday life. (e.g. an activity that serves to involve Ss with the use of the four skills is the following role play: going to the doctor – speaking to him, listen to his comments about how sick we are, show written prescription when going to the drugstore - since generally we do not ask for medication, just show the prescription to the pharmacist -, read the instructions when taking pills). Thus, integrating the four skills in a classroom is focused on realistic language and can therefore guide to the students’ all-round development of communicative competence in English. What becomes the third reason.
Besides, the integrating the four skills may help a teacher to make his lessons more active and dynamic, involving the student in a great variety of activities and interactions. Such combination of activities involving different skills enhances the focus on realistic communication, which makes the students be more motivated and more engaged enthusiastically in classroom activities.
Even, for the teacher, it also allows creating a relaxed atmosphere in his/her class that students’ all-round abilities are well improved. Hence, it is the fourth reason for integrating the four abilities.
Likewise, this integrative approach satisfies students’ different learning styles in that the outgoing people may speak a lot, the shy people prefer to listen or read, and the analytically or visually oriented learners like to see how words are written and sentences constructed. Hence, integrating skills helps the students to learn English willingly and comfortably. Therefore, this becomes the fifth reason for integrating them together.
In my personal appreciation, I know, I can understand and I already use this approach which allows teachers to track students' progress in multiple skills at the same time. However, I consider that the integration of the four skills demands a lot of time of planning when designing a lesson plan and takes a lot of efforts and even more time when trying to find or design suitable materials in spite of the fact it has visible results both teachers and his students.
Besides being honest, if conjugate the limited time, the large class size and poor classrooms conditions we have when teaching, really they can be negative factors which can affect the integrative teaching. In spite of the fact the integration of the four skills does make possible a successful communication.
But I conclude it is through teaching experience when we really get a perfect balance of the integrating of the four abilities.
SOURCES:
(2) Davies, P. & Pearse, E. (2002) “Success in English Teaching” Shanghai Foreign Language Education Press.
Online Resources: Digests (2001) Integrated Skills. Retrieved 16th September, 2009 from:
http://www.cal.org/resources/Digest/0105oxford.html
Monografías.com (1998) Integrated Skills. Retrieved 16th September, 2009 from:
http://www.monografias.com/trabajos17/integrated-skills/integrated-skills.shtml#two
ESL PartyLand.com (2009) Teaching Integrated Skills Retrieved 16th September, 2009 from:
http://www.eslpartyland.com/teachers/nov/skills.htm
Execution and management of my lesson class
Name of the Teacher: VIANEY AMERICA FRANCO HERRERA.
Date of the class: May 11th, 2010
Level of the group: Elementary
Level of difficulty: Basic since they are beginners.
Length of class: 50 minutes
No. of students: 9 (7 women and 2 men)
Age: 15 to 17 years old.
Type of School: Private School
Background information: Most of the students come from different backgrounds as well as different types of schools. The group is made up of 2 boys, 7 girls. They have just a previous knowledge about verb to be, some verbs and some rules about gerund.
Environmental clues: This class takes place from 12 p. m. to 1 p. m.
General Objectives/Aims By the end of the lesson students will be able to recognize the structure of the present continuous tense.
Report to the whole group.
Main goals: Students will work guided by the teacher most part of the lesson class and at the end of the session they will do an exercise of mimic in order to check their understanding and mastery about the topic.
Personal Objectives To give them proper feedback.
To help Ss to get confidence when talking.
Assumptions: Tt assumes that students will be able to make and answer questions accurately.
Tt assumes that Ss already know some verbs as sip, drink, play, touch, sleep, read, write, smile, and so forth.
Topic: Present Continuous Tense
Structure: Subject (personal pronouns) - Verb “to be” conjugated (am, is, are)
– Verb with the ending–ing (ONLY AFFIRMATIVE)
Vocabulary Verbs: dance, touch, play, sip, listen, sing, run, eat, swim, read, write, sip, drink
Date of the class: May 11th, 2010
Level of the group: Elementary
Level of difficulty: Basic since they are beginners.
Length of class: 50 minutes
No. of students: 9 (7 women and 2 men)
Age: 15 to 17 years old.
Type of School: Private School
Background information: Most of the students come from different backgrounds as well as different types of schools. The group is made up of 2 boys, 7 girls. They have just a previous knowledge about verb to be, some verbs and some rules about gerund.
Environmental clues: This class takes place from 12 p. m. to 1 p. m.
General Objectives/Aims By the end of the lesson students will be able to recognize the structure of the present continuous tense.
Report to the whole group.
Main goals: Students will work guided by the teacher most part of the lesson class and at the end of the session they will do an exercise of mimic in order to check their understanding and mastery about the topic.
Personal Objectives To give them proper feedback.
