Review of TEFL- 2

1. Review of TEFL- 2 Lecture #32

2. Teacher’s role in an oral lesson • Motivator • Informant • Conductor • Diagnoser • Corrector

3. Stages of Oral Lesson • Stages of oral lesson • Presentation stage • Purpose of presentation stage • Procedure of presentation stage

4. Practice stage? • The rationale behind the practice or accuracy practice stage is that of giving students the opportunity to use the newly presented language in a controlled framework so as to allow them to memorize its form and assimilate its meaning more fully. • Traditionally, this stage of the lesson was dominated by teacher-led drills • Recently, however, it has come to include interactive communicative activities between students, on the grounds that student interaction provides greater and more authentic practice for each student and the communicative activities increase students’ interest understanding and retention of the new language.

5. Role of production stage The role of the production stage: It is time for the learner to perform independently. Refer back to learner-driver analogy of the presentation stage. Once the leaner has been shown how to do certain tasks and he has performed certain tasks. Now it is time for the learner-driver to try on his own, consolidate his experience and learning and even correct his own mistakes.

6. Stages at a glance We talked the following elements of Presentation, Practice and Production stages of an oral lesson. • The purpose, • Important features, • Typical activities , • Role of teacher, • Type of interaction, • Degree of control • Correction • Length and Place in Lesson

7. Lesson Planning • Teacher’s preparation is a must for a lesson. • Lesson plan reflects teacher’s preparation. • A clear and explicit presentation of aims and the procedure by which they are achieved. • Preparing a checklist: what and where to teach? • Time line for each Stage (3P’s) • A Record for Future Reference and Re-use. • Aims • Aids; Anticipated Problems; Concept; Procedure

8. Use of visuals in teaching Language We discussed in the lecture to • Choose the most appropriate visual aid for your purpose and context, • Use the black-/white-board effectively, • Make the most of the overhead projector, • Produce a basic presentation with MS PowerPoint, • Discuss the advantages and disadvantages of other media.

9. Classroom teaching techniques We talked about some important teaching techniques in this lecture. • Information-gap activities for oral/aural practice Info Gap activities are useful because they are very meaningful; all students are involved in the process equally and they are all moving towards a specific purpose. Important points are pre-teaching of vocabulary, clear instructions, demonstrations, mixed ability, use of the mother tongue, the teacher’ role etc. Discourse Chains: When to use them? How to use them?

10. Role plays in language teaching • Role-play is any speaking activity when you either put yourself into somebody else's shoes, or when you stay in your own shoes but put yourself into an imaginary situation! • It is widely agreed that learning takes place when activities are engaging and memorable. Jeremy Harmer advocates the use of role-play for the following reasons: • It's fun and motivating. It maximizes student talking time • Quieter students get the chance to express themselves in a more forthright way. • The world of the classroom is broadened to include the outside world - thus offering a much wider range of language opportunities. • students who have to travel to an English-speaking country are given a chance to rehearse their English in a safe environment. Real situations can be created and students can benefit from the practice. Mistakes can be made with no drastic consequence

11. Micro Teaching Characteristics of Micro teaching: • The duration of teaching as well as number of students are less. • The content is divided into smaller units which makes the teaching easier. • Only one teaching skill is considered at a time. • There is a provision of immediate feedback. • In micro teaching cycle, there is facility of re-planning, re-teaching and re-evaluation. • It puts the teacher under the microscope • All the faults of the teacher are observed. • The problem of discipline can also be controlled.

12. Integration of Skills • What does integrated mean? • What are skills, language skills and sub-skills? • What does integrating skills mean? • How can we integrate language skills in the classroom?

13. Teaching Speaking Skills Issues for discussion: • Characteristics of spoken language • Principles for designing speaking activities • Using group work in speaking activities • Common types of speaking activities • Role Plays and dialogues • Picture description • Other Speaking Activities: i) inviting someone as a guest speaker ii) Asking students to hold a workshop.

14. Assessment in language teaching . What is Assessment? 2. Assessment purposes 3. Assessment methods 4. Assessment criteria 5. Assessment principles 6. Testing in language assessment

15. Language proficiency Testing IELTS, TOEFL, TOEIC

16. Supporting Learning Process • Content Based instructions • Course books • Computer Assisted Language Learning • Learning Styles • Learners’ autonomy in the classroom • Class room based assessment

17. Language Acquisition • It is no wonder that parents take such joy in observing their children’s first step in the acquisition of language. Consider the following sequence between a mother and her 3-month-old daughter. • First language acquisition(L1 acquisition) is the term most commonly used to describe the process whereby children become speakers of their native language and languages . • L1 acquisition is remarkable for the speed with which it takes place. The speed of acquisition has led to the belief that there is some “innate” proposition in the human infant to acquire language. This is usually called the “language faculty” with which each newborn child is endowed. • There are basically two approaches to the question of first language acquisition: ①The behaviorist approach ②The innateness approach

18. Language Acquisition • A good deal of research on the acquisition of first language focuses on children’s early utterances. The establishment of stage of acquisition is probably the best-known outcome of research on children’s language. • Several stages have been identified: • Pre-language stage(3~10 months) • The one-word or holophrastic stage(12~18 months) • The two-word stage(18~20 months) • Telegraphic speech(2~3years old)

19. Learning strategies • Language aptitude, cognitive style, and personality traits are the general factors that affect the rate and level of L2 achievement. Learning strategies are the particular approaches or techniques that learners use to try to learn an L2. • Three major types of learning strategies have been identified: • Cognitive strategies, • Metacognitive strategies, • Social/affective strategies.

20. Autonomous learning Autonomous learning • Control over the learning process • Acquiring learning strategies • Acquiring ways to use these strategies without the help of a teacher (Thomson -1996 – we are born independent students but when we learn a language , autonomousn learning becomes difficult and we prefer the direction of a teacher) • More control over objectives • More control over the ways in which we learn

21. Summary of this last lecture • We talked about stages of an oral lesson, lesson planning, micro teaching, use of visuals in language teaching. Using various teaching aids for language teaching……