CENTRE FOR APPLIED LINGUISTICS.docx

CENTRE FOR APPLIED LINGUISTICS.docx

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CENTREFORAPPLIEDLINGUISTICS

CENTREFORAPPLIEDLINGUISTICS

MAASSIGNMENTCOVERSHEET

STUDENTIDNUMBER:

0735688

PROGRAMME:

i.e.MAINELT

MODULENAME:

introductiontoelt

MODULETUTOR:

PeterBrown&EmmaUshioda

WORDCOUNT:

2800

ASSIGNMENTNUMBERANDQUESTION（pleasewriteoutinfull）:

DevelopinganoriginalsetoflessonplansforaunitofEnglishteachinglearninginaparticularcontext.

Datedue:

12noonon…2/12/2009…

Datesubmitted:

2/12/2009…

Workmaybesubmittedbeforetheduedate;

Workmaybesubmittedaftertheduedateifanextensionhasbeengrantedinwriting.

Withoutawrittenextensionworksubmittedlatewillbepenalisedbyloweringyourmarkby3%perday.

Incompletingthedetailsonthiscoversheetandsubmittingtheassignment,youaredoingsoonthebasisthatthisassignmentisallyourownworkandthatyouhavenotborrowedorfailedtoacknowledgeanyoneelse’swork

PleaseXthisboxifyouagreetothisstatement

ThisEnglishlanguageclassisdesignedforthemiddleschoolstudents,whoareonly13,or14yearsold.Inthispublicmiddleschool,thereare50students,andallofthemarespeakingChineseastheirmothertongue.Traditionally,mostChinesepublicschoolstartedtoarrangeEnglishclassinGrade4,andthecoursegoals,materials,teachingmethods,andassessmentproceduresaredecidedbyasupervisororprogramdirector.（Richard2005,79）Asaconsequence,basedontheserestrictedconditions,Englishlanguageteachersshouldplantheirlessons,monitortheirteaching,andapproachinordertoachievethetargetlearners’understanding.However,inmylanguageteachingclass,Igotslightlychangedontherolesofteachers.Usually,intheChinese’slearningEnglishlanguageclassroom,itisalwaystheteachersarestandinginfrontoftheclass,andchargedthewholeclass.Whereas,Ipreferredmyroleofbeingateachermoreasafacilitationtoasacontroller,sothatmayencouragethetargetlearnerstobemoreaactiveandmotivated.Asaconsequence,thestudentsarepracticingthemselvesaswellaslearningfromtheteacher.Although,Irefertothelearners’centerednessapproaches,Istillneedtopreparetheclass,inordertoachievetheteachinggoals.Itistruethatthemiddleschoollearnershaveonlylimitedabilitytolearnasecondarylanguagereallyquickly,sothattheauthorizedsupervisordecidedtouse4or5classhourstofinisheachunit.Baseonthatteachingrule,Idecidedtouse4classhourstoteachvocabulary,grammar,listening,andspeakingEnglishseparately,whileusingoneclasshourtoteachreadingandwritingEnglish.Sincetheessayisrequiredtoplana120minutesclass,andalsotheremayonlyatmostthreeEnglishclasseswitheveryclasscontains45mintues,sothatIselectedtoanalyzemycourseplansonvocabulary,grammaticalandspeakingteaching.

Beforealanguageclasscanbetaught,itmustbeplanned.（Richards2005,78）Thecourseplanmayhelptheteacherorganizeandmanagethelessonverywell,andmostoftheteachingplansincludeadescriptionofpurposes,thestudent’spracticalactivities,thetimemanagementofeachusefulactivity,andalsothepossibleproblemsthatmightbeoccurredintheclass.（Richards2005,81）Duetotheageofmytargetlearners,thecourseplanneedstodesignparticularlysuitfortheiracquiringability.SinceIpretendtobethemiddleschoolEnglishlanguageteacher,andtheteachingmaterialwasalreadygivenbytheChineseeducationBureau,soImayonlybaseonthisauthorizedmaterialtoprovidethelesson.TheunitIamgoingtoteachisUnit6inGrade7,andthetopicofthisunitis‘It’sraining’.Thelearningaimsinthisunitarethatthetargetlearnersmaygettouseofhowtodescribeweatherandhowtodescribewhatthepeoplearedoing.Obviously,themainfocusofgrammarinunit6isthePresentContinuousTense,andalsothesentence’sstructureofweatherdescription.Itisquitefamiliartothetargetlearners,becausetheyhavealreadytouchedthistenseinthepreciousunit.Inaddition,themainfocusofvocabularyisontheonehand,thediverseofweatherconditions,suchasrainy,windyandcloudy,whichhasbeenpointedoutintheirtextbook;ontheotherhand,Iintendtoenlargetheirvocabulary,whichmayrelatetotheunitfocus.Furthermore,besidesdevelopingtheirabilityofaccuracy,Imoveontotheabilityoffluency.Speakingisthemostefficientapproachforthesecondarylanguagelearners.Withinaclass,tospeakEnglishisnotonlyachanceoflanguagepracticing,butmayalsoguidethetargetlearnersgettousedoftheEnglishmethodofspeaking.Asaconsequence,mycourseplanmayfocusongrammar,vocabularyandspeakingEnglishofUnit6,andeachofthemmaytake45minutes.

