ING303 Teaching Language Skills

ING303Teaching Language Skills Asst. Prof. Dr. Emrah Görgülü Lecture 2: TheLesson

Thingswelook at in thischapter • TheLesson: differentperspectives: Definition anddifferentways • Functions of theteacher in the English languagelesson: diff. roles • Interactionpatterns in thelesson: Differentinteractionpatterns • Lessonpreparation: Basic guidelinesandpracticaltips • Writtenlessonplans: Waystowritegoodlessonplans

TheLesson: differentperspectives • TheLesson: It is a type of organizedgoal-orientedsocialeventthatoccurs in most, if not all, cultures. • Lessonsvary in topic, atmospehere, methodologyandmaterials in differentplaces but theyhavebasicelements in common. • The main objective is learning. Lessonsareattendedbypredeterminedpopulation of learnersandteachers. Whereandwhentheytakeplace is known. • Otheraspects of a lessonthat is not alwaysobvious: A lesson is like... a TV showeating a meal a menu climbing a mountain a wedding a conversation a footballgameconsulting a doctor(do task 1)

TheLesson: differentperspectives(cont’d) • TheLesson:It is a verycomplexconstructwhichfulfills a variety of functionsand can be seendifferentlybydifferentpeople. • Cooperativeinteraction: A lesson is like a conversation, a wedding, a TV show, or a footballgame. Everybodyparticipates as a memberandthere is cooperativesocialinteraction. • Goal-orientedeffort, involving hard work:Climbing a mountainor a footballgame. There is a clearandworthwhileobjective. There is a triumphifachieved, or a disappointmentiffailed. • An interestingandenjoyableexperience:Enjoymentmay be based on entertainmentandinterest (TV show), challengeandfun (footballgame) orsatisfaction of a desire (eating a meal).

TheLesson: differentperspectives (cont’d) • A role-basedculture: Roles of theparticipantsarepredetermined. The role of theteacherinvolvesresponsibilityandactivity. Studentsrespondtotheteacherandreceivetheknowledge (a consulation). • A socialeventwithelements of ceremony: Someexamplesare a weddingor a TV show. Certainbehaviorsoccurevery time. • A series of freechoices: Participantsarefreeto do whattheywantwithin a certainnumber of choices(a menuor a conversation). Theteacher is a facilitatorratherthan an authorityfigure. • Summary: Thelesson is seendifferentlybydifferentpeople. Eachinterpretationrepresentsoneaspect of thewholepicture.

Functions of theteacher in the English languageclassroom • Old-fashionedimage of theteacher: dictatorandlecturer. Thusteacherswereencouragedtoseethemselves as supportersof learning, ratherthan ‘telling’ facts. No more ‘mugandjug’ method. • Mostteacherswouldwantto be supportiveandencouragelearnerautonomyandindependence. But an extremelylearner-centredapproach can be counterproductive, especially in languageclass. • Why is an excessivelylearner-centredapproach not ideal? • Language is composed of a collection of sounds, words, grammaticalcombinations: studentscannotdiscoverorcreatethemwithout an instructor. • Effectivelanguageteachingshould be based on teacher-initiatedinstruction, thoughstudent-centredactivation is important (do task 2)

Functions of theteacher in the English lang. classroom (cont’d) • What do youthink of thefunctions of a teacher in theclassroom? • Instructor • Activator • Model • Provider of feedback • Supporter • Assessor • Manager • Motivator

Functions of theteacher in the English lang. classroom (cont’d) • Instructor: Theteacher, togetherwithteachingmaterials, providesinformationaboutthelanguage: thesounds, words, grammaretc… Themostessentialteachingskillsare ____________________________. • Activator: Gettingstudentstouse English themselves is essentialforacquisitiontotakeplace. Gettingthemtospeakorwrite, ortolisten orread. • Model: Theteachernormallyrepresentstheprototype of the English speakerduringthelesson. It is youraccent, writingandlanguageusagesthatthestudentswilluse as a model. • Provider of feedback: Theteacherprovidesfeedback on students’ oral andwrittenproduction. Inordertoprogress,studentsneedtoknowwhattheyaredoingwellandwhattheyare not.

Functions of theteacher in the English lang. classroom (cont’d) • Supporter: Theteacherencouragesstudents, helpsthemunderstandandproduceappropriatelanguage, andsuggestslearningstrategiesthatmay be useful. • Assessor: Teachersspendsomelesson time assessingstudents. It is eitherformal, gradedclassroomtests, orinformal, throughquizzesanddictations. Goodway of assessingpresentachievements. • Manager: Itincludesactivitiessuch as bringingtheclasstogether at thebeginning of a lessonandorganizinggroupwork, making sure thestudentsareattendingandrespondingaccordingly. • Motivator: It is theteacher’sjobtomotivatestudentsandbringinterestingmaterials/ activitiestoclass. (Do task3/do thequiz)

Interactionpatterns in thelesson • What is themostcommontype of classroominteraction? • It is known as ‘IRF’ – Initiation, Responseand Feedback. Theteacherinitiates an exchange, usually in the form of a question, one of thestudentsresponds, theteachergivesfeedback (assessment, correction) • Alternativeinteractionpatterns: Theteacherdoes not needto be theinitiatorandtheinteractionmay be betweenstudents. • Teacher talk: Thismayinvolvesomekind of silentresponse, such as writing. No studentinitiation! • Choralreponses: Theteachergives a model which is repeatedbyalltheclasstogether. • Closed-endedteacherquestioning (IRF): Theteacherinvitesresponseto a cuethat has onerightanswer, nominates a student.