To help Ss to get confidence when talking.
Assumptions: Tt assumes that students will be able to make and answer questions accurately.
Tt assumes that Ss already know some verbs as sip, drink, play, touch, sleep, read, write, smile, and so forth.
Topic: Present Continuous Tense
Structure: Subject (personal pronouns) - Verb “to be” conjugated (am, is, are)
– Verb with the ending–ing (ONLY AFFIRMATIVE)
Vocabulary Verbs: dance, touch, play, sip, listen, sing, run, eat, swim, read, write, sip, drink
Lesson Plan Elaborated by Vianey Franco
STAGE AND TIMING:
Warm up 5’
PROCEDURE:
Tt gives Ss a handout with all the activities.
Tt will ask Ss mention all the pronouns, the conjugations of verb “to be” and then, if possible, shout out some verbs through watching Tt actions.
OBJECTIVE:
To get some background to the class.
To prepare and connect the students to the grammatical structure.
To place a context and an ice-breaker using the desired grammatical structure.
INTERACTION:
Tt-Ss
MATERIAL AND SOURCES:
Whiteboard
Markers
Realia
STAGE AND TIMING:
Writing
activity 10’
PROCEDURE:
Tt shows a word document to her Ss so that they write the pronouns, verbs and the actions with the –ing ending, according to the examples given.
OBJECTIVE:
To teach Ss handwriting through the reproduction of letters and words according to the image given.
INTERACTION:
Tt-Ss
Whole group
MATERIALS AND SOURCES:
A word document made by the teacher
Computer
Whiteboard
Markers
STAGE AND TIMING:
Reading activity 10’
PROCEDURE:
Tt asks Ss to underline the phrases which contain the desired grammatical structure.
OBJECTIVE:
Ss recognize the tense explained in a text.
Ss are familiar with the structure of the tense.
INTERACTION:
Tt-Ss
Whole group
MATERIALS AND SOURCES:
Whiteboard
Markers
A word document made by the teacher
Computer
STAGE AND TIMING:
Listening Activity 10’
PROCEDURE:
Tt gives the instructions (They listen to a passage about Stevens family and read the four questions before starting the listening)
Tt plays the cd twice that is recorded by a friend of her.
OBJECTIVE:
Ss are familiar with the questions so that they can find the information required more easily.
Ss are able to look for specific information.
INTERACTION:
Tt- Ss
Whole group
MATERIALS AND SOURCES:
Cd Player
Cd
Computer
Whiteboard
Markers
A word document
STAGE AND TIMING:
Speaking activity 10’
PROCEDURE:
Ss have to imagine and use two verbs (whatever), read aloud and perform the actions in order to have negotiation of meaning from their peers.
OBJECTIVE:
To help Ss develop their speaking ability through performing their phrases.
To develop in Ss collaborative work.
INTERACTION:
Tt- Ss
Ss-Ss
Pairs
MATERIALS AND SOURCES:
Whiteboard
Markers
STAGE AND TIMING:
Wrap up activity 5’
PROCEDURE:
Tt asks them to fill in the last exercise given in the handout for homework.
Tt congratulates Ss for their excellent participation during the class.
OBJECTIVE:
To compile and enhance motivation for further activities.
INTERACTION
T-Ss
Whole group
MATERIALS AND SOURCES:
Activity sheet
Computer
Whiteboard
Warm up 5’
PROCEDURE:
Tt gives Ss a handout with all the activities.
Tt will ask Ss mention all the pronouns, the conjugations of verb “to be” and then, if possible, shout out some verbs through watching Tt actions.
OBJECTIVE:
To get some background to the class.
To prepare and connect the students to the grammatical structure.
To place a context and an ice-breaker using the desired grammatical structure.
INTERACTION:
Tt-Ss
MATERIAL AND SOURCES:
Whiteboard
Markers
Realia
STAGE AND TIMING:
Writing
activity 10’
PROCEDURE:
Tt shows a word document to her Ss so that they write the pronouns, verbs and the actions with the –ing ending, according to the examples given.
OBJECTIVE:
To teach Ss handwriting through the reproduction of letters and words according to the image given.
INTERACTION:
Tt-Ss
Whole group
MATERIALS AND SOURCES:
A word document made by the teacher
Computer
Whiteboard
Markers
STAGE AND TIMING:
Reading activity 10’
PROCEDURE:
Tt asks Ss to underline the phrases which contain the desired grammatical structure.
OBJECTIVE:
Ss recognize the tense explained in a text.
Ss are familiar with the structure of the tense.
INTERACTION:
Tt-Ss
Whole group
MATERIALS AND SOURCES:
Whiteboard
Markers
A word document made by the teacher
Computer
STAGE AND TIMING:
Listening Activity 10’
PROCEDURE:
Tt gives the instructions (They listen to a passage about Stevens family and read the four questions before starting the listening)
Tt plays the cd twice that is recorded by a friend of her.
