The aim of this essay is to examine the reasoning behind selecting the language objectives and materials for one upper intermediate adult class of English as a foreign language. Firstly, it will be discussed why and how the materials were chosen. Secondly, the language aims will be analysed and some potential problems will be examined. Finally, this essay will identify some theoretical approaches considered when planning the lesson.
First, it is necessary to consider some general rules when planning a language lesson. It is vital to be sure about the aims of the class and to prepare appropriately, given that it is hard to predict what will happen in the classroom and we need to be certain that we can manage whatever happens. According to Scrivener (1994:44), one needs to “prepare thoroughly. But in class, teach the learners- not the plan”. In other words, it is essential to establish clear aims and contents and to arrange any aids or materials required for the class, but we need to be ready to modify the original plan on the spot if necessary.
Having considered this first idea, this part of the essay will analyse the rationale on which the lesson is based.
Lesson 1: Describing objects.
This lesson is set to help students describe objects in English when they do not know or do not remember the name of the item given. In my opinion, this is a valuable skill that benefits both natives and second language (L2) users, particularly when the students live in an English speaking country where they often need to request objects without knowing its name. The skill and language objectives seem to be appropriate for the particular level (B1/B2), as pupils should have the correct degree of fluency and grammatical competence. The content...
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... and chunks of language would have been practice in depth. After that, the speaking practice will be more successful because the students have the opportunity to try the new language, and not only the language that they already know with skills that they may already possess.
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Writing has always been a way to express, an elaborate the world of creativity. By taking these English courses, I have accomplished a variety goal that has made me grow as a person, but there are still many areas in writing that I still need to focus on. Now having a stable base in English I can further improve in the areas I do not excel at by taking English 1302. By realizing that the skills I will acquire in this English course, it would benefits fit me later in my life.
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racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words.
In addition the teacher could cultivate student’s interest in different cultures by spending a few weeks teaching different languages. For example the students would learn greetings and common phrases in Spanish one week then the next week it would French and so on. To help the students remember the teacher could give the student post-it notes with
Both Krashen (1982) and Brown (1994a) presented teaching principles that have stood the tests of time. Principles equip “enlightened” teachers to incorporate any number of possible methodological, or pedagogical options (Brown, 1994a), in classes tailored to fit particular contexts. Therefore, theory from research into language learning takes on greater importance with a principled approach. This principles enable teachers, as “technicians”
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Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
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