Interactionpatterns in thelesson (cont’d) • Open-endedteacherquestioning: Thereare a number of possible ‘right’ answers, sothatmorestudentsrespondtothecue. • Full-classinteraction: Thestudentsdebate a topicor do a languagetask as a class. • Studentinitiates, teacheranswers:In an interviewingsimulationstudentsthink of Qsandtheteacherresponds as the ‘interviewee’. • Individualwork: Studentsworkindependently on an activityortaskassignedbytheteacher. • Collaboration: Studentswork in pairsorsmallgroups on an exerciseor a taskassignedbytheteacher. • Groupwork: Studentsworkin smallorbiggroupson certaintasks.

Interactionpatterns in thelesson (cont’d) • Self-access: Studentschoosethemselveswhattheywantto do andworkautonomously on paper-basedorcomp.-basedtasks. (watch!) • Appropriateuse of differentinteractionpatterns: Allthepatternsdiscussedabovemay be used at differenttimes in thelessonandfordifferentpurposes. Weneedtofindthemostappropriatepattern! • Comprehensioncheck: Theclass has finishedreading a story, theteacherwantstomake sure theclassunderstood it andaskscomprehensionquestions. • Familiarizationwithtext: Theclass has finishedreading a story but theteacherwantstomakesure studentsgetthemselvesfamiliarwiththetextthroughreading.

Appropriateuse of differentinteractionpatterns • Oral fluency: Youhave a smallclass of businesspeoplewhoneedmorepractice in talking. Yougivethem a task in whichthey talk aboutthequalities of a goodmanager. • Grammarcheck: You do thiswhenyouwanttodistinguishbetweentwosimilartenses. Youwanttofindout how far theyhavegrasped it, using an exercise in thebook. • Writing: Thestudentsneedtoimprovetheirwriting. Ask themtowrite • Grammarpractice: Thestudentsneedtopractiseaskingquestions. Youuse an interviewsituationwheretheyintervieweachother. • New Vocabulary: Youwanttodrawattentiontosomenewvocabularytheclasshas seen in a text. (do matching on p. 18/19)

Lessonpreparation • Most English lessons in schoolsareabout 45 minuteslong. Sometimeswithadultstudentstheymay be as much as 90 minutes. • An English lessonmayincludesomeorall of thefollowingcomponents: • Work on a listeningorreadingtext, withassociatedcomprehensiontasks • An oral communicativetask, such as discussion of a controversialtopic • Presentation andexplanation of a grammaticalpoint • Presentation andexplanation of vocabulary • Exercises on linguisticusages, such as grammar, vocabulary, pronunciation, spellingandpunctuation • A writingtask

Lessonpreparation (cont’d) • An English lessonmayincludesomeorall of thefollowingcomponents: (cont’d) • Silentreading of simplifiedreaderschosenbystudents • Review of homework • Preparationfor a test • A test (do thetask on page 21) • Lessonvariation: A lesson in whichthere is onlyoneactivitywillprobably not veryinetersting. Studentwillfind it hard toconcentratetolearn. • Boredommayresult in disciplineproblems. • A variedlessonwill be moreorederlyandproducebetterlearning.

Lessonvariation • Lessonsmayvary in a number of ways: • Tempo:Activitiesmay be briskandfast-moving (such as guessinggames) orslowandreflective. • Organization: Thestudentsmayworkindividually, in pairs, in groupsor as a fullclassinteractingwiththeteacher. • Material: A lot of yourlessonmay be based on thecoursebook, but it is goodtospend at lesatsome time working on teacher- orstudent-initiatedtasks. • Modeandskill: Activitiesmay be based on thewrittenorthespokenlanguage; andwithinthese, theymayvary as towhetherthestudentsareaskedtoproduce (speak, write) orreceive (listen, read)

Lessonvariation (cont’d) • Difficulty: Activitiesmay be easyandnon-demanding, ordifficult, requiringconcentrationandeffort. • Topic:Boththelanguage-teachingpointandthe (non-linguistic) topicmaychangefromoneactivitytoanother. • Mood: Activitiesmayalsovary in mood: lightandfun-basedversusseriousandprofound, tense versusrelaxed. • Stir-settle:Someactivitiesenlivenandexcitestudents (such as controversialdiscussions, oractivitiesthatinvolvephysicalmovement. • Active-passive: Studentsmay be activated in a waythatencouragestheirowninitiative, ortheymayonly be requiredto do

Practicaltips • Put thehardertasksearlier: Studentsarefresherandmoreenergeticearlier in thelessonandgetprogressivelylessso as it goes on. Itmakes sense to put difficulttasksearlier on. • Do quieteractivitiesbeforelivelyones: • Keep an eye on yourwatch: • Pulltheclasstogether at thebeginningandend of thelesson: • End on a positivenote: • Don’tleavehomework-givingtotheend: • Prepare a reserve:

ING303 Teaching Language Skills