Shaping the Way We Teach English: Module 03, Integrating Skills 

Hello guys, 

Please read the Reading of the module 3

Part  A.  Watch the video and discuss the following questions in pairs. Hand in the answers to the questions in pairs on Monday, June 13th, 2016

1. As you watch the video segment #1, list as many of the language skills being used as you can. Include teacher behaviors. 

2. Notice for what purpose each skill is used, both within the structured activity and outside the activity. Again, include teacher behaviors. What did the teacher use language for?

3.  What was the main activity? What were the topics of the activity and how were they determined? What skills were required to do it successfully? What were the steps in the activity?

 

 Watch the video segment #2

The students talk about many different kinds of activities for their iEARN projects in the video. 

1. Try to list all parts of the first group’s project that they talk about. For example, first they decided on a theme for the project. As you list the parts, consider what language skills would be used to complete each one.

2. Listen carefully to the students and teacher from the second class and list what they do to

communicate with “foreigners,” or use the language for real communicative purposes outside the classroom.

3. Watch the video again and this time list the resources the students either talked about or would need to do their activities.

Part B. Reflection 

Post the answers to the following questions here (individual). Due on June 17th, 2016

1.What themes or topics did the classes choose? Why do you think they chose them? In what ways are these projects an authentic use of language? 

2. Complete the following chart answering to these questions:

• What were the various activities and tasks (parts) of the project?

• What language skills did students use for each part?

• What resources did they use or might they need for each part?

Activities / Tasks	Language Skills Used	Resources Needed
The class chose one of the proj- ects from the iEARN Web site.

Shaping the Way We Teach English: Module 02, Building Language Awareness

• Read the reading of Module 2 in: Readings

• Watch the video: Video 2 

•   Preview Vocabulary

Appropriate language

Language that is both linguistically correct and that is proper for

the situation.

Authentic sources

Sources used by native speakers or other users of the target

language for “real world” communication.

 

Collaborative learning

Learners working together to solve a problem, complete a task,

or create a product. Learning occurs through social activity.

Comprehensible input

Language which can be generally understood by the learner but

which contains linguistic items or grammatical patterns that are

slightly above the learner’s competence.

Conscious effort

Effort that learners make deliberately, knowing and understand-

ing the purpose for the action.

Deductive techniques

Learners are taught the “rules” of language and then expected to

apply them.

Inductive techniques

Learners discover the “rules” of language themselves through

their experience with the language.

Language awareness

A focus on aspects of language within a given context. Paying

attention to or noticing the language detail in a context.

Meta-language

Language used by the teacher and students to talk about lan-

guage or about learning strategies and techniques.

Pragmatics

Social and cultural aspects of language use.

Reflection

Thinking critically and analytically about language and learning.

Skit

Short dramatic performance.

• Introduction

Module 01 in this series focused on the contextual aspect of language input. Module 02 focuses on the details of the language within that context. Both are important for effective and efficient learning. Communicative language learning tends to focus on a holistic, top-down approach to language learning. The focus is more on function, or the use of language in given situations, than it is on form, the linguistic details of language. However, teachers using a communicative approach have discovered that it is also important to focus on language form: on grammar, on vocabulary, on pronunciation, etc. The question has been about how to do this most effectively, without going back to relying only on rules, exercises, rote memory, and drills.

Building language awareness within a given context appears to be one answer to this question. Research has shown that selectively focusing on aspects of language use within a given context can be an effective teaching and learning practice. Language awareness, then, is more than a focus on form. It also includes the use of that form in context, which is called the pragmatic use of language.

Some characteristics of language awareness:

• The use of meta-language to talk about language, its use, and its forms.

 • The training of learners to become better, more conscious participants in their own leaning as they do the work of analyzing and reflecting on language and its use.

• A balance of inductive and deductive techniques to focus on specific aspects of language.

• Focus on appropriateness of language used, both situational and cultural.

• The use of comprehensible input in the form of materials from authentic sources.

• The use of language that students are more likely to encounter and use.

• Reflection– [Read and answer in pairs.] Hand this part in today: June 10, 1016

1. What language teaching techniques did you observe? How are they similar to or different from your own? In what ways do you focus on language in your class(es)?

2. What was the task in the third activity? What were the parts to the task? How did the students get the language information they needed in order to do the task?

3. What was the authentic material the groups used as a stimulus for their activity? Do you think the students had the language skills to get information from this material? What authentic material might you use in your class if you wanted to do this activity?

4. Discuss your reaction to the skit and the related activities. What role did culture play? Content? Context? Has the class you watched given you any ideas for your own class? If so, what? 

• Discussion  (Post your answers here. Due date: June 16th)

1. Discuss how you might adapt the ideas from this class to older or adult learners.– What context might you use? How would you focus on language within that context?

 2. Do you agree with the assumption made in these first two modules, that students can learn more easily and effectively through contextualized language practice and a focus on language within the context? Why or why not? Think particularly of your own students when you answer.

 3. After viewing this module, do you think you will try some of these techniques and similar activities in your class? Why or why not? If yes, which ones do you think might be most successful in your situation?

Shaping the Way We Teach English: Module 01, Contextualizing Language 

Step 1: Read the reading of Module 1 in: Readings
Step 2: Watch the video:  

Step 3:  Complete the following chart in your notebook. We will discuss it in class. 

Type of Activity	Topic / Theme	Language  Level / Focus	Materials Used
•    Song  •  Prescribed    movements  •  Warm-up or    transition activity	•  Body parts	•  Low-level learners •  New vocabulary	(No extra materials needed)
	•  Rain forest •  Animals; monkeys
•  Dramatization, skit  •  Presentation
		•  Advanced-level      learners •  Oral skills •  Reporting on    research  •  Vocabulary;    defining key    concepts

Reflection–  [Read after viewing.] 

Individually post a 100 words reflection based on the following questions. Do not forget to write your name on your post.

For each of the four classrooms, also answer the following:

1.  How were you able to identify the language context (topics, themes, situations)?  

     What did you pay attention to in order to do this?

 2.  How are the activities that you saw related to each of the contexts (the content areas)?

 3.  What kind of language naturally evolved as an extension of the activities and context?

 4.  How might the activities be adapted for different ages? Different topic areas? Levels?