AfterpresentingthebrieflyintroductionofwhatIamgoingtoteachonUnit6;thenIwillgothroughshowingmycourseplan,whichisparticulardesignedforthetargetlearners.AccordingtoRichard’sstatement,thinkingisessentiallyathinkingprocess.（Richard2005,78）AsIamateacher,beforegivingaclass,Ihavetothinkaboutthelearningabilityofmytargetlearners,andthenItaketheresponsibletoselectthemostappropriateandacceptableoptionsforthem.Therefore,Iplantofirstlybethevocabularyclass;secondlyisthegrammarclass,andthirdlyisthespokenclass.Inordertoprovidinganinterestingandattractiveopening,inthevocabularyclass,Iamgoingtoholdaguessinggamebyshowingseveralgroupsofimage.Therearethreestepsinthisactivity:

thefirststepisbaseontheimagesIhavebeengiven,studentswillbevoluntarytoanswerit;thesecondstepisthestudentself-nominatedtopickuptheirfavoriteseasonsandmatchingitwiththecorrectimagesofweatherconditions;thethirdstepisthegetthewholeclassinvolvedtoreadaloudthosevocabulary.ThisprocessIplantotakethefirsttwentyminutestofinishit.Next,Iamgoingtomakeapairworkthatistwostudentssetinapair,anddiscussanywordswhichmorerelatetothefourseasonsandthedifferentweathertypes.Afterabout5minute’sdiscussion,Iwillspendabout10minutestocollecttheiranswers.Beforecollectingtheanswers,Ishalltoencouragetwoorthreepeopletocometothefront,andwriteonthewordsontheblackboard,whicharegivenbytherestoftheirclassmates.Inthisactivity,IrefertoHyme’scommunicativecompetence.Hymepointedthatlearninglanguageisnotonlyaprocessofpassivelearningtheworditself,butalsoaprocessofactivedevelopingtheknowledgearoundthatword.（Tricia2000,47）Afterfinishingthosetwoactivities,Iplantotakethelast10minutestohaveaquizondictationwithouthandintome,butcheckingthepersonalnexttoeachother.Asaconsequence,thispracticalactivitymayhelpthemrememorizethepronunciationandthespellingverywell.Atlast,IwillsetasimplehomeworkthatistopreviewUnit6,andpreparesomequestionsforthenextclass.

ThenextclassIplantoteachisthegrammaticalone,whichisthemostcomplexandcrucialareaoflearninglanguageinthesecondaryclassroom.Meanwhile,thesolidfoundationofthegrammaticalknowledgemayenhancethestudent’swritingability.Ipaymoreattentiononhowtodesignaclasstoachieveboththestudents’interestsandthecourse’sgoals.Toopenthisclass,Iplantouseaskthewholeclassasimplequestionof‘how’stheweathertoday?

’Fromthisquestion,studentsmayreviewthecontentofthepreciousclass,andalsopointoutoneofthegrammaticalpointsofthecurrentclass.Althoughitisonlya5minutesbrainstorming,itmayhelpstudentslearntheknowledgemorecoherency.Next,Iintendtorelyonthevisualteachingaidstoguidethelearnerstoreviewthepresentcontinuoustense,whichIhavebeentaughtinthepreviousunit.Duringthisteachingactivity,Iplantousepowerpointpresentationtoprovidetheimagesandalsothecorrectsentence,whichmayhelpstudentsgettousedofthetenseof‘be+v-doing’.Imanagedtofinishthatteachingworkbyusing10minutes.Afterthat,Iwillgivethestudents2or3minutestogettwopeopleinapair,sothattheymaypracticetothissentencestructureandthePresentContinuousTenseinamoreactiveandefficientmethod.Inthisstudentcontrolledactivity,Ionlyinchargetopickupthepairs,whowishtopresenttothewholeclass.Throughthisopeninglearningexperience,studentswillcommunicateeachotheranddiscovertheproblems,whichmayoccurintheirprocessofdialoguepractice.Inaddition,IplantomakeamatchinggamebyprovidingfourvariousimagesoffacialexpressionandfouradjectivesMyroleistoselectthetwostudents,whoareself-nominatedtocometothefront.Whenoneofthestudentsisstartingtomatchingontheblackboard,theotheroneisactingthosefourfacialexpressions.Hereinthisgamingactivity,theactingstudentshouldbeaboy,sincegirlsareshierandcloserthanboys.Aftertheyfinishedtheirjob,Istarttoshowthemtheaimofdoingthisactivitythatislearnthesentencestructureofgreeting.Thelastclassroomactivityistodowiththegrouppracticingofthethreevariousgrammaticalfocuses,whichIhavebeentaughtintheclass.Intheirsmallgroup,studentsmayaskonequestiontoeachother,andthendiscussit.Aftertheirgroupdiscussing,Iwillbechargetosolvetheirunsolvedproblemsinboththecurrentclassandthepreviousvocabularyclass.Beforefinishingtheclass,Igivethelearnersoneafterclassactivity,thatismakeupashortdialogueinpairsbyusingthethreegrammaticalpointsinthisunit,andalsoonthenextclass,beforeIstarttoteach,Imayuse10or15minutestoselectsomepairstopresenting,and