revision of ele3102
TRANSCRIPT
Revision of ELE3102 – Principle of English Language Teaching
Theories of second language acquisitionStructuralise / Analyzed / Explicit Non- structuralise / Unanalysed /
Implicit The fact that a learner knows
about language and the ability to articulate those facts in some way.
Learner aware about the structure of knowledge
Controlled
Information that is automatically and spontaneously used in the language task.
Learner not aware about the structure of knowledge
Automatics
Example: Children implicitly learn phonology, syntactic & semantic rules for language. But do not have accessed to an explanation explicitly of those rules.
Developing classroom skillsThe roles of teachers in class:
Build the good relationship with the pupils. This will encourage the social skills among pupils too.
Make the remedial activity during lesson if needed. Not all the pupils can achieve the learning outcomes faster.
Attract the pupils’ interest to learn the language. The teacher must creative in planning the lesson.
Encourage the usage of the language in the class by the group activity, roles play and others communicative activities.
Manage the discipline rules among pupils in the class. So that the pupils will more discipline and cultured with good manner.
The roles of pupils as the learners are: Give full attention and participation to the lesson prepared by the teacher.
So, they can understand and enjoy the lesson. Try to follow the rules that fixed by the teacher. This will help to build the
good attitude pupils. Try to do the activities ask by the teacher. If have the problem to finish it
up, ask the help from the teacher.
Managing group work
To ensure heterogeneity, form teacher formed teams. Keep groups together long enough to establish positive working
relationships. Allow time for team building. Encourage students to monitor, as you will, group processing. Use Classroom Assessment Techniques (CATs) to determine student
progress. Encourage students to practice and reinforce positive social skills. Structure activities to promote positive interdependence Promote individual accountability. Set up a clear, non-competitive, criterion-referenced grading scheme. Anticipate problems and don’t be afraid to seek constructive help.
Be certain that group activities further the course
objectives.
Explain to students the nature and value of the
proposed activities.
Be certain to give clear instructions.
Provide students with a sense of closure.
Keep the group size small.
Unless there is a compelling reason to do
otherwise, aim for heterogeneous groups.
Managing multiple classroom teaching
A method of teaching and
learning in which students team
together to explore a significant question
or create a meaningful project. A group of students discussing a lecture
or students from different schools working together
over the Internet on a shared
assignment are both examples of collaborative
learning.
Collaborative Learning
Collaborative
Learning
Group work
approaches
Cooperative
learning
Basic elements
Positive interdepende
nce- Shared
leadership- Face to
face interaction- Task and
group maintenance- Social skills
- Group processing Individual
accountability
Essential
Accountability
Positive interdepende
nce
Methods
Question and answerDiscussion
Small groups
Cooperative learning
Small groups
BenefitsIncreased resources
HitchhikingBetter decisions Peer teaching
Stronger commitment
LimitationsTime consuming
Time wasting Unequal
participation Some prefer to
work alone Better ways of
doing tasks
Learning approaches
- Students teams and
achievement divisions- Group
investigations- Cooperative
games- Teams
tournament games
- Encourages students to ask questions and formulate their
own conjectures- To deduce
general principles from practical examples or experience
An inquiry – based learning
approach
DISCOVERY LEARNING
Inquiry Based Learning
Through the process of
inquiry, individuals construct much of
their understandi
ng of the natural and
human-designed worlds. Inquiry
implies a "need or want to know"
premise. Inquiry is
not so much seeking the right answer -- because often there is none -- but rather seeking
appropriate resolutions
to questions and issues
“Inquiry" is defined as "a seeking for truth,
information, or
knowledge -- seeking
information by
questioning.
Identify the concept to be learned and skills that lead
to understanding of that conceptCarefully plan and develop a
sequence of questions that should be asked to help your students ‘discover’
concept concerned.Prepare a set of specific examples and arrange them in a progression leading to
concept discovery.Make readily available
relevant reference materials and equipment for student
use.
Mixed ability class
start discipline strategies
Involve the students in drawing up the behavior codes and the penalties for breaking the rules.Draw up a class charter and display it on a poster on the wall.
small-group
techniques
Use mixed ability groups sometimes and appoint a group leader with strengths to help the weaker ones.Use same-ability groups to allow people to work at their own pace
consider the curriculum
to be utilized.
analysis of the needs of the students
strive to coordinate the students into functional learning
groups based on their skills and learning
pace
Multiple class (different age)
Understanding that we need to address all the students in
the class.