OBJECTIVE:
Ss are familiar with the questions so that they can find the information required more easily.
Ss are able to look for specific information.
INTERACTION:
Tt- Ss
Whole group
MATERIALS AND SOURCES:
Cd Player
Cd
Computer
Whiteboard
Markers
A word document
STAGE AND TIMING:
Speaking activity 10’
PROCEDURE:
Ss have to imagine and use two verbs (whatever), read aloud and perform the actions in order to have negotiation of meaning from their peers.
OBJECTIVE:
To help Ss develop their speaking ability through performing their phrases.
To develop in Ss collaborative work.
INTERACTION:
Tt- Ss
Ss-Ss
Pairs
MATERIALS AND SOURCES:
Whiteboard
Markers
STAGE AND TIMING:
Wrap up activity 5’
PROCEDURE:
Tt asks them to fill in the last exercise given in the handout for homework.
Tt congratulates Ss for their excellent participation during the class.
OBJECTIVE:
To compile and enhance motivation for further activities.
INTERACTION
T-Ss
Whole group
MATERIALS AND SOURCES:
Activity sheet
Computer
Whiteboard
Lesson report form for my grammar lesson
1.-The main grammar today’s lesson was:
….a) PEDAGOGICAL… BECAUSE…
**IT IS DESIGNED TO TEACH SOMEONE HOW TO USE A LANGUAGE.
In this case, I told my Ss that the present continuous tense was used to describe actions taking place now, in the present. (At the moment they are talking)
**IT IS ORGANIZED ACCORDING TO USEFULNESS AND EASE OF LEARNING.
Its utility lies in describing the actions they are doing. The easy of learning – they already knew some verbs, the verb to be, and gerund. Therefore, the tense was going to be easy to be explained and therefore, to be learned by Ss.
**IT CONTAINS CHAPTERS WHICH TEND TO BE SHORT AND CONTAIN VERY BRIEF
GRAMMATICAL EXPLANATIONS
Regarding the question, the explanation was short and brief in each activity, I tried they remembered the structure of the tense before starting the next one.
**IT CONTAINS CHAPTERS WHICH CONSIST MOSTLY OF EXERCISES THAT HELP THE READER PRACTICE AND INTERNALIZE
All of the Ss could practice and internalize the rules through the different stages, activities, and exercises.
**THE VARIOUS STRUCTURES AS WELL AS VOCABULARY AND PRONUNCIATION
I decided, according to my need’s group, to use only the affirmative way of the present continuous tense in order not to confuse them. Besides, I assumed they already knew some verbs so my class was based on the main verbs they knew. About pronunciation, I consider they were corrected immediately in order not to create the bad habit of pronouncing as they want but it must be pronounced.
**IT IS WRITTEN FOR ANYONE WHO IS INTERESTED IN LEARNING A LANGUAGE
To this matter, they are interested in finishing the high school so this is a prerequisite to finish it.
….b) GENERATIVE… BECAUSE…
GENERATE, SPECIFY AND PREDICT SENTENCES SUCH AS: “HE PLAYS THE PIANO.” THE BASIC AREAS OF STUDY INCLUDE PHONOLOGY (THE STUDY OF THE SOUND PATTERNS OF LANGUAGE), MORPHOLOGY (THE STUDY OF THE STRUCTURE AND MEANING OF WORDS), SYNTAX (THE STUDY OF THE STRUCTURE OF SENTENCES), AND SEMANTICS (THE STUDY OF LINGUISTIC MEANING).
I can say that I also used Generative Grammar because my Ss were able to predict the next verb with –ing. Therefore, they predict sentences as “she is eating” “I am writing”, etc.
I also included phonology when they talked because I tried to correct them when the pronunciation was not the correct. Morphology and Syntax were also used when teaching the correct structure and meaning of the present continuous tense as well as semantics.
….c) DESCRIPTIVE…BECAUSE…
IT ACCOUNTS NOT ONLY TO SYNTAX AND MORPHOLOGY BUT ALSO PHONETICS AND MORPHOLOGY, AS WELL AS SEMANTICS AND /OR LEXIS (VOCABULARY).
It is also used as generative grammar. I’m sure I did use as I explained above.
d) PRESCRIPTIVE… It focuses on the rules and makes possible the standardization of languages to make communication easier between different dialect regions.
e) MENTAL… internalized system is the mental structure that guides every day linguistic behavior; it includes competence (the knowledge of the language) and performance (the actual use of the language in concrete situations)
f) TRANSFORMATIONAL… Specific transformations applied to certain basic structures. There are active sentences and from them, we can make transformations which are passive sentences.
g) TRADITIONAL … Words vary in form according to their grammatical function: e.g. book, books; write, wrote.
