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Teaching Practice: English as a Foregin Language for Adults

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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.

Works Cited

Cook, V., (2008). Second Language Learning and Language Teaching. Fourth Edition. London: Hodder Education.

Ellis, R., (2008). The Study of Second Language Acquisition. Second Edition. Oxford: OUP.

Harmer, J., (2007). The Practice of English Language Teaching. Fourth Edition. UK: Pearson Education.

Lightbown, P. M. and Spada, N., (2006). How Languages Are Learned. Third Edition. Oxford: OUP.

Richards, J. C. and Rodgers, T. S., (2001). Approaches and Methods in Language Teaching. Second Edition. UK: CUP.

Scrivener, J., (1994). Learning Teaching. Oxford: Macmillan Heinemann.
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