Understanding that students are at
different levels of English.
Techniques for dealing with mixed
ability students: graded dictation.
Understanding that students work at
different speeds and energy levels
Understanding that students have
different learning styles.
Understanding that students come to class with a lot of
knowledge of things other than English.
Understanding that students need to work at their own
level.
Questioning technique
Open questions are good for:Developing an open conversation: "What did you get up to on vacation?"Finding our more detail: "What else do we need to do to make this a success?"Finding out the other person's opinion or issues: "What do you think about those changes?"
Closed questions are good for:Testing your understanding, or the other person's: "So, if I get this qualification, I will get a raise?"Concluding a discussion or making a decision: "Now we know the facts, are we all agreed this is the right course of action?"Frame setting: "Are you happy with the service from your bank?"
Funnel questions are good for:Finding out more detail about a specific point: "Tell me more about Option 2."Gaining the interest or increasing the confidence of the person you're speaking with: "Have you used the IT Helpdesk?", "Did they solve your problem?", "What was the attitude of the person who took your call?"
Asking probing questions is another strategy for finding out more detail.Probing questions are good for:
Gaining clarification to ensure you have the whole story and that you understand it thoroughly; and
Chunking questions: Chunk up and down for more or less detail.
Clear questions: That are si mple and unambiguous.
Columbo technique: Asking st upid questions that get the answers you want.
Double bind questions: Whichever way you answer, the result is the same.
Tag questions: Some questions encourage agreement, don't they?
Drawing information out of people who are trying to avoid telling you something.Tip:Use questions that include the word "exactly" to probe further: "What exactly do you mean by fast-track?", "Who, exactly, wanted this report?"
Leading questions try to lead the respondent to your way of thinking.Leading questions are good for:
Getting the answer you want but leaving the other person feeling that they have had a choice.Closing a sale: "If that answers all of your questions, shall we agree a price?"
Rhetorical questions aren't really questions at all, in that they don't expect an answer.Questions are a powerful way of:
Learning: Ask open and closed questions, and use probing questioning. Relationship building: People generally respond positively if you ask about
what they do or enquire about their opinions. If you do this in an affirmative way "Tell me what you like best about working here", you will help to build and maintain an open dialogue.
Managing and coaching: Here, rhetorical and leading questions are useful too. They can help get people to reflect and to commit to courses of action that you've suggested: "Wouldn't it be great to gain some further qualifications?"
Avoiding misunderstandings: Use probing questions to seek clarification, particularly when the consequences are significant.
And to make sure you avoid jumping to conclusions, the Ladder of Inference tool can help too.
Diffusing a heated situation: You can calm an angry customer or colleague by using funnel questions to get them to go into more detail
The Focal Question - Focuses on a well articulated issue
Classroom management
RULES EXPECTED BEHAVIOUR OF
TEACHERS TO THE STUDENTS
STEPS TO
CONSTRUCT THE RULES
Involve students in
planning the classroom
rules
Knows about the
school regulation
Plan the classroom
rules
Forbidden specific behaviourPunishment accepted by student when they break the rules
Administration responsibility that teachers need to do.
Respect other people right
Listen while others speak
Obey to school regulation
PROCEDUREUsed of area in the classroomTransition to enter and going out from the classroomCooperative group activitiesExpected students behaviour which is
applied for specific activities focus on
achievement of students
CLASSROOM ORGANISATI
ON
PHYSICAL
Conducive Enviro
nment
Safety
Facilities
PSYCHOSOCIAL
Relationshi
p between
teachers and
students
Responsibility of teachers and
students
Relationshi
p betwe
en peers
Retaining
of the psychosoci
al environme
nt SEATING ARRANGEMEN
T
Face to
face Style
Cluster
Style
Off-set Style
Purpose of teaching language skills1. Increase Comprehensibility
Krashen’s theory of comprehensible input involves the ways in which teachers can make content more
understandable to their students providing many nonverbal clues such as pictures, objects,
demonstrations, gestures, and intonation cues building from language that is already understood, using graphic
organizers, hands-on learning opportunities, and cooperative or peer tutoring techniques
Native Language the advantage of incorporating a student’s native language into
their instruction
MANAGING THE LEARNING ENVIRONMENT
Increase Cooperatio
n
Observe the
students behaviour
Retain the rules and
procedure of classroom
using a student’s native language as a support can be seen as both a general method or as any of a number of specific strategies.