2.-The main focus today’s lesson was:
a) Mechanics (e.g. punctuation and capitalization)
….b) RULES OF GRAMMAR (E.G. SUBJECT-VERB AGREEMENT; PRONOUN USE)
….c) COMMUNICATIVE USE OF GRAMMAR (E.G. CORRECT USE OF PAST TENSE FORMS IN NARRATIVE)
d) Other
3.-The amount of class time spent on grammar work was:
….A) THE WHOLE CLASS PERIOD
b) Almost all of the class period
c) Less than that (_______ minutes)
4.-Teacher decided to teach grammar items:
a) According to what was in the textbook
….B) ACCORDING TO WHAT WAS IN THE COURSE SYLLABUS
c) Based on the students’ performance on a test
d) Based on errors in oral an written work
5.-Teacher taught grammar by:
….A) EXPLAINING GRAMMAR RULES
….B) USING VISUAL AIDS AND REALIA
c) Presenting Ss errors
d) Giving Ss practice exercises from a textbook
e) Giving Ss practice exercises that I designed
6.-When assigning student work on grammar, the teacher had SS
….A) STUDY RULES OF GRAMMAR
….B) PRACTICE EXERCISES ORALLY
….C) DO SENTENCES OR PARAGRAPHS USING SPECIFIC GRAMMAR RULES OR SENTENCE PATTERNS
….D) MATCH SENTENCES TO USE THE STRUCTURES AS WELL AS WRITE DOWN SOME EXAMPLES c) Do exercises for homework
e) Do exercises based on errors noted in their writing
f) Identify and correct grammar errors in writing
g) Keep a personal record of the errors they make
SOURCES:
The Lesson report form for my grammar lesson was taken from:Richards, J.C., & Lockhart, Ch., (1996) “Reflective Teaching in Second Language Classrooms” p. 19 Cambridge: UK. Cambridge University Press
Soton (2008) “Introduction to traditional grammar” Retrieved 16th of March, from: http://www.soton.ac.uk/~wpwt/notes/grammar.htm
Scribd (2007) “Transformative –Generative Grammar” Retrieved 16th of March, from: http://www.scribd.com/doc/240279/Transformative-Generative-Grammar
Scribd (2007) “Transformative –Generative Grammar” Retrieved 16th of March, from: http://www.scribd.com/doc/240279/Transformative-Generative-Grammar
McArthur, Tom (1998) Concise Oxford Companion to the English Language Retrieved 16th of March, from:
http://www.encyclopedia.com/doc/1O29-GRAMMAR.html
Odlin, T, (1994) “Perspectives on Pedagogical Grammar” Cambridge p.2 14
Glossary of Linguistic (2004) “what is a reference grammar?” Retrieved 21th of March, from: http://www.sil.org/LINGUISTICS/GlossaryOfLinguisticTerms/WhatIsAReferenceGrammar.htm
Wikipedia.org (2010) “Communicative Language Teaching” Retrieved 16th of March, from: http://en.wikipedia.org/wiki/Communicative_language_teaching
Aber “Communicative Approach” Retrieved 16th of March, from: http://www.aber.ac.uk/~mflwww/seclangacq/langteach9.html
Soton (2008) “Introduction to traditional grammar” Retrieved 16th of March, from: http://www.soton.ac.uk/~wpwt/notes/grammar.htm
Books Google “Pedagogical Grammar” Retrieved 16th of March, from: http://books.google.com.mx/books?hl=es&lr=&id=TbI8AdapFNAC&oi=fnd&pg=PA72&dq=pedagogical+grammar&ots=vAELuJAh3b&sig=vnXFTtEgeTaVGocwHqRXP3fbUek#PPA5, M1
….a) PEDAGOGICAL… BECAUSE…
**IT IS DESIGNED TO TEACH SOMEONE HOW TO USE A LANGUAGE.
In this case, I told my Ss that the present continuous tense was used to describe actions taking place now, in the present. (At the moment they are talking)
**IT IS ORGANIZED ACCORDING TO USEFULNESS AND EASE OF LEARNING.
Its utility lies in describing the actions they are doing. The easy of learning – they already knew some verbs, the verb to be, and gerund. Therefore, the tense was going to be easy to be explained and therefore, to be learned by Ss.
**IT CONTAINS CHAPTERS WHICH TEND TO BE SHORT AND CONTAIN VERY BRIEF
GRAMMATICAL EXPLANATIONS
Regarding the question, the explanation was short and brief in each activity, I tried they remembered the structure of the tense before starting the next one.
**IT CONTAINS CHAPTERS WHICH CONSIST MOSTLY OF EXERCISES THAT HELP THE READER PRACTICE AND INTERNALIZE
All of the Ss could practice and internalize the rules through the different stages, activities, and exercises.
**THE VARIOUS STRUCTURES AS WELL AS VOCABULARY AND PRONUNCIATION
I decided, according to my need’s group, to use only the affirmative way of the present continuous tense in order not to confuse them. Besides, I assumed they already knew some verbs so my class was based on the main verbs they knew. About pronunciation, I consider they were corrected immediately in order not to create the bad habit of pronouncing as they want but it must be pronounced.
**IT IS WRITTEN FOR ANYONE WHO IS INTERESTED IN LEARNING A LANGUAGE
To this matter, they are interested in finishing the high school so this is a prerequisite to finish it.
….b) GENERATIVE… BECAUSE…
GENERATE, SPECIFY AND PREDICT SENTENCES SUCH AS: “HE PLAYS THE PIANO.” THE BASIC AREAS OF STUDY INCLUDE PHONOLOGY (THE STUDY OF THE SOUND PATTERNS OF LANGUAGE), MORPHOLOGY (THE STUDY OF THE STRUCTURE AND MEANING OF WORDS), SYNTAX (THE STUDY OF THE STRUCTURE OF SENTENCES), AND SEMANTICS (THE STUDY OF LINGUISTIC MEANING).
I can say that I also used Generative Grammar because my Ss were able to predict the next verb with –ing. Therefore, they predict sentences as “she is eating” “I am writing”, etc.
I also included phonology when they talked because I tried to correct them when the pronunciation was not the correct. Morphology and Syntax were also used when teaching the correct structure and meaning of the present continuous tense as well as semantics.
….c) DESCRIPTIVE…BECAUSE…
IT ACCOUNTS NOT ONLY TO SYNTAX AND MORPHOLOGY BUT ALSO PHONETICS AND MORPHOLOGY, AS WELL AS SEMANTICS AND /OR LEXIS (VOCABULARY).
It is also used as generative grammar. I’m sure I did use as I explained above.
d) PRESCRIPTIVE… It focuses on the rules and makes possible the standardization of languages to make communication easier between different dialect regions.
e) MENTAL… internalized system is the mental structure that guides every day linguistic behavior; it includes competence (the knowledge of the language) and performance (the actual use of the language in concrete situations)
f) TRANSFORMATIONAL… Specific transformations applied to certain basic structures. There are active sentences and from them, we can make transformations which are passive sentences.
g) TRADITIONAL … Words vary in form according to their grammatical function: e.g. book, books; write, wrote.
2.-The main focus today’s lesson was:
a) Mechanics (e.g. punctuation and capitalization)
….b) RULES OF GRAMMAR (E.G. SUBJECT-VERB AGREEMENT; PRONOUN USE)
….c) COMMUNICATIVE USE OF GRAMMAR (E.G. CORRECT USE OF PAST TENSE FORMS IN NARRATIVE)
d) Other
3.-The amount of class time spent on grammar work was:
….A) THE WHOLE CLASS PERIOD
b) Almost all of the class period
c) Less than that (_______ minutes)
4.-Teacher decided to teach grammar items:
a) According to what was in the textbook
….B) ACCORDING TO WHAT WAS IN THE COURSE SYLLABUS
c) Based on the students’ performance on a test
d) Based on errors in oral an written work
5.-Teacher taught grammar by:
….A) EXPLAINING GRAMMAR RULES
….B) USING VISUAL AIDS AND REALIA
c) Presenting Ss errors
d) Giving Ss practice exercises from a textbook
e) Giving Ss practice exercises that I designed
6.-When assigning student work on grammar, the teacher had SS
….A) STUDY RULES OF GRAMMAR
….B) PRACTICE EXERCISES ORALLY
….C) DO SENTENCES OR PARAGRAPHS USING SPECIFIC GRAMMAR RULES OR SENTENCE PATTERNS
….D) MATCH SENTENCES TO USE THE STRUCTURES AS WELL AS WRITE DOWN SOME EXAMPLES c) Do exercises for homework
e) Do exercises based on errors noted in their writing
f) Identify and correct grammar errors in writing
g) Keep a personal record of the errors they make
SOURCES:
The Lesson report form for my grammar lesson was taken from:Richards, J.C., & Lockhart, Ch., (1996) “Reflective Teaching in Second Language Classrooms” p. 19 Cambridge: UK. Cambridge University Press
Soton (2008) “Introduction to traditional grammar” Retrieved 16th of March, from: http://www.soton.ac.uk/~wpwt/notes/grammar.htm
Scribd (2007) “Transformative –Generative Grammar” Retrieved 16th of March, from: http://www.scribd.com/doc/240279/Transformative-Generative-Grammar
Scribd (2007) “Transformative –Generative Grammar” Retrieved 16th of March, from: http://www.scribd.com/doc/240279/Transformative-Generative-Grammar
McArthur, Tom (1998) Concise Oxford Companion to the English Language Retrieved 16th of March, from:
http://www.encyclopedia.com/doc/1O29-GRAMMAR.html
Odlin, T, (1994) “Perspectives on Pedagogical Grammar” Cambridge p.2 14
Glossary of Linguistic (2004) “what is a reference grammar?” Retrieved 21th of March, from: http://www.sil.org/LINGUISTICS/GlossaryOfLinguisticTerms/WhatIsAReferenceGrammar.htm
Wikipedia.org (2010) “Communicative Language Teaching” Retrieved 16th of March, from: http://en.wikipedia.org/wiki/Communicative_language_teaching
Aber “Communicative Approach” Retrieved 16th of March, from: http://www.aber.ac.uk/~mflwww/seclangacq/langteach9.html
Soton (2008) “Introduction to traditional grammar” Retrieved 16th of March, from: http://www.soton.ac.uk/~wpwt/notes/grammar.htm
Books Google “Pedagogical Grammar” Retrieved 16th of March, from: http://books.google.com.mx/books?hl=es&lr=&id=TbI8AdapFNAC&oi=fnd&pg=PA72&dq=pedagogical+grammar&ots=vAELuJAh3b&sig=vnXFTtEgeTaVGocwHqRXP3fbUek#PPA5, M1
My appreciation about my own class
Some points:
DEDUCTIVE/INDUCTIVE
I know that grammar should to be taught through inductive approach in order to increase students’ interest to rapprochement to the target language. However, in my case, and according to my Ss needs, I made use of the deductive approach (rule driven) which “starts with the presentation of the rule and is followed by examples in which the rule is applied” (Thornbury, 2005:29). This approach has had very good results on them due to “it has allowed them more time for practice and application” (Thornbury, 2005:30).
I consider as a good point what Thornbury (2005:30) has established when he says that “starting the lesson with a grammar presentation may be off-putting for some students, especially [if they are] younger ones”, as I generally work with. “They may not have enough metalanguage (i.e. language used to talk about language such as grammar terminology). Or they may not be able to understand the concepts involved” (Thornbury, 2005:30).
Therefore, I could not agree more with Penny Ur (cited by Thornbury, 2005:14) when declares “There is no doubt that a knowledge –implicit or explicit – of grammatical rules is essential for the mastery of the language”
SOURCE: Thornbury, S., (2005) “How to Teach Grammar” Longman
DEDUCTIVE/INDUCTIVE
I know that grammar should to be taught through inductive approach in order to increase students’ interest to rapprochement to the target language. However, in my case, and according to my Ss needs, I made use of the deductive approach (rule driven) which “starts with the presentation of the rule and is followed by examples in which the rule is applied” (Thornbury, 2005:29). This approach has had very good results on them due to “it has allowed them more time for practice and application” (Thornbury, 2005:30).
I consider as a good point what Thornbury (2005:30) has established when he says that “starting the lesson with a grammar presentation may be off-putting for some students, especially [if they are] younger ones”, as I generally work with. “They may not have enough metalanguage (i.e. language used to talk about language such as grammar terminology). Or they may not be able to understand the concepts involved” (Thornbury, 2005:30).
Therefore, I could not agree more with Penny Ur (cited by Thornbury, 2005:14) when declares “There is no doubt that a knowledge –implicit or explicit – of grammatical rules is essential for the mastery of the language”
SOURCE: Thornbury, S., (2005) “How to Teach Grammar” Longman
My appreciation about warm up stage
WARM UP STAGE:
Harmer (1987:18) mentions that a good presentation, also known as conscious-raising (p.24), has the following characteristics:
1) Clear. No difficulty in understanding the situation or what the new language means.
In this case, I consider the class, the situation and the desired structure were clearly understood.
2) Efficient. To get to the personalization stage as soon as students can manipulate the new language.
About this, Ss quickly got to the personalization stage and they could manipulate the tense from the beginning even though some of them did not remember the double consonant making gerund in the case of running and swimming.
3) Lively and interesting. Ss get interested and are involved during this stage.
Absolutely, they got interested and involved in that stage. It was not funny but was demonstrative.
4) Appropriate. For the language presented.
It was a good vehicle for the presentation of meaning and use.
5) Productive. For producing sentences in the target language.
It allowed students to make some sentences with the new language.
SOURCES:
Harmer, J., (1987) “Teaching and Learning grammar” Longman
Harmer (1987:18) mentions that a good presentation, also known as conscious-raising (p.24), has the following characteristics:
1) Clear. No difficulty in understanding the situation or what the new language means.
In this case, I consider the class, the situation and the desired structure were clearly understood.
2) Efficient. To get to the personalization stage as soon as students can manipulate the new language.
About this, Ss quickly got to the personalization stage and they could manipulate the tense from the beginning even though some of them did not remember the double consonant making gerund in the case of running and swimming.
3) Lively and interesting. Ss get interested and are involved during this stage.
Absolutely, they got interested and involved in that stage. It was not funny but was demonstrative.
4) Appropriate. For the language presented.
It was a good vehicle for the presentation of meaning and use.
5) Productive. For producing sentences in the target language.
It allowed students to make some sentences with the new language.
SOURCES:
Harmer, J., (1987) “Teaching and Learning grammar” Longman
ABOUT RULES:
What makes a rule a good rule? Michael Swan (1995 cited by Thornbury 2005:32) offers the following criteria:
1) Truth. They must bear some resemblance to the reality.
Definitely, the actions of the present continuous tense have a great resemblance to the reality specially if in the classroom one Ss is talking with other peer and another partner comes and ask “What are you doing”. And in the case they are at home and a friend of them arrives.
2) Limitation. Show clearly what limits are on the use of the given form.
About this, the limitation was well established because I told them the present continuous tense is used to describe actions taking place now, in the present.
3) Clarity. Clear terminology
I tried to use terminology they already know in order to not confuse them with a new word. However, I strongly believed more vocabulary was necessary. I say this because as Thornbury (2005:15) points out “the number of possible new sentences is constrained only by the vocabulary at the learner’s command” and in this case, the sentences were really limited. So, I need to provide them with more expressions and vocabulary.
4) Simplicity. Simple without overburdening the rule with sub-categories
I intended to use only one form and only one function and, of course, I gave the meaning to them. (The Tridimensional Grammar)
5) Familiarity. Use of concepts already familiar to the learners
Using terminology that my Ss already knew was the key since it was easier for them to understand the phrases and vocabulary used.
6) Relevance. Answer only those questions that the Ss needs answered.
I try to answer their questions using mimic, words, phrases, etc.
SOURCES:
Michael Swan (1995 cited by Thornbury 2005:32) “Practical English Usage” (New Edition) Oxford University Press
Thornbury, S., (2005) “How to Teach Grammar” Longman
1) Truth. They must bear some resemblance to the reality.
Definitely, the actions of the present continuous tense have a great resemblance to the reality specially if in the classroom one Ss is talking with other peer and another partner comes and ask “What are you doing”. And in the case they are at home and a friend of them arrives.
2) Limitation. Show clearly what limits are on the use of the given form.
About this, the limitation was well established because I told them the present continuous tense is used to describe actions taking place now, in the present.
3) Clarity. Clear terminology
I tried to use terminology they already know in order to not confuse them with a new word. However, I strongly believed more vocabulary was necessary. I say this because as Thornbury (2005:15) points out “the number of possible new sentences is constrained only by the vocabulary at the learner’s command” and in this case, the sentences were really limited. So, I need to provide them with more expressions and vocabulary.
4) Simplicity. Simple without overburdening the rule with sub-categories
I intended to use only one form and only one function and, of course, I gave the meaning to them. (The Tridimensional Grammar)
5) Familiarity. Use of concepts already familiar to the learners
Using terminology that my Ss already knew was the key since it was easier for them to understand the phrases and vocabulary used.
6) Relevance. Answer only those questions that the Ss needs answered.
I try to answer their questions using mimic, words, phrases, etc.
SOURCES:
Michael Swan (1995 cited by Thornbury 2005:32) “Practical English Usage” (New Edition) Oxford University Press
Thornbury, S., (2005) “How to Teach Grammar” Longman
How to teach grammar? Some rules of thumbs.
1) Context.
Something I did when using realia, images and performing actions.
2) Use. Put the grammar to some communicative use.
In this case was through performing the actions at the moment of speaking (describing them)
3) Economy. Economizing on presentation time in order to provide maximum practice time.
I consider the presentation time was good and it provided more time to practice in each stage.
4) Relevance. Teach only the grammar that Ss have problems with.
As I knew they knew certain verbs, words, and the personal pronouns, I considered they were not going to have any problem with the structure.
5) Nurture. Provide the right conditions for grammar learning.
I consider there were right conditions for learning.
6) Appropriacy. Interpret all the above rules according to the level, needs, interests, expectations and learning styles of the students.
I believe the level was right because there was no difficulty when making all the exercises. About their needs and expectations were fine but in the case of their interest was not okay because of they were talking most time and there was no control of the group by my part.
SOURCES:
Harmer, J., (1987) “Teaching and Learning grammar” pp. 18, 24 & 153 Longman.
Thornbury, S., (2005) “How to Teach Grammar” p.32 Longman
Michael Swan (1995 cited by Thornbury 2005:32) “Practical English Usage” (New Edition) Oxford University Press
Something I did when using realia, images and performing actions.
2) Use. Put the grammar to some communicative use.
In this case was through performing the actions at the moment of speaking (describing them)
3) Economy. Economizing on presentation time in order to provide maximum practice time.
I consider the presentation time was good and it provided more time to practice in each stage.
4) Relevance. Teach only the grammar that Ss have problems with.
As I knew they knew certain verbs, words, and the personal pronouns, I considered they were not going to have any problem with the structure.
5) Nurture. Provide the right conditions for grammar learning.
I consider there were right conditions for learning.
6) Appropriacy. Interpret all the above rules according to the level, needs, interests, expectations and learning styles of the students.
I believe the level was right because there was no difficulty when making all the exercises. About their needs and expectations were fine but in the case of their interest was not okay because of they were talking most time and there was no control of the group by my part.
SOURCES:
Harmer, J., (1987) “Teaching and Learning grammar” pp. 18, 24 & 153 Longman.
Thornbury, S., (2005) “How to Teach Grammar” p.32 Longman
Michael Swan (1995 cited by Thornbury 2005:32) “Practical English Usage” (New Edition) Oxford University Press
More points
Thornbury, (2005:10) mentions due to “some grammar items take longer to learn than others, Tt need not insist on immediate accuracy” but, I consider it depends on the situation given. For example, in the case of the writing task I felt everybody was ready to participate, therefore, I insisted that everybody passed in front in order to write the correct answers that I had observed they had written on their handouts. However, when one of my Ss was unsure about telling the answer in the listening part I felt he was not ready to produce accuracy since I am sure if the Ss is not ready may have a detrimental effect. Therefore, I conclude it depends on the situation given. In addition, only when Ss notice is when they learn.
On the other hand, I know that the basis of the lesson was the communicative task and it was accomplished at the end but there were moments in which the communication could be given, for example at the reading stage, Ss could have read aloud the sentences. In the listening part, they could also have spoken. However, they really practiced the structure given which aimed at improving both accuracy and some kind of fluency production.
In spite of the fact there were pair and group arrangements, they were no completely used. For some moment I forgot to follow my lesson plan. So, next time, I need to read it in order to follow it in a strict order.
The E-factor: Efficiency (economy, easy and efficacy) was applied when planning and choosing the resources and classroom materials as well as when giving the rule in each stage. (Thornbury, 2005:26) And the A-Factor: Appropriacy was achieved.
The conditions were optimal because there were comprehensible directions and explanations; I provided with opportunities to my Ss in order to speak, to get precision and fluidity. I was always motivating them during the whole class and I gave immediate feedback to them about pronunciation and the structure since I consider that by correcting learners’ errors, I not only provide feedback but I convey the message that accuracy is important, as Thornbury (2005:92) points out.
My conclusion is that when we teach bits of grammar, vocabulary, spelling before, during or after the focus must be always on the communicative task. Furthermore, it is important for Ss to use correct grammar when they are talking, as long as they are getting their message across in spite of the CLT has tended to place more weight on being intelligible than on being correct.
SOURCES: Thornbury, S., (2005) “How to Teach Grammar” Longman
On the other hand, I know that the basis of the lesson was the communicative task and it was accomplished at the end but there were moments in which the communication could be given, for example at the reading stage, Ss could have read aloud the sentences. In the listening part, they could also have spoken. However, they really practiced the structure given which aimed at improving both accuracy and some kind of fluency production.
In spite of the fact there were pair and group arrangements, they were no completely used. For some moment I forgot to follow my lesson plan. So, next time, I need to read it in order to follow it in a strict order.
The E-factor: Efficiency (economy, easy and efficacy) was applied when planning and choosing the resources and classroom materials as well as when giving the rule in each stage. (Thornbury, 2005:26) And the A-Factor: Appropriacy was achieved.
The conditions were optimal because there were comprehensible directions and explanations; I provided with opportunities to my Ss in order to speak, to get precision and fluidity. I was always motivating them during the whole class and I gave immediate feedback to them about pronunciation and the structure since I consider that by correcting learners’ errors, I not only provide feedback but I convey the message that accuracy is important, as Thornbury (2005:92) points out.
My conclusion is that when we teach bits of grammar, vocabulary, spelling before, during or after the focus must be always on the communicative task. Furthermore, it is important for Ss to use correct grammar when they are talking, as long as they are getting their message across in spite of the CLT has tended to place more weight on being intelligible than on being correct.
SOURCES: Thornbury, S., (2005) “How to Teach Grammar” Longman
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