Communicative Language Teaching - Report Example

Lesson Plan Models of L2 Learning Name of Student: Student No: Date: Name of Supervisor: Introduction Finding communicative contexts that reflect real life situations can be challenging when teaching a foreign language. When that language is English, teaching it at any level requires that the classroom be a place where English is not only taught, but used meaningfully. This means that the language is not taught in isolated portions or by delving into the grammar or semantics of the language. Rather, the language is utilised in real world situations using subject matter content that is relevant according to the age of the students and their aims for learning the English language. One type of content-based instruction includes theme based language instruction and it is beneficial for differing age groups and levels of proficiency. This approach is supported by Brinton (2003) when the aim of the students is to acquire language. The topic that will be covered in this report is models in L2 learning with the specific theme being conversation lessons. The reason for the choice of this topic is that the ability to converse in real life situations is one of the most important aims of language and in order to manoeuvre successfully in the environment in which the student expects to use the English language, they must be able to understand and communicate with the actual environment in which they find themselves. Without this ability, having knowledge of the English language is not really useful on a daily basis. In order to learn a language successfully it is important for the learner to be motivated, cooperative and have empathy. This naturally leads to a stress on development of the learner. This involves several stages of development in the student process. The principle process entails increasing language awareness which involves contribution of the learner to their own learning process; dynamic learning strategies such as self-monitoring or responding to peers; and lastly, the assumption of accountability for their own education. This last process means that some of the roles traditionally carried out by teachers should be transferred to learners which foster their independence (Kavaliauskiene, 2002). The lessons are aimed at post-elementary level, sixteen-year-old migrant students from Russia, learning English as a second language. The objectives of the exercise are to develop autonomy in the language development, learner cooperation and interaction, vocabulary, peer and self-assessment and interaction. The target language will cover vocabulary and grammar review using such materials as role-play and homework carried out individually outside classroom situations. The procedure involves the interaction of the entire class with a time limit of ten minutes per activity. This is an effective way to transfer roles from the teacher to the students, while encouraging interaction and cooperation as well as giving opportunity for evaluation and revision of material earlier learned. This is useful as a warm up exercise at the start of a class or as revision at the end of it. To initiate the activity, a student is requested to appoint a spokesperson who will answer the first query. Should they get the answer correct, they pass the baton to the next student to answer the following question. This sequence is continuous unless a question is answered wrong, giving the students an opportunity to step into the teacher’s role by providing the correct answer. This exercise is even more effective when the class is subdivided into groups of 3-5 members. The group members select a group name and initiate the above activity but without the teacher’s role being included. Instead, the different groups are in charge of checking answers in turns which makes it more interesting for the students. This activity gives every student the opportunity to articulate themselves and discourse upon their point of view. The teacher’s role is almost redundant apart from monitoring and evaluating the performance of students. The teacher only intercedes when students are unable to come up with answers to the questions. Communicative Language Teaching (CLT) is subject to several principles according to Richards and Rodgers (2001). These principles are aimed at regarding language as a form of communication and therefore that all classroom activities, educational aims, syllabi, and the roles of students and teachers should be geared toward this intention. Ellis (2003; 2004) states that CLT refers to the meaningful and appropriate use of language, the use of adverbs that return us to the elements of communicative proficiency and the placing of supreme significance of the positions of learning by communication. CLT offers two versions; the weak one proposed by Howatt, (1984) in Ellis, (2003) links it with task-supported language teaching. This position is intimately connected to the Presentation-Practice-Production school of communication which views language as a succession of products to be sequenced (Rutherford, 1987 in Ellis, 2003). There is also a strong version which involves task-based language teaching in which the incorporation of tasks in the curriculum is elemental to syllabus design and methodology. The objective of teaching language according to Adamson (2004) is to assist students to use the target language to communicate in situations where social interaction is modified through cultural context. This means that CLT and communicative proficiency are critical to the educators of language because the latter penetrates all aspects of the former in a way that makes it more effective. For language teachers to set up a CLT curriculum and practises in the classroom they would need to consider the advantages of incorporating communicative competence in the processes of decision making to do with assessment of textbooks and task-based curriculum. This should be seen as a strategy, outcome, and action of educational task design (Nunan, 2004). The language focus for the exercise entails grouping the syllabus conceptually, procedurally, and attitudinally. The primary contents are separated into oral discourse such as the intricate interaction framework, politeness, and conversational aspects; speech acts which include introducing oneself; airing and offering opinions; the semantic system which include modals and tenses; syntactic system such as recurrent patterns, sentence types; morphological system including formation of words in nouns, adjectives and adverbs; vocabulary; and phonological system such as rhythm, intonation or manner of articulation. In addition, the procedural contents are separated into oral discourse which covers utilising vocabulary appropriately; written discourse that involves direct and indirect speech utilisation; language system that entails production of sounds and written sentences; and finally, attitudinal contents which try to develop students in the following areas – social, personal, scientific knowledge development and expression as well as communication development. Lesson Plan Conversation Lessons with Vocabulary Practise, Questions and Activities The Story The main objectives of the lesson are to use the target language to communicate in situations where social interaction is modified through cultural context. The class will be divided into ten groups and given a different story to read from which questions and activities will be done. Each story should be completed in thirty minutes by each group which means two stories will be done per one-hour lesson. Vocabulary Practise After reading the stories, the students will be asked to carry out a vocabulary exercise by answering some questions using the text as reference. Questions for Discussion These questions will be designed to stimulate the students to utilise spontaneous speech as well as discussions in their groups. Each group member will be asked to answer similar questions in order to stimulate various answers and hear different opinions. Activities Students will be asked to pair up and narrate the story to each other in their own words. The teacher will act as co-communicator. Finally, the student will be asked to tell the story to the whole class using their own words. The teacher will then act as a model and carry out pronunciation of the words used, asking the students to repeat after her. The teacher will then construct sentences using the words and the learners will participate by coming up with contextual effects. Miscellany This includes various proverbs and quotes chosen for their ability to provoke discussion and debate. The teacher will choose one of these as a class discussion topic. Lesson 1- a Soldier’s Lie The Story A soldier went to his commanding officer and asked for leave for the day in order to attend his sister’s wedding. The Officer told him to give him a few minutes to consider the request while he waited outside the door. After this, the officer recalled the soldier to the office and told him, “You are a liar because I spoke to your sister on the phone and she said she is married already”. The soldier replied, “Well you are an even bigger liar sir, because I do not even have a sister”. Vocabulary Practise Choose the best answer. 1. The word 'Leave' in this context means ... a. departing from a place b. one component of a tree c. consent to be away from duty d. requesting for some cash 2. The word 'attend' here refers to ... a. take care of b. pay for c. be present at d. look at Questions for Discussion 1. Give reasons why the soldier lied? 2. Explain with reasons why the officer told the soldier a lie? 3. Can you recall telling such lies? Activities 1. Narrate the story in your own words to your partner: 2. Pronounce the following words a number of times: 1. Command 2. Officer 3. Attend 4. Soldier 5. Already A Related Proverb One foot cannot stand on two boats. Lesson 2- Book Sale The Story The reason why my husband keeps every book he reads according to him is that "I may want to read it again one day”. Most of the books have lain unopened after the first reading, accumulating in our cellar over 25 years. I donated most of them to a charity book sale one day, though, thinking he'd never notice their absence. I heard Frank call to me as I stood admiring the empty cellar, "I'm home early so I can get to the book sale before it closes”. I prepared for the worst while he was gone. He came home empty-handed, and I inquired if there had been any books that piqued his interest. He replied, “Yes, there were lots of good ones; but I've got them all” Vocabulary Practise Mark the best choice. 1. The word 'accumulate' refers to ___. a. become more b. sell something c. read a book d. become useless 2. A ‘Cellar’ is ___. a. a room in a hotel b. an underground room c. a very large building d. a big shelf for books 3. The word '___' means to make a endowment of something, particularly for a good intention. a. admire b. call to c. donate d. notice 4. The word ‘Charity’ means ___. a. some books which are no longer required b. assistance for poor or troubled people c. an society for retail of books d. a collection of persons living together Questions for Discussion 1. Does Frank have the good books now? Where are they? 2. Do you think it is a good idea to keep the books after reading them? Discuss. 3. What do you think Frank will do when he understands what has happened? Activity Recite the story in your own words and come up with possible scenarios as to what happened next. Miscellany A quotable quote: Genius is 1% inspiration and 99% perspiration. Edison Lesson 3 – In Pyjamas The Story I was staying at a hotel in New England, but couldn't sleep; the television in the residents' lounge was so loud. I crept downstairs in my pyjamas because I could see from the top of the stairs that the lounge was in total darkness. I walked to the TV and after some scrabbling with the knobs I managed to switch it off. As I turned to leave, I suddenly became aware of a semi-circle of people sitting in the dark who, up until that moment, had been enjoying a TV program. Vocabulary Practice Mark the best choice. 1. A 'Lounge' is ... a. Type of taxi in the airport etc. b. small room for workers c. public sitting room in a hotel d. special case for television 2. To 'creep' means to ... a. run quickly b. jump off c. shout out d. move quietly 3. To '.......' means to move the hands awkwardly to do something or to find something. a. scrabble b. manage c. switch d. reside 4. A 'knob' is a..... a. hotel room b. small TV c. round handle d. special table Questions for Discussion 1. What is the major amusing point in the story? 2. Why did the guy go down the stairs in pyjamas? 3. What do you think will happen next? Activities 1. Recite the story to your group in your own words. 2. Pronounce the following words several times: 1. Lounge 2. Resident 3. Knob 4. Fumble 5. Aware 6. Semi-circle A Related Proverb Opportunity knocks once and the neighbours the rest of the time Lesson 4 - Anniversary-birthday Card The Story "Do you have any anniversary-birthday cards?" a man asked the stationer. “ We have anniversary cards plus birthday cards, but we don't carry one that combines both. Why do you ask?" “ It’s simple, my wife is celebrating the fifteenth anniversary of her thirty-fourth birthday." replied the man Vocabulary Practice Mark the best choice. 1. 'Anniversary' means ___. a) the day a person is born b) exactly the day a person gets married c) same date when something happened in the past d) party given for birthday 2. A 'stationer' is a person who ___. a) looks after stations b) Sells pen, paper, etc. c) is in a station d) takes pictures 3. The word 'carry' refers to ___. a) have something for sale b) to have something to eat c) give as a result d) move one's head 4. The word '___' indicates doing something to demonstrate that a day or a happening is special. a) combine b) simplify c) celebrate d) station Questions for Discussion 1. Why is the woman celebrating the anniversary of her birthday and not just her birthday? 2. What are anniversary cards for? Activity 1. In your own words, recite the story to your group. Miscellany A Spanish proverb: Two great talkers will not travel far together. Lesson 5 – Killing Mothballs The Story The old lady walked into a chemist's shop and bought a packet of mothballs. The next day she returned and again bought a packet of mothballs. On the third day she did the same and when she appeared the fourth day and asked again for a packet of mothballs, the chemist could not restrain his curiosity. ‘ You must have a lot of moths, madam?' he queried. ‘ Yes, I have,' she nodded, 'and I don't know what I'm going to do. I've been throwing these balls at them for three days now and I haven't hit one yet!' Vocabulary Practice Mark the best choice. 1. A '___' is a small ball made of a strong-smelling substance, used for keeping moths away from stored clothes. a) chemist b) mothball c) moth d) curiosity 2. To 'restrain' means to ___. a) append to b) be indecorous c) hold back d) talk 3. 'Curiosity' means ___. a. wanting to know about things b. showing things to other people c. ability to say something d. having much knowledge 4. To 'query' means to ___. a. find out something b. look after something c. write something down d. ask somebody a question 5. To 'nod' means to ___. a. converse noisily b. bow the head forward c. demonstrate disagreement with d. leap up Questions for Discussion 1. What is hilarious about what the lady has been doing? 2. Why did the chemist become inquisitive about the mothballs? Activity 1. Now you tell your friend(s) the story in your own words. Miscellany A proverb: Think twice before you speak once. Lesson 6- Wedding Gifts The Story Leroy and his bride were opening their wedding gifts. After unwrapping each package, Janet would exclaim enthusiastically, "We really need these towels" or "We'll enjoy eating off these pretty plates”. Then she opened one very large box. It contained a vacuum cleaner. “ Leroy," Janet said”, look what you've got." Vocabulary Practice Mark the best choice 1. To 'unwrap' means to... a. Fasten b. Break c. Open d. Write 2. 'Package' means... a. Plate b. Parcel c. Room d. Book 3. 'Enthusiastic' means... a. Quite angry b. Indifferent c. With great interest d. Showing disliking 5. Another word for 'vacuum cleaner' is... a. Electric fan b. Cleaning machine c. Hoover d. Electric machine Questions for Discussion 1. What is amusing about this story? 2. Who do you think should use the vacuum cleaner? Why? Activities 1. Tell your group the story in your own words. 2. Pronounce the following words several times: 1. Unwrap 2. Package 3. Enthusiastically 4. Towel 5. Vacuum A Related Proverb Cut your coat according to your cloth. Lesson 7- Rational Dispute The Story A young homemaker told me: "My husband and I do not argue, no matter how angry we may be. Instead we sit down and rationally discuss both sides of the dispute. Then I make a list of all the crockery I intend to smash." Vocabulary Practice Mark the best choice. 1. 'Rationally' refers to... a. Noiselessly b. Heatedly c. Not foolishly d. Very quickly 2. 'Dispute' means... a. Fight b. Wife c. Inventory d. Converse 3. 'Crockery' refers to... a. Paper currency b. Ice-cream c. Cups, plates, etc. d. Washing machine 4. To 'smash' means to.... a. Write something down b. Clean something in hot water c. Drop something and break it d. Put something back Questions for Discussion 1. Give your opinion of the couple 2. Why should the woman smash crockery? 3. How can a dispute be settled better? Activities 1. Recite the story in your own words. 2. Pronounce the following words several times: 1. Rationally 2. Dispute 3. Crockery 4. Intend 5. Smash A Related Proverb Empty vessels make the most noise. Lesson 8 – The Best Accountant The Story An accountant answered an advertisement for a job with a large firm. At the end of the interview the chairman said, "One last question-- what is 3 multiplied by 7?" The accountant thought for a minute and replied, "22". Outside he took his calculator and realized that he should have said 21. He concluded that he had lost the job. A fortnight later, however, he was offered the post. After a few weeks, he asked the chairman why he had been when he had given the wrong answer. "You were the closest”, the chairman replied. Vocabulary Practice Mark the best choice. 1. An 'accountant' is a...... a. person who wants a job b. Machine which adds, deletes, etc. c. person who keeps money records d. company manager 2. 'Firm' here means.... a. strong person b. business company c. shop manager d. important decision 3. A 'chairman' is a person who..... a. sells or buys chairs b. controls a meeting c. answers phone calls d. says the latest news 4. A fortnight is...... a. one week b. two months c. twenty days d. two weeks 5. 'Appoint' here means to...... a. interview someone b. choose a person for a job c. call a person to come d. let a person visit a place Questions for Discussion 1. What did the chairman mean by the last sentence? 2. How true can such a story be? 3. Why do you think should an accountant make such a mistake? Activities 1. Recite the story to your group in your own words. 2. Pronounce the following words several times: 1. Accountant 2. Advertisement 3. Interview 4. Chairman 5. Calculator 6. Fortnight 7. Appoint 8. Close A Related Proverb A narrow mind has a broad tongue Lesson 9- A Useful Tip The Story Some years ago, when my acquaintance’s brother was a university student, he bought his first car. Keen to show it off, he requested his parents to go for a drive. As they were driving along, he glanced in his rear-view mirror and saw his father sitting in the back seat with his mouth open. He took this as the sign of his father's surprise. Shortly afterwards, he heard his father whisper to his mother, "If you keep your mouth open, your teeth don't rattle”. Vocabulary Practice Mark the best choice. 1. An 'acquaintance' is a person ___. a. who works for you b. studying at a college c. you know a little d. unknown to you 2. To 'show something off' means to ___. a. hide something you have bought b. lend something to someone c. keep watching at something beautiful d. Let people see something new, nice, etc. 3. The word 'whisper' means to ___. a. see something very strange b. say something very softly c. write something down d. pull something heavily 4. The word ‘rattle’ means to ___. a. make a lot of quick little noises b. laugh loudly at something c. take something up and down d. drive a car at a very high speed Questions for Discussion 1. Was the father really pleased with the ride? How do you know? 2. What do you think of showing off? a quotable quote Activity Recite the story to your group. Miscellany A quotable quote: Speak clearly, if you speak at all; carve every word before you let it fall. Lesson 10 – Poor Cat The Story As a student I ate my meals at a seaside boarding house. The landlady was a good cook and, as her husband was a fisherman, we always ate fish for dinner. Eventually I got tired of it, and took to slipping it under the sofa, where the family cat would find and devour it. This worked very successfully until one day the landlady tiptoed up behind me and said, "Young man it's high time I told you that our cat was run over by a lorry three weeks ago." Vocabulary Practice Mark the best choice. 1. A 'boarding-house' is a........... a. building which is near the sea b. kind of very expensive hotel c. house giving room(s) and food d. kind of school with a pool 2. A 'landlady' is a woman who........ a. is old and weak b. keeps a boarding-house c. has a lot of money d. only looks after her family 3. 'Eventually' means..... a. obviously b. in the end c. for the meantime d. gladly 4. To 'take to' here means to.... a. carry something to somewhere b. ask someone to do something c. begin to do something as a habit d. go away to some place to hide 5. To 'devour' here means to..... a. look at something angrily b. play with something c. throw something away d. eat something hungrily 6. To 'tiptoe' means to...... a. walk quietly on the toes b. say something softly c. hit something by foot d. run towards something 7. To 'run over' means to..... a. hit something while running b. drive over something c. take something away d. steal something from a place Questions for Discussion 1. What point is humorous in the tale? 2. What would you do if you were the learner? 3. What can probably be found under the sofa now? Activities 1. Recite the story in your own words. 2. Pronounce the following words several times: 1. Eventually 2. Devour 3. Sofa 4. Tiptoe 5. Lorry A proverb The purpose of education is to replace an empty mind with an open one. Concept Mapping References Adamson, B. (2004) `Fashions in Language Teaching Methodology’, in Davies, A. and C. Elder (eds.) The Handbook of Applied Linguistics. Oxford: Blackwell. Brinton, D. 2003. Content-based instruction. In Practical English Language Teaching. ed. D. Nunan, 199–224. New York: McGraw-Hill. Ellis, R. (2004) ‘Individual Differences in Second Language Learning’, in Davies, A. and C. Elder (eds.) The Handbook of Applied Linguistics. Oxford: Blackwell. Ellis. R. (2003) Task-based Language Learning and Teaching. Oxford: Oxford University Press. Kavaliauskiene, G. Three Activities to Promote Learner's Autonomy. The Internet TESL Journal. Vol. VIII, No. 7, July 2002. http://iteslj.org/Techniques/Kavaliauskiene-Autonomy/ Nunan, D. (2004) Task-based Language Teaching. Cambridge: Cambridge University Press. Richards, J. and T. Rodgers. (2001) (2nd edition) Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. Read More