Many of the strategies including implicitly or explicitly, the use of a student’s native language to increase his or her understanding.
2. Increase Interaction Drawing from Swain’s emphasis on comprehensible output a number of strategies have been developed that increase
students’ opportunities to use their language skills in direct communication and for the purpose of "negotiating meaning" in real-life situations.
cooperative learning, study buddies, project-based learning, and one-to-one teacher/student interactions.
3. Increase Thinking Skills Drawing from Cummins’s theories of academic language and cognitively demanding communication ways to develop more advanced, higher order thinking skills as a
student’s competency increases. These include asking students higher order thinking questions (e.g., what would happen if…?), modeling "thinking language" by
thinking aloud, explicitly teaching and reinforcing study skills and test-taking skills,
and holding high expectations for all students.
Strategy of teaching language1. General principles and motivation
Intrinsic motivation as the learners' willingness "to engage in the activities for their own sake".
This kind of motivation will bring about "internally rewarding consequences, namely feelings or competence and self determination".
Extrinsic motivation, on the other hand, refers to behaviors encouraged by external factors.
Typical extrinsic rewards such as moneys, prizes, praises and encouragement.
Integrative motivation is associated with the learners' intention of blending with the cultures of the native-speakers.
Motivation has been identified as the learner's orientation with regard to the goal of learning a second language
Instrumental motivation is related to the view that to be competence in a language provides economical and practical advantages.
This is generally characterized by the desire to obtain something practical or concrete from the study of a second language
2. Levels of ability
Remedial and enrichment activity
Enrichment Activity Remedial Activity
ABILITIES
focus
hearinganalyzing
understanding
ABILITIES
Physical Emotio
nal
Spiritual
Intellectual Social
Have specific function that to be used
Prepared for pupils to ensure they master the skills
To be used after the lesson delivering finish
Prepared are suitable with pupils’ level
Can encourage the interest of pupils and motivate them to learn the language
To empowering the understanding on what have been teach to the pupils
Specifically prepared only for the pupils which have problem in understand and
master certain skill
Can measure the understanding of pupil on certain skill
The weak pupils will be given remedial activities based on weakness
To empowering the certain skill that teach to the pupils
To drills on a skill that pupils weak.
Can be manipulated as remedial for weak pupils
Cannot be used for enrichment activity – the good pupils will be bored
Can combine more than one skills together
Only a skill to be drilled
Materials selection, adaptation, and simplification based on ability and interest.
1. AbilityAdaption of material (by modify / simplify) to meet the learners’ ability needsEg: Article about Aerospace that can be modified by teacher suitable with language ability of primary school
2. InterestAdaption of material (by modify / simplify) to attract learners to use the materialSummarize the articles into mind map or interesting chart.
Lesson planning: introduction, purpose, and formatIntroduction
Subject Year Date / Day Time
Purposes Theme (World of Self / Word of Knowledge / World of Story)
Topic Focused skills Integrated skill Skills Intended Learning Outcome (Behavioral Objective) Vocabulary Sentence pattern Previous knowledge Moral values Thinking skills Multiple intelligence
FormatStages/
TimeContent Activity Resource
sRational
Induction Set(5 minutes)
Introduce the topic
Presentation(15 minutes)
Teacher diliver cont.
Practice(15 minutes)
Pupils pract. skills
Production(20 minutes)
Pupils do exercise
Closure(5 minutes)
Summaries of lesson
How do you prepare scheme of work?1. Use the syllabus, textbooks and workbooks to break the syllabus into a
number of themes or topics.2. Use the inventory of skills, grammar items and prescribed vocabulary to
decide which skills/items should go with each topic/theme.3. Decide on an appropriate sequence for presenting the themes.4. Decide the amount of time can be spent for each topic/themeExample Scheme of Work: